47 by the student. The student forgot that verb has a different form with adjective when
it is implemented in comparative or superlative form. Teschner 2007 explains that all adjectives which have three or more syllables will put more for comparative
form or most for superlative form just before the equative form, for example, more beautiful or most beautiful. He, then, also states that the morpheme –er and –est are
put as suffixes in all adjectives which have one syllable and in certain types of adjectives which have two syllables. That is for all adjective words. It is a bit
different for verbs. Teschner 2007 say ‘adjectives and adverbs directly enter into equative, comparative, and superlative structures: nouns and verbs enter into them
in a more peripheral way.’ It means that verbs and nouns have a bit different structures of comparative and superlative. Teschner 2007 gives an example of
comparative in a verb ‘She studies more than you do.’ This example shows that the comparative word more is put right after the main verb, not before the main
verb. So, the student who made the sentence presented above should put the comparative word more right after the main verb focus. The possible correction can
be seen in the following sentence. 18a. Also, in doing working individually, students more focus more on
learning if because they do it with their own learning styles.
C. Types of Errors in Present Perfect Tense
After analyzing and classifying the types of errors made by students in Simple Present Tense, the researcher, then, also analyzed and classified types of
errors made by the students in Present Perfect Tense. The number of the occurrences PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 was not as many as in Simple Present Tense. The researcher found only two types
of errors which were made by 26 students in Present Perfect Tense.
4.4 The Number of Errors of Present Perfect Tense 1
Perfect Present Tense Omission
Addition Misformation
Misordering
3 4
There are 3 times of occurrences of omission and 4 times of occurrences of misformation error. Besides, misordering and addition error have 0 of
occurrences in the documents. The error sentences discussed below were based on
the data findings which were put in the appendix A. Here is the discussion of the types of errors which occurred in Present Perfect Tense sentences made by the
students.
1. Omission
Omission error also occurred in Present Perfect Tense sentences made by the students. The researcher found three times of occurrences of omission errors
made by students. As explained above, an ungrammatical sentence is categorized as omission error if there are one or more items which do not appear in a sentence.
The researcher has classified and analyzed the errors of Present Perfect Tense based on types of errors explained by Dulay et al. 1982. The sentences can be seen as
follows. 13d. Again, when students or teacher have finished their own work and do
not trust their self they can check the answer on calculator. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49 15e. … it showed that by gaming 65 of them have increase their grade
and also change the way they view about studying itself. 20c. Curriculum 2013 has not ready yet to be implemented because there
are some aspects that still being controversial. Those sentences were grammatically incorrect. The first case 13d showed
that the subject and the auxiliary did not have the correct form of a good clause. In Present Perfect Tense, the pattern is S+havehas+V3 or S+havehas+been. It uses
auxiliary have if the subjects are pronouns the first and the second person or plural things while it uses auxiliary has if the subjects of the clause are pronouns third
person or singular things. The first data told that the student who made that sentence forgot to add morpheme
–s in the word teacher. In fact, he has already put morpheme
–s in the word students. Then, in the second case 15e, a student forgot to add morpheme
–d in the word increase. The word increase should be written increased because in Present
Perfect Tense, after putting auxiliary have or has, it must be followed by verb participle and the verb participle of increase is increased.
While in the third case 20c, the student omitted been in the sentence he made. The student did not notice that the following word was adjective so after the
auxiliary has he should add been to complete the sentence. Although the sentence was still understandable but it was grammatically incorrect.
After analyzing the sentences, the researcher, then, corrected the sentences. Here are the possible correction made by the researcher.
50 13d. Again, when students or teachers have finished their own work and do
not trust them self selves they can check the answer on calculator. 15e. … it showed that by gaming 65 of them have increased their grade
and it also changed the way they view about studying itself. 20c. Curriculum 2013 has not been ready yet to be implemented because
there are some aspects that are still being controversial.
2. Misformation
Another type of error which occurred in Present Perfect Tense sentence made by the students was misformation. As seen in the data presentation presented
above, there were only two types of errors researcher found in the data. Here are some examples of the errors.
8b. … they will get more information than they have knew before. 15g. … the researcher or scientist have already doing many things to
prove this wrong. 18b. Sometimes, students in group cannot finish their project on time
because they have no much time to meet or one student have not finished hisher part so that they cannot combine their project together.
Those sentences were categorized as misformation error. Some sentences were not made in correct structure and form of Present Perfect Tense. The possible
correction made by the researcher can be seen as follows. 8b. … they will get more information than what they have known before.
51 15g. … the researcher or scientist has already done many things to prove
that this is wrong. 18b. Sometimes, students in group cannot finish their project on time
because they have no much time to meet or one student has not finished hisher part so that they cannot combine their project together.
The first case 8b showed that a student put participle form of know in the wrong form. The student did not notice that participle form of know is known. While
in the second case 15g, a student made the wrong form of Present Perfect Tense which made the sentence grammatically incorrect. The student wrote the researcher
or scientist have already doing instead of the researcher or scientist has already done. It showed that the student did not pay attention to the subject of the clause
and the pattern of Present Perfect Tense. Then, the third case 18b, it had almost the same case as in the second case. A student was wrong in choosing auxiliary. The
student wrote the auxiliary have instead of has. In fact, the subject of the clause was not plural.
The data taken by the researcher were Mid Test I document of students writing. The students were given quite long time by the lecturer to finish their
writing. Besides, the lecturer also provided two times consultation for the students. When the researcher asked some students, besides correcting the contents of the
essay, the students said that the lecturer also corrected the grammar of the students’ writing. So, the errors made by the students may be higher if the lecturer did not
provide any consultation for the students than the results that have been analyzed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52 by the researcher.
Based on the data analysis, the researcher found that the most frequent types of errors made by the students were omission and misformation errors. The students
mostly did omission and misformation errors to the subjects, verbs, and auxiliaries. It was because the students did not pay attention to the subject-verb agreements
used in the sentence. Actually, most of the ungrammatically correct sentences which were made by the students were the inappropriate verbs or auxiliaries that follow
the subject of the sentence. Most of the students formed the main verb or the auxiliary incorrectly. It did not have correct form relating to the subject of the
clause. The students did not focus on the subject of the sentence so the main verb or the auxiliary that followed was formed incorrectly.
Besides, the researcher interpreted that the students focused more on the meaning and forgot to pay attention also to the grammar. So, when they came to
write such long sentence or long essay, some of the students forgot to focus on their grammar and only focused on the meaning of their writing. They made series of
errors such as omission, addition. misformation and misordering. The most frequent errors which were made by the students were omission and misformation. Like what
the researcher has explained above, most of the errors which occurred in the sentence were about the subject and the tense marker of the clause which was
written incorrectly. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
D. Other Findings
