are errors in English verb forms. In English, normally a verb has five forms: The Base, the
–s form, the Past, the –ing Participle, and the –ed Participle Quirk, 1973:27.
1.2 Problems of the Study
Based on the background above, the problems discussed in this study are formulated as follows.
1. What types of verb form errors are made by the students in written
language and spoken language? 2.
What factors are contributing to such errors?
1.3 Aims of the Study 1.3.1 General Aim
The general objective of this study is to fulfill one requirement to obtain S1 degree in the English Department.
1.3.2 Specific Aims
1. To identify types of verb form errors made by the students in written language and spoken language.
2. To explain the factors contributing to such errors.
1.4 Scope of Discussion
To limit the analysis, the discussion on this study is focused on: 1.
The types of verb form errors made by the students in written language and spoken language.
2. The factors contributing to such errors.
1.5 Research Methods
Research is a systematic process to analyze the data. It is not only done with a systematic process but also with scientific methods. In conducting this
present study, three steps were taken, they are: data source, method and technique of collecting data, and method and technique of analyzing data.
1.5.1 Data Source
The data used in the present study were taken from the result of written language, and spoken language tests done by the students. The written language
test was essay in which the paragraph writing given to the students. The spoken language test was conducted by interviewing directly to the students. The topics
of the written language and spoken language tests were about hobby, holiday, family, future goal, close friends, and the memorable experience. These topics
were selected because they were familiar topics to the students. The students were provided with enough time to think about what they wanted to express in relation
to the common topics in their written and spoken language tests. The respondents
were 20 students from XII IPA 1 of SMAN 1 Kuta Selatan. The third year students were selected as the objects of this study because XII IPA 1 class was
known as the most favorite class and the students in this class were the students who had better academic marks than the other classes; and they could represent
the result of the English learning since they had studied in high school for almost three years. The types of errors made by them in using forms of English verbs and
the causes of such errors were identified.
1.5.2 Method and Technique of Collecting Data
The method used to collect the data is the nature of field research. The data of this study were collected by using the result of the written language test, in
which each student was required to write at least 2 paragraphs for the test and must be submitted within 60 minutes. The writer identified the errors from the 20
essays through reading and note taking. Meanwhile, the spoken language test was collected by recording interview to the students in which the students were the
interviewees and they were asked to speak at least 2 minutes. In written language test, there were 4 essays about hobby, 5 essays about holiday, 2 essays about
family, 2 essays about future goal, 2 essays about close friends, 5 essays about memorable experience. In spoken test, there were 3 recorded interviews about
hobby, 4 recorded interviews about holiday, 1 recorded interview about family, 5 recorded interviews about future goal, 2 recorded interviews about close friends,
and 5 recorded interviews of memorable experience. There were 20 essays from the written language test and 20 recorded interviews. All of the most common
errors that were made by the students in their written and spoken language tests were used as the data.
1.5.3 Method and Technique of Analyzing Data
The data of this study were analyzed using the qualitative method. After all of the data were collected from the respondents, for the written language test
the errors were collected by reading every sentence carefully and underlining the errors, While, for the spoken language test the errors were collected by
transcribing the result of recording to the papers and underlining the errors. The written and spoken language tests were given to the students had same topics,
there were 6 topics and the writer only used one from each topic as a sample in written and spoken language tests. There were 12 samples in which consisted of 6
samples from written language test, and 6 samples from spoken language test were analyzed. The last step was identifying the types of verb form errors made
by the students and analyzing the causes of such errors. The collected data were analyzed according to Surface Strategy
Taxonomies by Heidi Dulay to identify the types of the errors made by the students, in his book entitled Language Two 1982 and the theory of error
analysis proposed by Jack C. Richards in his book entitled Error Analysis: Perspective on Second Language Acquisition 1974 to analyze the factors
contributing to the errors made by the students.
CHAPTER II LITERATURE REVIEW, CONCEPT, AND THEORETICAL
FRAMEWORK
2.1 Literature Review
In order to make this writing process appropriate to the goal, this writing is also based some works which were written prior to the present study. There were
4 study of previous papers and there was also review of a journal. They also discussed Verbs. The first one was written by I Nyoman Ariawan 2006 entitled
Error Analysis on the Use of English Verb Forms By “Practical English Course” Students. In this study, it described which group of the students had the highest
ability in mastering English verbs forms. There were three groups of students Elementary, Intermediate, and Advanced. The data were taken by giving test and
questionnaire given to the 30 students of practical English Course. The strength of this study is in the clear explanation of English verb forms in which the writer
explained forms and functions all of tenses 16 tenses well and also gives the examples from each those tenses. Meanwhile, the weakness is the primary data
used in this study is multiple-choice questions with four options, therefore the writer did not know the ability of students when they were writing English and
using appropriate tenses. The second one was written by Rai Lylik Dwi Astuti 2001 entitled Error Analysis In Syntactic Level Of Intermediate Students At Bali
International Language Center. It described the syntactic errors made by the
intermediate students. Those errors were grouped into four parts: errors in the use of prepositions, errors in the use of articles, verb tense errors, and passive
sentence errors. This study also described causes and types of those syntactic errors. The clear explanation of the kinds of error and there are some examples of
each kinds of error is the strength of this study, and the weakness is there are no examples are included in the explanation of syntactic errors, thus making it
difficult to distinguish types of syntactic errors. The papers above are relevant to this topic because they give some examples of how errors occur and their sources.
The third was written by A.A. Sagung Putri 2005 entitled Grammatical Errors in Paragraphs Written by Students at SLTPN 4 Denpasar. The data were
taken by using the test given to the students; the test was paragraph writing written by 50 students at SLTP 4 Denpasar. After doing the analysis, it was found
that the students made grammatical errors related to preposition, tenses marker, verb after modal, gerund, copula BE, and articles. The clear explanation of the
types of errors and causes of such errors and the use of essay in which the students are required to write paragraphs to know the ability of students in writing are the
strength of this this study and the weakness is only the sample of paragraph that was only taken 28 from all the data used as the examples. Fourth, which was
written by Ida Ayu Oka Sudarmini 2005 entitled The Grammatical Errors in Composition Made by the Third Grade Students of SMP PGRI 5 Denpasar. The
data were taken from the composition paragraphs made by the third grade students. The composition consisted of one until two paragraphs and from three
classes, 10 compositions were selected as the sample. The focus on the difficulties
faced by the students in learning English was signaled by the errors that they produced in their composition as the strength of this study; the weakness was that
the explanation of what contributed to such errors was less complete. The papers above are relevant because they explain types and causes of errors which are
related to present topic. The last paper which was reviewed is a journal written by Ellyana entitled
Common Errors Made by Vocational School Students in 2001 and 2002 English State Exams. It discussed about the errors made by the third year students of
vocational school in the English component of the state exam; the students from different periods made different kinds of errors. The data were collected by
documenting the answer sheets of the final exam which were then analyzed by identifying and classifying errors. Otherwise, her writing has different ways with
this study in analyzing the kinds of verb errors, and the data used in her writing by giving test in the final exam and the test is multiple
–choice questions, meanwhile in this study the writer used written language test and spoken language test in
order to know the ability of students in writing and speaking their English. This journal is relevant because it explains about types and causes the errors which are
related to present topic.
2.2 Concept
