An Error Analysis In Using Tenses Made By The Third Year Students Of SMK 7 Medan

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AN ERROR ANALYSIS IN USING TENSES MADE BY THE

THIRD YEAR STUDENTS OF SMK 7 MEDAN

By:

IDAWATI SITUMORANG NIM : 070705050

FACULTY OF LETTERS

UNIVERSITY OF SUMATERA UTARA

MEDAN


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ACKNOWLEDGEMENTS

In the name of Jesus Christ, the writer would like to express her deep gratitude to the Almighty God who has given her all blessing, power, patient and ability to complete her study particularly in accomplishing this thesis.

The writer owes her thank to her beloved parents, B. Situmorang and T.br.Nainggolan, and also her sister and brothers: Lenny Marlina Juliana S, Fernando S, S.pd., Aprianto S, and Jufriadi S, for their pray, support, advice and love.

Then, the writer would like to express her gratitude appreciation to her supervisor Dr. Hj. Masdiana Lubis, M. Hum., and co. supervisor, Drs. Chairul Husni, M.Ed. TESOL., for their valuable time to share their guidance, to encourage, to give suggestion and criticism in completing this thesis.

The writer is very grateful to the Dean of Faculty of letters of University of Sumatera Utara, Dr. Syahron Lubis, M.A., and her thank to the Head and Secretary of English Departement, Dr. Muhizar Muchtar.M.S., and Dr. Nurlela. M.Hum.

Special thanks is given to Graceful Small Group (Marline, SS., Nelly, Dortama, Mariana, Marina,) for their pray, support, care and love. There are always nice and fun memories when we struggle to finish our study well. Her deep praying is may we get our each ambition and give positive impact to others, especially to our country. There are no friends like you all guys. She does love you all. Thanks for encouraging her in many things.

Other special Thanks to her friend, Binsar Silalahi, ST., for his pray, advice and support in completing this thesis well.

May God bless them all.

Medan, March 9, 2011 Idawati Situmorang


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ABSTRACT

Skripsi yang berjudul “an Error Analysis in Using Tenses Made by the Third year Students of SMK 7 Medan ini merupakan skripsi yang menganalisa kesalahan – kesalahan penggunaan ‘Tenses’ yang terjadi dalam mengisi pertanyaan yang diberikan kepasa siswa kelas 3 SMK 7 Medan yang mendapat rangking 1 sampai rengking 5.

Tujuan dari skripsi ini adalah mengamati bagaimana siswa-siswa SMK 7 Medan menggunakan ‘Tenses’dan mengidentifikasi kesalahan-kesalahan yang kemudian mengklasifikasikan kesalahan-kesalahan tersebut ke dalam beberapa tipe kesalahan berdasarkan teori Rod Ellis(1997:15-19) yaitu Omission, Misinformation, Misordering, dan Overgeneralization dan juga teori Jack Richard (1974:6) yaitu Overgeneralization, Ignorance of Rule Restriction, Incomplete Application of Rules, and False Concept Hypothesized.

Metode yang digunakan dalam penulisan skripsi adalah melakukan riset lapangan di SMK 7 dengan memberikan pertanyaan yang berhubungan dengan tenses yang mereka sudah pelajari dan mencari referensi yang berhubungan dengan judul skripsi.

Akhirnya, berdasarkan hasil penelitian, dapat disimpulkan bahwa tipe kesalahan yang dibuat siswa/siswi kelas 3 yang mendapat ranking 1 sampai 5 SMK 7 Medan dalam menggunakan’ Tenses’ adalah Misinformation 78.87%, Omission 13.73 %, Overgeneralization 3.52 %, dan Incomplete Application of Rules 3.87 %. Kesalahan yang paling dominan adalah tipe kesalahan ‘Misinformation’ sebanyak 78.87 %.


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS………..i

ABSTRACT………..ii

TABLE OF CONTENTS…...………...iii

LIST OF TABLES………..vi

CHAPTER I: INTRODUCTION...1

1.1 Background of Study………1

1.2 Problems of Study………5

1.3 Objectives of Study………..6

1.4 The Scope of Study………..6

1.5 The Significance of Study ………...6

CHAPTER II: REVIEW OF RELATED LITERATURE………....8

2.1 Theoretical Concepts………..8

2.1.1 Error and Error Analysis……….……....8

2.1. 2 The Relationship between SLA and Error Analysis...16

2.2 English Tenses………..17

2.2.1 The Rule of Sequence Tenses………...18

2.3 Explanation about English Tense………..20

2.3.1 Simple Present Tense……….…….. 20

2.3.2 Present Continuous Tense/ Present Progressive Tense………...24


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2.3.3 Simple Past Tense………...27

2.4.4 Past Continuous Tense/ Past Progressive Tense…………...31

2.4.5 Simple Present Future Tense………34

CHAPTER III: METHODOLOGY……….………..…39

3.1 Research Method……….………..……...39

3.2 Population and Sample……….……..……...39

3.3 Data and Collecting Method……….………….…...40

3.4 Data Analysis………..…………...…40

CHAPTER IV: ANALYSIS FINDINGS AND DISCUSSION………..…..43

4.1 Data………..………...43

4.2 The Kinds of Errors in Using Tenses……..………..…..44

4.2.1 Errors of Using Simple Present Tense………..….44

4.2.2 Errors of Using Present Continuous Tense…..…..48

4.2.3 Errors of Using Simple Past Tense………..……..52

4.2.4 Errors of Using Past Continuous Tense………...56

4.2.5 Errors of Using Simple Present Future Tense..…..60

4.3 The Percentage of Errors in Using Tenses…..…….64

CHAPTER V: CONCLUSION AND SUGGESTION……….…67

5.1 Conclusion………..………...67


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BIBLIOGRAPHY APPENDIX


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LIST OF TABLES

No Titles page

1 All Data Source ……… 43

2. The Data to be analyzed ………. 43

3. Omission of Inflectional -es ………... 44

4. Errors in Adding -es ………... 44

5. Errors in Using to be……….. 45

6. Errors in Using to be (auxiliary)……….. . 46

7. Errors of Completing Question Sentence……….. 46

8. Errors in Using Auxiliary in Question Sentence …………... 47

9. Omission of Auxiliary and V-ing ……… 48

10. Errors in Using Verbs ……… 49

11. Omission V-ing………... 49

12. Errors in Using verb……… 50

13. Errors of Using –s or –es... 5o 14. Errors in Negative Sentence……… 51

15. Errors in Using Auxiliary will be………... 51

16. Omission Auxiliary in Question Sentence………. 52

17. Errors in Using Verbs………. 52

18. Errors in Using Verbs……… 53

19. Errors in Making Negative Sentence………. 53

20. Errors in Using Auxiliary in Question Sentence……… 54


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22. Errors in Using Auxiliary………. 55

23. Errors in Using Verbs……… 56

24. Errors in Using Present Verbs……….. 56

25. Errors in Using Verbs………. 57

26. Errors in Using Verbs………. 58

27. Errors n Using Verbs………. 59

28. Errors in Using Verbs……… 59

29. Errors in Using Verbs……… 60

30. Errors in Using Verbs……… 61

31. Errors in Using Verbs……… 61

32. Ignorance of Infinitive……… 62

33. Errors in Making Nominal Sentence……….. 63

34. Errors of Using be……….. 63

35. The Percentage of Errors in Using Tenses……….. 64

36. Kinds of Errors……… 65

37. Kinds of Error, Frequency and Percentage……….. 66


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ABSTRACT

Skripsi yang berjudul “an Error Analysis in Using Tenses Made by the Third year Students of SMK 7 Medan ini merupakan skripsi yang menganalisa kesalahan – kesalahan penggunaan ‘Tenses’ yang terjadi dalam mengisi pertanyaan yang diberikan kepasa siswa kelas 3 SMK 7 Medan yang mendapat rangking 1 sampai rengking 5.

Tujuan dari skripsi ini adalah mengamati bagaimana siswa-siswa SMK 7 Medan menggunakan ‘Tenses’dan mengidentifikasi kesalahan-kesalahan yang kemudian mengklasifikasikan kesalahan-kesalahan tersebut ke dalam beberapa tipe kesalahan berdasarkan teori Rod Ellis(1997:15-19) yaitu Omission, Misinformation, Misordering, dan Overgeneralization dan juga teori Jack Richard (1974:6) yaitu Overgeneralization, Ignorance of Rule Restriction, Incomplete Application of Rules, and False Concept Hypothesized.

Metode yang digunakan dalam penulisan skripsi adalah melakukan riset lapangan di SMK 7 dengan memberikan pertanyaan yang berhubungan dengan tenses yang mereka sudah pelajari dan mencari referensi yang berhubungan dengan judul skripsi.

Akhirnya, berdasarkan hasil penelitian, dapat disimpulkan bahwa tipe kesalahan yang dibuat siswa/siswi kelas 3 yang mendapat ranking 1 sampai 5 SMK 7 Medan dalam menggunakan’ Tenses’ adalah Misinformation 78.87%, Omission 13.73 %, Overgeneralization 3.52 %, dan Incomplete Application of Rules 3.87 %. Kesalahan yang paling dominan adalah tipe kesalahan ‘Misinformation’ sebanyak 78.87 %.


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CHAPTER I

1. INTRODUCTION

1.1 Background of Study

The most important means of communication for human being is language because it is used to express ideas, sense, thoughts, information, etc. Sapir (1921:8) says that language is purely human and non-instinctive method of communicating ideas, emotions, and desires by means of system of voluntarily produced symbols.

Furthermore, Wasson (1966:5) says that language is the supreme means of formulating and expressing thought. Human communicate by producing sounds or the combination of words which represent the object ideas and emotions of human thought.

From the above definitions, we may conclude that the main function of language is to communicate to others. A good communication between someone and others can be achieved if they are able to use the language perfectly. Otherwise, if the language, they are using is not understood by the listeners and speakers, of course, the communication used can not reach the goal. In the process of teaching and learning, language plays an important role. Without a language this process can not be reached well.

We can use more than one language if we learn other languages besides our native language. The language that we learn first is called first language. Richards (1985:106) says that first language is a person’s mother tongue or the language acquired first. The first language may be used to communicate with family members, other people of the same ethnic group or it is the language of the country where we are living. We will find problems when we have to speak in the other languages which


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are different from our first language. Therefore, we need to learn Second language. The word “Second’ in Second Language Acquisition may refer to any language that is learned subsequently to the mother tongue of first language. Our mother tongue is Indonesian language while other language that we want to learn is called Second Language.

We can find the term “Error Analysis” in second language Acquisition. Brown (1987) says that according to cognitive approach the making of errors is an inevitable and necessary part of language learning. The language of a language learner contains errors. The errors are made by non-native learners in learning a Second Language.

There are many languages in this world such as English, Dutch, Spain, and Japanese. English is one of international languages. It is very important for us to learn English because we know that many countries use this language as their introductory language based on formal or non-formal activities. Furthermore, there are also many books, mass media, reference books and other forms of communication written in English. Because of its importance, Indonesian Government decided English as a formal subject. According to GBPP (Garis-Garis Besar Program Pengajaran) the 2004 Competence-Based Curriculum (Depdiknas:2004) states that all students learn English for communicative purpose both in written and spoken forms. As a consequence, English has been taught as formal subject from primary school to university.

But there is a big problem; Indonesia has Indonesian language as their native language of which structure is different from English. Because of different structure, there might be some errors made by the students when they speak and write.

Agnes in Webster’s New Word Dictionary (1998:222) defines error is the state of believing what is untrue, a wrong belief, and something incorrectly done.


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Richards in Longman Dictionary of Applied Linguistics (1985:96) defines error analysis is the study and analysis of errors made by second and foreign language learners. Error analysis may be carried out in order to find out how well someone knows a language, how a person learns language, and to obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching material.

There are probable mistakes and errors in studying second language. Brown (1980:166) cites that learners do make errors and these errors can be observed, analyzed and classified to reveal something of system operating within the learner lead to a surge of study of learner’s errors called error analysis.

Tense is a grammatical category that locates a situation in time that indicates when the situation takes place. Tenses is a part of grammar. Mastering tenses is very important because if we do not use appropriate tenses, it can make misunderstanding especially in written language. Unfortunately, students are often confused with English tenses, even for the University students. They assume tenses as a big burden. There is a fact that the students always make errors in using tenses and it is a phenomenon that the writer finds. The writer finds it after doing pilot study by distributing questionnaire to the students. She makes an English questionnaire for third year students of SMK 7 Medan who get first until fifth rank from three classes (Administration, Marketing and Accommodation of Hospitality class). The writer’s purpose why she chooses students who get first until fifth rank as her pilot subject because she thinks that those students tend to make fewer errors than others. But the fact is the students also make errors. These are some errors as the findings in the writer’s pilot study as the following: `


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b. She watch TV every night.

c. When the head master lose his books? All those sentences are incorrect grammatical.

a. The first sentence’s error is called overgeneralization. Because the students generalize all past verbs by adding –ed. While the verb is irregular verb. The correct sentence is I went to school yesterday.

b. The second sentence’s error is called omission. Because the students leave out an item that is required to be considered grammatical. She is the person singular subject that must be followed verb by adding –es or s.

The correct sentence is she watches TV every night.

c. Where the headmaster lose his book last night? The error of this sentence is called incomplete application of rules because the students forget to put auxiliary verb after when.

The correct sentence is Where did the headmaster lose his book last night? From those answers that the students make, it is clear that they make errors in using tenses. The errors that the students made are grammatical errors.

Ellis (1985:297) cites that the first way of classifying errors is through grammatical categories. In addition, he says that there are four kinds of errors, they are: omission, misinformation, misordering, and overgeneralization.

Strevens (1969) in Richard (1974:4) hypothesizes that errors should not be viewed as problems to be overcome, but rather as normal and inevitable features indicating the strategies that learners use. He conjectured that if a regular pattern of errors could be observed in the performance of all learners in a given situation, and if a learner was seen to progress this pattern, his errors could be taken as evidence not of


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failure but of success and achievement learning. Errors in this case are not inhibitory, but rather evidence of one’s learning strategies.

Based on the above explanations, the writer is very interesting in doing a research on errors in using tenses made by the third year students of SMK 7 Medan. In addition, because the writer is an English teacher in SMK 7 Medan, she wants to find out both the students’ progress and every students ‘level in understanding tenses.

1.2 Problems of Study

The problems that writer would like to investigate are as the following:

1) What kinds of errors are usually made by the students in using Simple Present Tense, Present Continuous Tense, Simple Past Tense, Past Continuous Tense, and Simple Future Tense?

2) What are the percentages of errors made by the students in using those tenses? 3) What is the nature of errors in using tenses made by those students?

1.3 Objectives of Study

The objectives of these studies are:

1) To classify the kinds of error made by the students in using Simple Present Tense, Present Continuous Tense, Simple Past Tense, Past Continuous Tense, and Simple Future Tense.

2) To count the percentage of errors made by the students in using those tenses. 3) To get the nature of errors in using tenses made by those students?


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In this thesis the writer would like to analyze the errors in using tenses made by the third year students of SMK 7 Medan. Based on the syllabus in the school, there are few tenses that the students have learnt; they are Simple Present, Present Continuous/Progressive, Simple Past, Past Continuous, and Simple Future although there are 16 tenses in English language. So the writer limits her analysis only to the tenses they have learnt.

1.5 Significance of Study

The writer hopes that the result of this research would be useful for both learners and teachers. For the learners, they can learn from the errors that they make and it can also increase the students’ knowledge about tenses. This research is also useful for English teachers, both theoretical and practical purpose. Theoretical purpose is to develop teachers’ study. While practical purpose is after a systematic analysis the teachers can determine the level of every learners and the knowledge that is still to be taught. In other words, it tells the teachers how far towards the goal the learners have progressed and what remains for them to learn. It can be also a feedback for the teachers reflecting how effective they are in their teaching style and what changes they have to make to get higher performance from their students. Furthermore, it can be as addition material for teachers in teaching method, making lesson plan, syllabus or so on.

The writer also hopes that this research could motivate other researchers who want to carry out in the same topic. She also hopes that the result of the research would be useful to other people who are interested in learning English to understand their problems and difficulties especially in tenses. Moreover, the result of this


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research can motivate the headmaster and English teachers in where the writer gives the questionnaire to increase the quality of English Teaching in their school.


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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Theoretical Concepts

It would be quite unreasonable to expect the students of foreign language not to make such errors since English is not their mother tongue in other words in learning a second language the students as the learner produces many forms which are not those which would be produced by a native speaker of standard form of target language. The realization that the second language learner’s errors are potentially important for the understanding of the process of second language acquisition is a current focus on modern teaching.

The study of error is part of investigation of the process of language learning. Relating to this study, the writer puts some theories as her theoretical concepts which contain about the definition of error and Error Analysis.

2.1. 1 Error and Error Analysis

Agnes in Webster’s New Word Dictionary (1998:222) defines error is the state of believing what is untrue, a wrong belief, something incorrectly done.

Richard (1985:95) states that error (in the speech or writing of second or foreign learner), the use of a linguistic item (e.g. a word, a grammatical word, a speech act, etc) in way which a fluent of native speaker of the language regards as showing or incomplete learning. It results from incomplete knowledge.

While, Richards in Longman Dictionary of Applied Linguistics (1985:96) defines error analysis is the study and analysis of the errors made by second and foreign language learners. Error analysis may be carried out in order to find out how


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well some one knows a language, how a person learns language, and to obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching material.

Brown (1980:166) cites the fact that learners do make errors and these errors can be observed, analyzed and classified to reveal something of system operating within the learner to lead a surge of study of learner’s errors called error analysis.

Corder (1979:167) says that 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.

Furthermore, Strevens (1969) in Richard (1974:4) hypothesizes that errors should not be viewed as problems to be overcome, but rather as normal and inevitable features indicating the strategies that learners use. He conjectured that if a regular pattern of errors could be observed in the performance of all learners in a given situation, and if a learner was seen to progress this pattern, his errors could be taken as evidence not of failure but of success and achievement learning. Errors in this case are not inhibitory, but rather evidence of one’s learning strategies.

To get clearer explanation, the definition of error can be seen thorough the classification of errors. Errors are classified into two kinds such as Interlanguage Errors and Intralanguage Errors (Richards, 1974: 173), Misinformation, Omission, Overgeneralization and Incomplete Rules of Application (Ellis, 1985:27)

A. Jack Richards (1974)

Jack Richards classifies errors into two kinds: Interlanguage Errors and Intralanguage Errors.


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Richards (1974:173) says that interlanguage errors are errors caused by the interference of the learner’s mother tongue. The interference mentioned above means the interference of native language into foreign learning and it indicates the learning process. Furthermore, he explains that Interlanguage errors as one of the two classifications of errors refer to language of the second language users. The term interlanguage was introduced because learner’s language studied up to the time has regularly displayed formal features both the target language and some of other language, notably thought not exclusively of mother tongue.

Interlanguage errors may happen when someone wants to learn another language besides his native language, and he will bring his native language into the foreign language situation which is being learnt. In other word, the learners tend to transfer his native language into the second language.

b. Intralingual Errors

Richards( 1974:6) says that intralingual errors refers to item produced by the learner which reflect not the structure of the mother tongue, but the generalizations based on partial exposure to the target language. Many intralingual errors represent the learning difficulty of what are often low level rules in target language such as differences between the verb inflection in I walk, she walks. It may be inferred that once basic rules such as those concerning subject object relationships, predication, negation, etc are acquired, a considerable amount of difficulty in second language learning is related to selectional restrictions and to surface structure and contextual rules of language. For the Intralingual errors classify the errors become:


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Jacobvits (in Richards, 1974) defines overgeneralization is the use of previously available strategies in new situations. In second language learning…some of these strategies will prove helpful in organizing the facts about the second language, but others, perhaps due to superficial similarities, will be misleading and inapplicable. Overgeneralization is associated with redundancy reduction. It may be occurred, for instance, with items which are contrasted in the grammar of the language but which do not carry significant and obvious contrast for the learner. The definition overgeneralization is completed through Richards, overgeneralization happened when the learner creates a deviant structure on the basis of his experience of other structures in the target language. Generally, overgeneralization is generalizing an item because of previous items.

For example:

1. I goed to school two days ago

This sentence is wrong, the right one is I went to school two days ago. There is an over form by adding –ed to all past verbs, while the verb is irregular verb.

2) Ignorance of Rule Restriction

Both the overgeneralization and the ignorance of rule restrictions are very similar because they both ignore the limitations of the existing structures and apply these structures in contexts where this is impossible.

For example:


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This sentence is wrong, as we know that this is causative sentence, the verb make must be followed by infinitive.

3) Incomplete Application of Rules

These errors reflect the degree of rule acquisition and the ability correct utterance to be produced. In this respect the production of negative and interrogative sentences reflects most successfully the difficulties in this direction. Usually either an auxiliary verb is omitted or inversion is forgotten.

For example:

3. How you go to school?

This question is wrong, the right one is how do you go to school? After W+H question must be followed by Auxiliary verbs.

4) False Concept Hypothesized

These errors are sometimes due to poor gradation of teaching items in other words, such mistakes resulted from a poor rule presentation. To get clear explanation let us see the examples of the using of the word yet:

For example:

4. He has left the office yet.

The using of the word yet is an error of false concept hypothesized because yet is occurred in a negative sentence.

B. Ellis (1997)

Ellis (1985:27) says that error analysis is a procedure used by both researches and teachers. It involves collecting samples of learner language, identifying the errors


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in sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness. In relation to kinds of errors Ellis (1997:15) classifies four kinds of errors through explaining three steps of analyzing the errors, they are:

a. Identifying Errors

In this step, we have to compare the error sentence (the writer mentions it as “original sentence”) with what seem to be normal or “correct sentence” in target language which correspond with them (the writer mentions it as ‘reconstruction’).

b. Describing Errors

This next step, the errors are described and classified into kinds. This step can be done by several ways. According to Rod Ellis, there are two ways to classify errors, they are:

• The first way is classifying the errors through grammatical categories. It means classifying the errors through their word classes and tenses.

For example:

5. Original sentence : I goed to school two days ago. 5.a Reconstruction : I went to school two days ago.

• The second way of classifying the errors is try to identify general ways in which the learners’ utterances differ from the reconstructed-target language utterances. It means the errors are classified into several types:


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Omission is the error of leaving out an item that is required for an utterance to be considered grammatical.

For example: 6. She make cake.

This sentence leaves out an item that is required to be considered grammatical. In order to get correct sentence, it should be she makes cake because she is third singular subject that must be followed by the word which is added by inflectional -s or -es.

2) Misinformation

Misinformation is the error of using one grammatical form in place of another grammatical form,

For example:

7. The students study with serious

This sentence contains misinformation in using the adverb of manner which marked by the using of –ly after the adjective. Therefore, the word with can not be used to express adverb of manner.

3) Misordering

Misordering is the error of putting the words in an utterance in the wrong order.

For example:

8. I will go morning tomorrow.

This sentence has the wrong order of adverb of time morning tomorrow, the right one is I will go tomorrow morning.


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4) Overgeneralization

Overgeneralization is the error of using over grammatical form. Generalizing past verbs by adding –ed.

c. Explaining Errors

This is the last step of Ellis’ theory. In this step, a researcher tried to explain how and why a sentence called to be erroneous.

Besides those experts and their theories above, error analysis has been analyzed by some previous persons. One of them is Yuanita (2003) in her thesis entitles an Analysis of Errors in English Past Tense by Students of Politeknik Kesehatan. Her subject is students of Politeknik Kesehatan. She applies field research and quantitative study in her research method. She counts the percentage of correct and incorrect answers of past tense by students of 100 questions. She finds the most errors made by the students in simple past (48.23 %), past future (45.45%), past perfect (48.50 %) and the last is past continuous tense (39.91). Honestly, her thesis gives contribution in completing this thesis although the writer’s findings are different from hers. The writer’s title is an Error Analysis in Using Tenses Made by the Third Year Students of SMK 7 Medan. The subject is the students who get first until fifth rank; it means that the source data is taken purposively. The scope of analysis is just for tenses that the students have learnt. The writer’s apply both field research and qualitative research method. One of the writer’s objectives is to classify the kinds of errors made by the students based on the kinds of errors such as omission, misinformation, misordering, and overgeneralization.


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People need to learn second language when they have to face expanded way of communication that is beyond their local speech communities. When people learn second language it is called second language Acquisition

Hakuta in (Ellis 985:248) says that the main goal of Second Language Acquisition is the game of language acquisition research can be described as the research for an appropriate level of description for the earner’s system of rules. In other words, the main goal of Second Language Acquisition is to describe the process of learner acquisition, exactly the nature of the linguistic categories that constituents the learners’ interlanguage at any point in development.

In conclusion, there is implied the relationship between Second Language Acquisition and Error Analysis, Error Analysis is the way to investigate how the learners of second language acquire the language. For that, the Second Language Acquisition becomes the object of the research, and Error Analysis is the way of the research.

2.2 English Tenses

In Macmillan Dictionary (1979:1028) states that tense means the form of a verb that shows the time of its action or state of being or set of such forms indicating a particular time. If we go back to the history that tense comes from Latin “tempus” which means time. If someone wants to talk about Tense, he or she may not escape from grammar because tense is a part of structure. The major challenges in teaching students how to use the tenses of English is not so much having the students learn the uses of each individual tense but getting students sensitized to the differences between and among the tense. Tense means time. It is assumed by a verb for indicating:


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a. The time in which an event occurs, for example, that an action is done in Present, as he comes: that an action is done in past, as he came; that it will be done in future time, as, he will come

b. The degrees of completeness ascribed to an event at the time of its occurrences there are four different forms to each tense.

1) Indefinite; denotes Present, Past or Future time in its simplest form as: 9. I drink.

10. I drank. 11. I will drink.

2) Continuous; denotes that the event in Present, Past, Future time is still continuing, and it’s not yet complete, as:

12. I am drink. 13. I was drinking. 14. I will be drinking.

3) Perfect; denotes the event in Present, Past or Future time is in a complete or perfect state, as:

15. I have drunk. 16. I had drunk. 17. I will have drunk.

2.2.1 The Rule of Sequence of Tenses

Pyle (1995:204) states that when two clauses make up a sentence, they show a time relationship based on certain time words and verb tenses. This relationship is called “sequence of tenses,” The verb tenses of the main clause will determine that on the dependent clause.


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If the main clause is the dependent clause will be 1. present progressive Present tense 2. will, can, or may +verb 3. past tense

4. present perfect

• By using a present progressive with a present tense, we show two simultaneous actions.

18. I see that Harriet is writing her composition. 19. Do you know who is riding the bicycle?

These modals in the dependent clause indicate that the action take place after that of the main verb. (be going to also used in this pattern).

20. I know that she is going to win that prize 21. Mary says that she can play the piano

• Past tenses in the dependent clause show that show that this action tool place before that of main clause.

22. I hope he arrived safely.

23. They think he was here last night.

• Use of the Present Perfect in the dependent clause indicate that this action took place at an indefinite time before that of the main clause.

24. He tells us that he has been to the mountains before. 25. We know that you have spoken with Mike about the party.

If the main clause is then the dependent clause will be 1. past progressive or simple past Past tense 2. would, could, or might +verb 3. past perfect

• Simple Past or Past Progressive in the dependent clause indicates a simultaneous action with the main clause.


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27. Mike visited the Prado Art Museum while he was studying in Madrid. • These modals in the dependent clause indicate that the action takes place after

that of main verb.

28. He said that he would look for a job next week. 29. Mary said that she could play piano.

Past Perfect in the dependent clause shows that the action occurred before that of the main clause.

30. I hoped he had arrived safely.

31. They thought he had been here last night.

2.3. Explanation about English Tenses 2.3.1 Simple Present Tense

Azar (1993:2) says that simple present expresses events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future.

Werner (2007:15) states that the usual time of the simple present tense is extended present. The tense is used in these ways: to describe habits, to make general statements of fact and to express opinions.

Verbal Sentence

I / you/they/we + Infinitive +……… She/he /it + Verb (s) or (es) +……… I / you/they/we + do + not +infinitive +………

She/he /it + does + not + infinitive………. Do + I / you/they/we + infinitive ………?

Does + she/he /it + infinitive ………?

For examples:

32. He likes apples. (+)

He does not like apples. (-) Does he like apples?


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33. It runs fast. (+)

It does not run fast. (-) Does it run?

34. You speak two languages. (+) You do not speak two languages. (-) Do you speak two languages?

Dokme (2003:157) says that there are some usages of simple past tense, they are: a. The Simple Present Tense describes customs and habits

For examples:

35. Alice eats dinner at 7.00 every morning. 36. They go on holiday every summer.

b. We use Simple Present Tense to talk about things that are true in general, and fact that were true in the past, remain true in the present and will be true in the future

For examples:

37. The moon goes around the earth. 38. Cacao comes from Brazil.

c. Simple Present Tense expresses activities that are relatively permanent. For example:

39. The University of North Sumatera is in the city of Medan.

d. The Simple Present Tense expresses activities which will take place in future time.

For examples:

40. The guest arrives at 3 p.m.

41. The concerts start in five minutes.


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a. We add s to the base form of verbs used with singular nouns, the person singular subject pronouns (she, he, it) and singular countable nouns to form the Simple Present Tense.

For plural nouns, the base form of the verb is used. Open – opens write-writes look-looks

b. After –y two options for singular verbs are possible

if a word ends in –y and if there is a vowel (a,e,i,u,o) before –y we add a final –s.

buy buys play plays pay pays enjoy enjoys

if a word end in – y and if there is a consonant (b,c,d,g,…) before –y, we drop –y and add –ies.

Cry cries Fly flies Study studies

c. We use special endings to indicate that singular form of the simple Present Tense for certain verbs.

After –sh, -ch, -ss, and –x we add –es. Finish finishes

Brush brushes Teach teaches Pass passes


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Fix fixes

d. Have, go, and do are irregular. They have special singular simple Present Tense forms.

do does have has

Adverb of Frequency

Adverb of frequency (or frequency adverbs) tells us how often an action takes place. 100% always

usually often

sometimes seldom rarely never 0%

Never is a negative adverb of frequency. It means not at any time. Therefore, It can not be used with not.

For examples:

42. He never drinks alcohol. (correct) 43. He never not drinks alcohol. (incorrect) The position of adverbs of Frequency in a sentence

• Adverbs of frequency usually come between the subject and the verb.

Question Words What

Where

When + do + I/You/They/we + infinitive +…………? Why does+ she/he/it + infinitive +…………..?


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How

Who + V(s) or (es) +………?

For examples:

44. Mr John gets up at six o’clock every morning. Who gets up at six o’clock every morning? 45. They live In London.

Where do they live?

46. I eat my dinner at restaurant every weekend. Where do you eat dinner every weekend? Nominal Sentence

I am

you/they/we + are + complement She/he/it is

I am + not

you/they/we + are + not + complement She/he/it is + not

Am I

Are + you/they/we + complement? Is She/he/it

For examples:

47. They are beautiful secretaries. (+) They are not beautiful secretaries. (-) Are they beautiful secretaries? 48. He is rich. (+)

He is not rich (-) Is he rich?

49. The teacher is at office. (+) The teacher is at office. (-) Is the teacher at office?

2.3.2 Present Continuous Tense/ Present Progressive Tense

Azar (1993:11) says that present progressive expresses an activity that is in progress at the moment speaking. It began in the recent past, is continuing at present, and will probably end at some point in the future.

I am


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She/he/it is

I am

You/ they/we + are +not + V– ing +………… She/he/it is

Am I

Are + you/ they/we + V-ing +……..? Is she/he/it

For examples:

50. They are waiting for us at the bus station now. (+) They are not waiting for us at the bus station now. (-) Are they waiting for us at the bus station now? 51. He is speaking in the class now. (+)

He is not speaking in the class now. (-) Is he speaking in the class now?

52. It is barking now. (+) It is not barking now. (-) Is it barking now?

Dokme (2003:157) says that there are some usages of Present Continuous Tense, they are:

a. Present Continuous Tense describes actions that happening at the moment of speaking.

For examples:

53. Shhh, the baby is sleeping. 54. Listen, the telephone is ringing.

b. The Present Continuous tense describes a fixed arrangement in the near future For examples:

55. Indonesia is playing against Uruguay next week. 56. We are flying to Chicago tomorrow.

o Time expression

o Certain time expressions signal the Present Continuous Tense. These time expression include now, just now, right now, at this moment, for the time being, and at present.


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For examples:

57. The plane is landing at this moment.

58. They are staying at a hotel for the time being.

o To describe a fixed arrangement in the near future we may use, tomorrow, next week, tonight, and the like.

For examples:

59. Our class is watching a good film tonight. 60. Schools are closing next month.

Spelling rules

a. To form the Present Continuous of most verbs we simply add –ing. dream dreaming

read reading

b. If the verb ends in –ie, replace –ie with –y and add –ing. Die dying

Lie lying

c. If the verb end in a consonant +-e drop –e and add -ing Drive driving

Write writing

d. If the verb has only on syllable, and if it ends in a consonant and has only one vowel, double the consonant and add –ing

cut cutting get getting Do not double w,x, and y

cry crying snow snowing


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fix fixing

Question Words

What am + I + V-ing ………? Where

When + are + you / they / we+ V-ing +………….. .? Why

How

Who is +she/he/it + V-ing +………. …..? For examples:

61. My father is driving the car. Who is driving the car? 62. Timmy is drinking milk. What is Timmy drinking?

63. The baby is crying because she is hungry. Why is the baby crying?

2.3.3 Simple Past Tense

Azar (1993:24) says that Simple Past Tense indicates an activity or situation began and ended at a particular time in the past.

Pyle (1991:59) states that the simple past tense is used for a completed action that happened at one specific time in the past.

Verbal Sentence I/You/They/We

+ Past Tense+…………. She/He/It

I/ you / They/ We

+ did not + infinitive +…… She/He/it

I / You/They/we

Did + + Infinitive +……….?

She/he/it For examples:

64. She saw a good film last night. (+) She did not see a good film last night. (-)


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Did she see a good film last night? 65. Chey came here yesterday. (+)

Chey did not come here yesterday. (-) Did they come here yesterday?

66. He went to Bali last week. (+) He did not go to Bali yesterday. (-) Did he go to Bali yesterday?

Spelling Rules A. Regular verbs

The simple past Tense of the most verbs is formed by adding –ed the base form. Walk-walked start-started

Climb-climbed pick-picked

However, special rules apply to certain verbs.

a. If the verb ends in a consonant + -e we add –d. bake-baked smile-smiled

excuse-excused guide-guided

b. If the verb ends in a vowel + a consonant, we double the consonant and add – ed.

prefer – preferred admit - admitted stop-stopped rub-rubbed We do not double the consonant if: a. The consonant is x or w.

fix – fixed snow-snowed

b. The verb is two syllable verb and the stress is on the first syllable. listen - listened visit- visited

answer – answered

c. If the verb ends in two vowels + one consonant, we add –ed and do not double the consonant.


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Seem – seemed look- looked rain- rained

d. If the verb ends in a consonant +-y, we change –y to –i and add –ed. cry-cried study-studied cry-cried

e. If the verb ends in a vowel +-y, we do not change –y and add –ed. play – played enjoy-enjoyed

f. If the verb ends in two consonants, we do not double the final consonant and add –e.

finish – finished count- counted help-helped walk – walked B. Irregular Verbs

Some verbs do not have –ed forms. They have special irregular past tense forms. Some common irregular verbs are listed below.

Break-broke do- did cut-cut get-got Go-went meet-met keep-kept run-ran Come-came eat-ate see-saw sit-sat Have-had read-read stand-stood write-wrote

Dokme (2003:157) says that there are some usages of simple past tense, they are: a. We use the Simple past tense when we want to talk about an event that

occurred at a particular time in the past. For Examples:

67. Idea went to England last Sunday. 68. Shakespeare wrote his famous plays.

There are some time expressions that signal in the Simple Past Tense. Yesterday, last and ago are the most commonly used.


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last____ ( last night, last week, last month, etc)

______ ago ( ten minutes ago, some days ago, six weeks ago, etc)

b. We can use the time expression either at the beginning or the end of a sentence.

For examples:

69. Two days ago, Jeff took his friend out for dinner at a nice restaurant. 70. I met my teacher last Sunday. We were both at a music store.

c. We can use today, this morning, this evening, and this month. When they mean before now.

For example:

71. I called my mom this evening. Note ( It is 10 pm. Now. I called at 8 pm)

Question Words What

Where

When + did + I/You/They/we + infinitive +………….? Why she/he/it

How

Who Past Tense +……….? For examples:

72. He arrived yesterday. When did he arrive? 73. She went to school by bus. How did she go to school? 74. Mira answered the questions. Who answered the questions? Nominal Sentence

I was

You/they/we + were + complement She / he/it was

I was

you/they/we + were + not + complement She / he/it was


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Was I

Were + you/they/we + complement…..? Was she / he/it

For examples:

75. They are good teachers. (+) They were not good teachers. (-) Were they good teachers?

76. The house was expensive. (+) The house was not expensive. (-) Was the house expensive? 77. She was at home. (+) She was not at home. (-) Was she at home?

2.3.4 Past Continuous Tense/Past Progressive Tense

Werner (2007:26) says that the past continuous tense describes action in progress in the past. Furthermore, he says that this tense is often used to “set the scene” in speaking or in writing by telling what was happening what people were doing, wearing, and so on, at a given time in the past. The “given time” may be in the recent past or it may be in the more distant past, in either case, the time is normally specified.

I was

You/ they/we + were + Verb-ing +………. She / he /he/ it was

I was

You/ they/we + were + not +Verb-ing +……….. She / he /he/ it was

Was I

Were + you/ they/we + Verb-ing……. …….. ? Was she / he /he/ it

For Examples:

78. He was playing the guitar. (+) He was not playing guitar. (-) Was he playing the guitar?


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79. They were swimming in the pool yesterday. (+) They were not swimming in the pool yesterday. (-) Were they not swimming in the pool yesterday? 80.You were studying English last day. (+)

You were not studying English last day. (-) Were you studying English last day?

Dokme(2003:157) says that there are some usages of simple past tense, they are:

a. We use the Past Continuous Tense for actions which were progress when something else happened.

For examples:

81. When the alarm clock rang, I was dreaming. 82. You were eating lunch when your friend called.

b. We use past Continuous Tense for temporary actions which continued for some time in the past.

For examples:

83. I was reading at 10 o’clock last night. 84. They were playing tennis this morning.

c. We use the Past Continuous Tense for actions which were in progress at the same time.

For examples:

85. While we were having an exam, they were making a lot of noise outside 86. While she was cooking, she was listening to the radio.

We can change the order of clauses If the conjunction is between the clauses. We do not need a comma, but if it is at the beginning we use comma (,)

For examples:


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88. While we were vacuuming the floor, they were cleaning the windows.

Question Words What

Where + was + I

When + were + you/they/we + Verb-ing +…….? Why + was + she/he/it

How Who

For examples:

89. He was playing the piano when you came in Who was playing the piano when I come in?

90. We were diving in the beach Where were we diving?

91. The children were laughing because they were watching a cartoon on TV

Why were the children laughing?

2.3.5 Simple Present Future Tense

Werner (2007:17) says that the simple future tense and be going to are used for several specific meanings. She explains that will is often used to express the future in written. In spoken English, it is frequently used with predictions, promises, offers, and requests, while be going to is also used in conversational English. It often involves actions that have been planned before the moment of speaking. Both will and be going to are followed by the simple form of a verb.

The Future - will. I/ you/they/we

will + infinitive+……… She/he/it

I/ you/they/we will + not + infinitive+……… She/he/it will +not + infinitive+………


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I / you/ they/we + infinitive

Will +…….? She/he/it + infinitive

For examples:

92. She will go to hospital tonight. (+) She will not go to hospital tonight. (-) Will she go to hospital tonight?

93. They will see him tomorrow. (+) They will not see him tomorrow. (-) Will they see him tomorrow?

94. You will come to my party next week. (+) You will not come to my party next week. (+) Will you come to my party next week?

The short form will is ‘ll and the short form of will not is won’t

Dokme (2003:157) says that there are some usages of Future will they are:

a. We use will to state a prediction or opinion about something in the future. We use verbs such as think, hope, believe, know, be sure, etc, in the sentence with will

For examples:

95. I don’t think it will rain this afternoon. 96. We probably won’t go tomorrow.

b. We use will for actions which the speaker decides to do at the moment of speaking.

For example:

97. A: answer the phone, Henry! B: Okay, mom, I’ll get it. c. We use will for promises.

For Examples:

98. I’ll never tell a lie again. 99. I’ll tidy it after dinner.


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What

Where + will + I / you/ they / infinitive+………….. ? When

Why +will +she/he/it + infinitive +………. .? How

Who

For examples:

100. My parents will go to Japan next month. Where will your parents go next month? 101. Sarah will help you to answer the questions. Who will help me to answer the questions?

102. I think we will have our final semester in next January. When will we have our final semester?

Nominal Sentence I/ you/they/we

will + be + complement She/he/it

I/ you/they/we

will + not + be + complement She/he/it

I / you/ they/we

Will +be +complement? She/he/it

For examples:

103. They will be here. (+) They will not be here. (-) Will they be here? 104. It will be funny. (+) It will not be funny. (-) Will it be funny?

105. I will be a good lecturer. (+) I will not be a good lecturer. (-) Will I be a good lecturer?

The Future – Be Going To I am

you/they/we + are +going to + infinitive+……… She/he/it is


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ou/they/we + are +not +going to + infinitive+……… She/he/it is

Am I

are + you/ they/we +going to+ infinitive+………? is she/he/it

For examples:

106. I am going to go by car. (+) I am not going to go by car. (-) Am I not going to go by car?

107. It is going to fall. (+) It is not going to fall. (-) Is it going to fall?

108. They are going to come here. They are not going to come here. Are they going to come here?

Hewings (1999:24) says that there are some usages of Future – Be Going To, they are: a. We use be going to for making report predictions about activities or events

over which we have no control (we can’t arrange these): For examples:

109. It is going to rain.

110. Scientists say that the satellite is going to fall.

b. We use be going to talk about future activities and events that are intended of have already been arranged:

For Examples:

111. We are going to do some climbing in the Pyrenees 112. I’m tired. I’m not going to work any more tonight.

Question words

What + am + I + going to+ infinitive ………? Where + are + you/ they / we.+ going to +infinitive……...?


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When

Why +is +she/he/it + going to + infinitive………? How

Who

Nominal Sentence

I am

You/they/we are +going to+be+complement She/he/it is

I am

You/they/we are+not +going to+be+complement She/he/it is

Am I

Are You/they/we +going to+be+complement…..? Is she/he/it

For examples:

113. I am going to be a doctor.(+) I am not going to be a doctor. (-) Am I going to be a doctor? 114. They are going to be here. (+) They are not going to be here. (-) Are they going to be here? 115. She is going to be a singer. (+) She is going to be a singer. (-) Is she going to be a singer?


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CHAPTER III

METHOD OF THE RESEARCH

3.1 Research Method

In order to carry out this research dealing with the topic, the writer needs to collect both the library and field research. She reads some books related to the topic.

The method of this study used is quantitative method as Arikonto (2006:12) says that quantitative research applies numbers from collecting the data, describing the data, until the result of the research. In addition, the result of the research will be better if it applies table, graph, draft, picture, etc.

The writer designs a questionnaire for the students who get first until fifth rank. She prepared a set of test consisting of 30 items filling the blanks. The test consists of five tenses and each tense has 6 questions. The students are asked to answer the questions in 60 minutes.

The research is held in SMK 7 at STM street no 12 E Medan after she gets permission from the headmaster in the school.

3.2 Population and Sample

The population of this research is 35 present from the classes who come when the writer does the test.

The writer takes sample by using purposive sample because there are 19 classes of third year class and each class has more than 35 students. Because it is very big the writer prefers choosing the students who get first until fifth rank because the writer thinks that those students tend to make fewer errors than others. Arikonto (2006:150) says that purposive sampling is a sampling technical used by a researcher


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based on the considerations in collecting the samples. Furthermore, Bailey(1987:94) says that in purposive sampling the investigator does not necessary have a quota to fill from within various strata, as in quota sampling, but neither does he or she just pick the nearest warm bodies, as in convenience sampling. Rather, the research uses his or her judgment about which respondents to chose and picks only those who best the purposes of study.

3.3 Data and Collecting Method

In order to collect her data, writer gives a test. The writer prefers choosing the students who get first until fifth rank of third year students of SMK 7 Medan. Data is collected by written method. There are 1050 source data and it is found that there are 568 totals of errors.

3.4 Data Analysis

The writer uses the theory of Rod Ellis in analyzing her data and applies grammar structure or theory of English structures which deal with the use of English Tenses. The tenses that they have learnt, they are Simple Present Tense, Present Continuous Tense, Simple Past Tense, Past Continuous Tense, and Future Tenses. The steps of analysis are:


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In this step, we have to compare the error sentence (the writer mentions it as “original sentence”) with what seem to be normal or “correct sentence” in target language which correspond with them (the writer mentions it as ‘reconstruction’).

Original : I goed to Bali last year. Reconstruction : I went to Bali last year.

b.Describing Errors

This next step is the step where the errors are described and classified into kinds such as Omission, Misinformation, Misordering, Overgeneralization, Incomplete Application of Rules, Ignorance of Rule restriction, and False Concept Hypothesized.

c. Explaining Errors

This is last step of error analysis. In this step, the writer tries to explain/analyze how and why a sentence called to be erroneous.

For example:

No Original Reconstruction

1 I goed to Bali last year I went to Bali last year

This original is incorrect grammatical form. Because the students generalize all past verbs by adding –ed while go is irregular verb. The correct form of go is go-went-gone. Tense used in this sentence is past tense so we use past verb. In order to get correct form we must use went after subject I. So, the error is called Overgeneralization.


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After analyzing the errors sentences, the writer identifies the percentage of errors made by the students. To identify the errors, the writer uses Bungin’s theory (2005:172)

N = Fx/N x 100%

Note:

Fx : The amount of each kind of errors N : The total amount of errors


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CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Data

The writer designs a questionnaire for the students who get first until fifth rank. She gives a set of questions consisting 30 items. The test consists of five tenses and each tense has 6 questions. There are 35 students present when the writer gives the questions. In conclusion, there are 210 correct answers which are expected from each tense. So the total of data source is 1050 of five tenses.

Table 1: All data source

No Tenses Total

1 Simple Present 210 2 Present Continuous 210

3 Simple Past 210

4 Past Continuous 210 5 Simple Future 210

Total 1050

From the 1050 sentences which are being analyzed, there are correct sentences and incorrect sentences. There are 568 incorrect sentences becoming data which must be analyzed.

Table 2: The data to be analyzed

No Tenses Total

1 Simple Present 48

2 Present Continuous 100

3 Simple Past 137

4 Past Continuous 168

5 Simple Future 115

Total 568


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In this section, the writer wants to analyze the error made by the third year of SMK 7 Medan.

4.2.1 Errors of using Simple Present Tense Table 3: Omission of Inflectional -es

No Original Reconstruction

1 My little brother always cry every afternoon. My little brother cries every afternoon.

From the original sentence, we can see that the students do not use inflectional –es in the verb cry. Grammatically, because my little brother is singular subject, the verb must be added by inflectional –s or –es. If a word ends in -y and if there is a consonant (b,c,d,g,…) before –y, we drop –y and add –ies.

Cry cries

The error in this sentence is called Omission because the students omit the inflectional –ies to verb cry.

Table 4: Errors in Adding -es

No Original Reconstruction

2 Her sister never brush her teeth every night. Her sister never brushes her teeth every night.

3 Her sister brushing her teeth every night. 4 Her sister brushs her teeth every night.

The original sentences also have the same error as the sentence number one. There are 3 kinds of students’ answers. The first, It is clear that the students do not use inflectional –es in the verb brush. The second, the student use –ing form after the verb brush. The last, actually, the student has known that this word brush must be added by inflectional, but he still makes errors since they use inflectional -s in the


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verb brush. In order to get correct answer, we use special endings to indicate that singular form of the simple Present Tense for certain verbs.

After –sh, -ch, -ss, and –x we add –es Brush brushes

The error in the first original sentence is called Omission because the students omit the inflectional –es to verb brush. The parts’ errors are misinformation as the students use one grammatical form in place of another grammatical form.

Table 5: Errors in Using to be (auxiliary)

No Original Reconstruction

5 It will be often hot in summer. It is often hot in summer. 6 It will to be often hot in summer.

7 It are often hot in summer.

There are 3 kinds of original sentences too. From the table, it can be seen clearly that students are lack of knowledge about nominal sentence at the field of Simple Present. In sentence number five, the students use the rule of Simple Present Future Tense in Nominal sentence, the use of will be is an error in this sentence. While, sentence number six has complicated error because it is not relevant to correct grammatical form. The last, the student uses auxiliary are in the singular pronoun. Grammatically, we use Simple Present Tense to talk about things that are true in general, and fact that were true in the past, remain true in the present and will be true in the future. It in the sentence is singular pronoun so we use auxiliary is to make the sentence true.


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The errors of all original sentences are called Misinformation because Misinformation is the error of using one grammatical form in place of another grammatical form.

Table 6: Errors in Using to be (auxiliary)

No Original Reconstruction

8 Diamonds will be valuables stones. Diamonds are valuable stones. 9 Diamonds were valuables stones.

The students do the same errors as sentence number 5. We can see that the students use the rule of Simple Present Future Tense in Nominal sentence. While, the student uses auxiliary were in the sentence number 9. In fact, this sentence uses Simple Present Tense. In order to get correct sentence, we must use auxiliary are after subject diamonds because diamonds is plural subject.

The errors of these sentences are called Misinformation because Misinformation is the error of using one grammatical form in place of another grammatical form.

Table 7: Errors of Completing Question Sentence

No Original Reconstruction

10 Where are she live? Where does she live? 11 Where she live?

It is noticed that there are two types of the students’ answers in completing question sentence. The first type is the student uses auxiliary are in verbal question sentence. Grammatically, after W+H questions we should use auxiliary verbs. This is


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verbal sentence (sentence which has verb) and the subject is third singular, as a result we must use does after where. While the second type, the student does not use auxiliary verb after W+H questions.

The error in the first original sentence is called Misinformation because Misinformation is the error of using one grammatical form in place of another, while the error in the second original sentence is Incomplete Application of Rules. In this respect, the production of negative and interrogative sentence reflects most successfully difficult. The difficulties in this direction, usually either an auxiliary verb is omitted of inversion is forgotten.

Table 8: Errors in Using Auxiliary in Question Sentence

No Original Reconstruction

12 How did you go to school? How do you go to school? 13 How doing you go to school?

14 How are doing you go to school? 15 How does you go to school?

The original sentences become grammatically incorrect because the first original uses auxiliary did at the field of Present Tense. While, second until the fourth original do not have the right form in using auxiliary. Thus, to get correct sentence we must use auxiliary do after how because we use Simple Present Tense in this interrogative sentence. In conclusion, all the sentences’ errors are Misinformation.

4.2.2 Errors of Using Present Continuous Tense Table 9: Omission of Auxiliary and V-ing.


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No Original Reconstruction 16 Shhhh, the babies sleeping. Shhhh, the babies are sleeping. 17 Shhhh, the baby are sleep.

There are two types of original answers. Before explaining it, we should know what tense used in this sentence. The tense used is Present Continuous Tense because it describes actions that happening at the moment of speaking. These original sentences give errors. First types, the students do not use to be are after the subject babies. They just add verb-ing without using to be first. Grammatically, the form of present Continuous is Subject +to be + V-ing. Because the babies is the plural subject, we must use auxiliary are after the subject. Unlike the first type, in the second original answer, the students have used auxiliary are but they leave an item to be considered grammatical. They do not add –Ing after the verb sleep. These sentences’ errors are Omission.

Table 10: Errors in Using Verbs

No Original Reconstruction

18 Listen, the telephone ringing. Listen, the telephone is ringing. 19 Listen, the telephone rings.

20 Listen, the telephone is rings. 21 Listen, the telephone rang.

According to the table, there are four kinds of original sentences. Unfortunately, the students give errors in answering this question. First original, the students do the same errors as what they have done in number 16. They do not use to be after the subject. Second, the student uses inflectional -s at the field of present


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continuous. Third, the student does complicated error which is not relevant to correct grammatical English form. Last, the student uses past verb rang at the field of present continuous tense. In order to get correct sentence, we must use auxiliary is after the subject. So, the first error of this original sentence is Omission, while the parts’ are misinformation.

Table 11: Omission V-ing

No Original Reconstruction

23 They are wait for us at the bus station now. They are waiting for us at the bus station now.

Similar to the previous original sentence, the students do not apply the correct rule in using Present Continuous Tense. They do not add –ing after the verb of wait. The error is Omission.

Table 12: Errors in Using Verb

No Original Reconstruction

24 They are waits for us at the bus station now.

They are waiting for us at the bus station now.

The student does incorrect grammatical form because after auxiliary are they add inflectional s in the verb of wait. In order to have correct grammatical sentence, we are supposed to put are+ waiting after the subject. This sentence’s error is Misinformation.


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Table 13: Errors of Using –s or -es

No Original Reconstruction

25 The plane flyes at this airport now.

The plane is flying at this airport now.

26 The plane flies at this airport now.

27 The plane flys at this airport now. 28 The plane flyings at this airport

now.

There are several of original sentences. These sentences have complicated errors. The students do not recognize what tense used in a sentence. However, it is clear that tense used in this sentence is Present Continuous because now is the certain time expressions signal of the Present Continuous Tense. In addition, they use inflectional –es or –s and forget to put auxiliary before the verb. Therefore, to make the sentence true, we must use auxiliary is and add –ing after the word fly. The errors are Misinformation.

Table 14: Errors in Negative Sentence

No Original Reconstruction

29 The farmer do not cut the tree now. The farmer is not cutting the tree now.

30 The farmer is cutting the tree now. 31 The farmer not cutting the tree now

If we look at the first original sentence above, the students do the same errors as the previous sentences. They are not capable of distinguishing well toward what tense should be used in a sentence. Grammatically, tense used in this sentence is


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Present Continuous Tense too. While, the second mistake is the students fail to understand that this sentence is negative; they do not use inversion not after to be. The third, the student has known that tense used is present continuous tense but he omits auxiliary is.

The first error is Misinformation, while the second and third sentences’ errors are called incomplete application of Rules. In this respect, the productions of negative and interrogative sentence reflect most successfully difficult. The difficulties in this direction, usually either an auxiliary verb is omitted of inversion is forgotten.

Table 15: Errors in Using auxiliary will be

No Original Reconstruction

32

What will be the students doing right now? What are the students doing right now?

The students do errors although this sentence is very common used in our daily conversation. They use will be at the field of Present Continuous Tense. In order to be correct grammatical form, we should use auxiliary are after question what. Thus, this error is called Misinformation.

Tables 16: Omission Auxiliary in Question Sentence

No Original Reconstruction

33

What the students doing right now? What are the students doing right now?

This original is incorrect also because the student fails to use correct rule at the field of interrogative sentence. They do not use auxiliary after question What. The error is Incomplete Application of Rules.


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297. While we studied, they were making a lot of noise out side. 298. While we studies, they were making a lot of noise out side. 299. While she cleaned the floor, her baby was crying.

300. While she cleaned the floor, her baby was crying. 301. While she cleaned the floor, her baby was crying. 302. While she cleaned the floor, her baby was crying. 303. While she cleaned the floor, her baby was crying. 304. While she cleaned the floor, her baby was crying. 305. While she cleaned the floor, her baby was crying. 306. While she cleaned the floor, her baby was crying. 307. While she cleaned the floor, her baby was crying. 308. While she cleaned the floor, her baby was crying. 309. While she cleaned the floor, her baby was crying. 310. While she cleaned the floor, her baby was crying. 311. While she cleaned the floor, her baby was crying. 312. While she cleaned the floor, her baby was crying. 313. While she cleaned the floor, her baby was crying. 314. While she cleaned the floor, her baby was crying. 315. While she cleaned the floor, her baby was crying. 316. While she cleaned the floor, her baby was crying. 317. While she cleaned the floor, her baby was crying. 318. While she cleaned the floor, her baby was crying. 319. While she cleaned the floor, her baby was crying. 320. While she cleaned the floor, her baby was crying. 321. While she cleaned the floor, her baby was crying. 322. While she cleaned the floor, her baby was crying. 323. While she cleaned the floor, her baby was crying. 324. While she cleaned the floor, her baby was crying. 325. While she cleaned the floor, her baby was crying. 326. While she cleaned the floor, her baby was crying. 327. While she cleaned the floor, her baby was crying. 328. While she cleaned the floor, her baby was crying. 329. While she cleaned the floor, her baby was crying. 330. While she cleaned the floor, her baby was crying 331. While she cleaned the floor, her baby was crying 332. While she cleans the floor, her baby was crying

333. While she does cleaning the floor, her baby was crying. 334. I don’t think, it’ll be rain this evening.

335. I don’t think, it’ll be rain this evening. 336. I don’t think, it’ll be rain this evening. 337. I don’t think, it’ll be rain this evening. 338. I don’t think, it’ll be rain this evening. 339. I don’t think, it’ll be rain this evening. 340. I don’t think, it’ll be rain this evening. 341. I don’t think, it’ll be rain this evening. 342. I don’t think, it’ll be rain this evening. 343. I don’t think, it’ll be rain this evening. 344. I don’t think, it’ll be rain this evening. 345. I don’t think, it’ll be rain this evening. 346. I don’t think, it’ll be rain this evening.


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347. I don’t think, it’ll be rain this evening. 348. I don’t think, it’ll be rain this evening. 349. I don’t think, it’ll be rain this evening. 350. I don’t think, it’ll be rain this evening. 351. I don’t think, it’ll be rain this evening. 352. I don’t think, it’ll be rain this evening. 353. I don’t think, it’ll be rain this evening. 354. I don’t think, it’ll be rain this evening. 355. I don’t think, it’ll raining this evening. 356. I don’t think, it’ll rains this evening. 357. I don’t think, it’ll rains this evening. 358. I don’t think, it’ll rains this evening

359. I don’t think, it’ll be going rain this evening. 360. We probably will got our salary.

361. We probably will got our salary. 362. We probably will got our salary. 363. We probably will got our salary. 364. We probably will got our salary. 365. We probably will getting our salary. 366. We probably will getting our salary. 367. We probably will getting our salary. 368. We probably will getting our salary. 369. We probably will getting our salary. 370. We probably will gets our salary. 371. We probably will gotten our salary. 372. We probably will getting our salary. 373. It’s going to be rain.

374. It’s going to be rain. 375. It’s going to be rain. 376. It’s going to be rain. 377. It’s going to be rain. 378. It’s going to be rain. 379. It’s going to be rain. 380. It’s going to be rain. 381. It’s going to be rain. 382. It’s going to be rain. 383. It’s going to be rain. 384. It’s going to be rain. 385. It’s going to be rain. 386. It’s going to be rain. 387. It’s going to be rain. 388. It’s going to be rain. 389. It’s going to be rain. 390. It’s going to be rain. 391. It’s going to be rain. 392. It’s going to be rain. 393. It’s going to be rain. 394. It’s going to be rain. 395. It’s going to be rain. 396. It’s going to be rain.


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397. It’s going to be rain. 398. It’s going to be rain. 399. It’s going to be rain. 400. It’s going to rains. 401. It’s going to rains.

402. Scientists say that the satellite is going to fell. 403. Scientists say that the satellite is going to fell. 404. Scientists say that the satellite is going to fell. 405. Scientists say that the satellite is going to fell. 406. Scientists say that the satellite is going to fell. 407. Scientists say that the satellite is going to fell. 408. Scientists say that the satellite is going to fell. 409. Scientists say that the satellite is going to fell. 410. Scientists say that the satellite is going to fell. 411. Scientists say that the satellite is going to fell. 412. Scientists say that the satellite is going to falls. 413. Scientists say that the satellite is going to falls 414. Scientists say that the satellite is going to falling, 415. Scientists say that the satellite is going to fallen. 416. Scientists say that the satellite is going to be fall. 417. She is going to been patient.

418. She is going to been patient. 419. She is going to been patient. 420. She is going to been patient. 421. She is going to been patient. 422. She is going to been patient. 423. She is going to been patient. 424. She is going to been patient. 425. She is going to been patient. 426. She is going to been patient. 427. She is going to being patient. 428. She is going to being patient. 429. She is going to being patient. 430. She is going to being patient. 431. She is going to being patient. 432. She is going to being patient. 433. She is going to being patient. 434. She is going to being patient. 435. She is going to were patient. 436. I will been a good lecturer. 437. I will been a good lecturer. 438. I will been a good lecturer. 439. I will been a good lecturer. 440. I will been a good lecturer. 441. I will been a good lecturer. 442. I will been a good lecturer. 443. I will being a good lecturer. 444. I will being a good lecturer. 445. I will being a good lecturer. 446. I will being a good lecturer.


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447. I will being a good lecturer. 448. I will being a good lecturer.

Omission

449. My little brother always cry every afternoon. 450. My little brother always cry every afternoon. 451. My little brother always cry every afternoon. 452. My little brother always cry every afternoon 453. Her sister never brush her teeth every night. 454. Her sister never brush her teeth every night. 455. Her sister never brush her teeth every night. 456. Her sister never brush her teeth every night. 457. Her sister never brush her teeth every night. 458. Her sister never brush her teeth every night. 459. Her sister never brush her teeth every night. 460. Her sister never brush her teeth every night. 461. Shhhhh. The babies sleeping.

462. Shhhhh. The babies sleeping. 463. Shhhhh. The babies sleeping. 464. Shhhhh. The babies sleeping. 465. Shhhhh. The babies sleeping. 466. Shhhhh. The babies sleeping. 467. Shhhhh. The babies sleeping. 468. Shhhhh. The babies sleeping. 469. Shhhhh. The babies sleeping. 470. Shhhhh. The babies sleeping. 471. Shhhhh. The babies are sleep. 472. Shhhhh. The babies are sleep. 473. Shhhhh. The babies are sleep. 474. Shhhhh. The babies are sleep. 475. Shhhhh. The babies are sleep. 476. Shhhhh. The babies are sleep. 477. Shhhhh. The babies are sleep. 478. Shhhhh. The babies are sleep. 479. Shhhhh. The babies are sleep. 480. Listen, the telephone ringing. 481. Listen, the telephone ringing. 482. Listen, the telephone ringing , 483. Listen, the telephone ringing. 484. Listen, the telephone ringing. 485. Listen, the telephone ringing. 486. Listen, the telephone ringing. 487. Listen, the telephone ringing. 488. Listen, the telephone ringing 489. Listen, the telephone ringing 490. Listen, the telephone ringing 491. Listen, the telephone ringing 492. Listen, the telephone ringing 493. Listen, the telephone ringing


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495. They are wait for us at the bus station now. 496. They are wait for us at the bus station now. 497. They are wait for us at the bus station now. 498. They are wait for us at the bus station now. 499. They are wait for us at the bus station now. 500. They are wait for us at the bus station now. 501. They are wait for us at the bus station now. 502. They are wait for us at the bus station now. 503. They are wait for us at the bus station now. 504. They are wait for us at the bus station now. 505. They are wait for us at the bus station now. 506. I reading a short story at 7 o’clock last night. 507. I reading a short story at 7 o’clock last night. 508. I reading a short story at 7 o’clock last night. 509. I reading a short story at 7 o’clock last night. 510. I reading a short story at 7 o’clock last night. 511. I reading a short story at 7 o’clock last night. 512. I reading a short story at 7 o’clock last night. 513. I reading a short story at 7 o’clock last night. 514. I reading a short story at 7 o’clock last night. 515. I reading a short story at 7 o’clock last night. 516. They playing Chess at 6.30 A.M this morning. 517. They playing Chess at 6.30 A.M this morning. 518. They playing Chess at 6.30 A.M this morning. 519. They playing Chess at 6.30 A.M this morning. 520. They playing Chess at 6.30 A.M this morning. 521. They playing Chess at 6.30 A.M this morning. 522. They playing Chess at 6.30 A.M this morning. 523. They playing Chess at 6.30 A.M this morning. 524. They playing Chess at 6.30 A.M this morning. 525. They playing Chess at 6.30 A.M this morning. 526. They were play Chess at 6.30 A.M this morning.

Overgeneralization

527. The head master losed his books a couple weeks ago. 528. The head master losed his books a couple weeks ago. 529. The head master losed his books a couple weeks ago. 530. The head master losed his books a couple weeks ago. 531. The head master losed his books a couple weeks ago. 532. The head master losed his books a couple weeks ago. 533. The head master losed his books a couple weeks ago. 534. The head master losed his books a couple weeks ago. 535. The head master losed his books a couple weeks ago. 536. The head master losed his books a couple weeks ago. 537. The head master losed his books a couple weeks ago. 538. He runned in this garden 2 days ago.

539. He runned in this garden 2 days ago. 540. He runned in this garden 2 days ago. 541. He runned in this garden 2 days ago. 542. He runned in this garden 2 days ago.


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543. He runned in this garden 2 days ago. 544. He runned in this garden 2 days ago. 545. He runned in this garden 2 days ago. 546. He runned in this garden 2 days ago.

Incomplete Application of Rules

547. Where she live?

548. The farmer is cutting the tree now. 549. The farmer is cutting the tree now. 550. The farmer is cutting the tree now. 551. The farmer is cutting the tree now. 552. The farmer is cutting the tree now. 553. The farmer is cutting the tree now. 554. The farmer not cutting the tree now. 555. What they doing right now?

556. She not write a novel last night. 557. She not write a novel last night. 558. She not write a novel last night. 559. She not write a novel last night. 560. She not write a novel last night. 561. She not write a novel last night. 562. She not write a novel last night. 563. She not write a novel last night. 564. She not write a novel last night. 565. She not write a novel last night. 566. She not write a novel last night. 567. She not write a novel last night. 568. She not write a novel last night.