IN PRESENT PERFECT TENSE MADE BY SECOND YEAR STUDENTS OF
COMMON ERRORS
IN PRESENT PERFECT TENSE MADE BY SECOND YEAR STUDENTS OF SMPN
11 SURABAYA A THESIS
In Partial Fulfilment of the Requirements for the Sarjana Pendidikan Degree in English Language Teaching
Universitas Katolik Widya Mandala Fakultas Pendidikan
APPROVAL SHEET
This t h e s i s e n t i t l e d COMMON ERRORS I N PERFECT TENSE MADE BY SECOND YEAR STUDENTS OF11
and p r e p a r e d and s u b m i t t e d
E s t h e r T i s n a w a t i
has been and a c c e p t e d as a p a r t i a l f u l f i l m e n t o f t h e r e q u i r e m e n t s t h e P e n d i d i k a n Degree i n E n g l i s h Language Teaching by t h e f o l l o w i n g a d v i s o r .
F i r s t
SHEET T h i s t h e s i s has been examined t h e Committee on O r a l E x a m i n a t i o n w i t h a g r a d e o f B on December
22 ,
1992 D r s . S t e f a n u s Laga
Chairman
D r s _______- ____- _- - ___- - - - -Member ......................... Member Hendra T e d ___________- - - - - ___- - - - -
Member P r i Member
- Dean o f H e a d o f
would l i k e t o thank God f o r a l l H i s b l e s s i n g s and
I
t h e o p p o r t u n i t y has g i v e n me f o r f i n i s h i n g my s t u d y Mandala C a t h o l i c U n i v e r s i t y . deepest e x p r e s s i o n o f g r a t i t u t e a l s o goes t o :
D r s . Ngadiman, my f i r s t t h e s i s w r i t i n g a d v i - 1. s o r , who gave i n v a l u a b l e s u g g e s t i o n , encouragement and g u i d i n g i n i m p r o v i n g t h i s t h e s i s .
2. The Head o f t h e E n g l i s h Department who had a l l o w e d me t o f i n i s h t h i s t h e s i s .
The Headmaster and t h e E n g l i s h o f SMPN Surabaya, who had a l l o w e d t o c o n d u c t t h i s t h e s i s a t t h e s c h o o l .
4. The second y e a r s t u d e n t s o f SMPN 11 Surabaya b e l o n g i n g
- 1991 s c h o o l y e a r . who had p a r t i c i p a t e d i n h e l p i n g me c o l l e c t t h e d a t a f o r t h i s t h e s i s .
F i n a l l y , would a l s o t o e x p r e s s my t h a n k f u l - ness t o my b e l o v e d f a m i l y and f r i e n d s f o r t h e i r s u p p o r t h e l p d u r i n g t h i s t h e s i s w r i t i n g .
T A B L E OF CONTENTS SHEET
i
APPROVAL SHEET
i i
ACKNOWLEDGEMENTS
iii
T A B L E O F CONTENTS
i v
ABSTRACT v
I :
I N T R O D U C T I O N
1.1 B a c k g r o u n d o f t h e S t u d y S t a t e m e n t o f t h e P r o b l e m s T h e O b j e c t i v e o f the S t u d y
1.3
1 . 4 T h e S i g n i f i c a n c e o f t h e S t u d y
1 . 5 S c o p e and L i m i t a t i o n o f t h e S t u d y
1.6 T h e T h e o r e t i c a l F r a m e w o r k 1 . 7 A s s u m p t i o n
.......................
1.8 D e f i n i t i o n o f K e y T e r m s ..........
1.9 O r g a n i z a t i o n o f t h e T h e s i s .......
CHAPTER : R E V I E W O F THE R E L A T E D L I T E R A T U R E E r r o r A n a l y s i s ...................
V e r s u s M i s t a k e s
2.1.1 E r r o r s
T y p e s o f E r r o r s
2.1.2
2.1.3 T h e S o u r c e o f E r r o r s
2.3 The D i f f e r e n c e Between E n g l i s h and I n d o n e s i a n Language i n C o n s t r u c t i n g P r e s e n t P e r f e c t Tense
23
5.1 Summary and C o n c l u s i o n 4 9
4.3 I n t e r p r e t a t i o n o f t h e F i n d i n g 4 7 CHAPTER V : CONCLUSION AND SUGGESTIONS
4.2 The P o s s i b l e Sources o f E r r o r s ...
38
I V : FINDINGS AND 38 4 . 1 The F i n d i n g
CHAPTER
. . . . . .
36 3 . 5 Technique f o r Data 2a
3 4
33
3.2 The S u b j e c t o f t h e S t u d y
3.1 Research Design
33
RESEARCH METHODOLOGY
CHAPTER :
2.4.3 Adverb o f Time i n P r e s e n t P e r f e c t Tense
28
2.4.2 The Use ( F u n c t i o n )
25
2.4.1 The Form (Usage)
25
2.4 The E n g l i s h P r e s e n t P e r f e c t Tense
3.3 The I n s t r u m e n t o f t h e Research . . .
3.4 P r o c e d u r e o f C o l l e c t i n g t h e Data .
5.2 S u g g e s t i o n s
COMMON ERRORS I N PRESENT PERFECT TENSE
BY SECOND YEAR STUDENTS O F SMPN11 By E s t h e r T i s n a w a t i e
A c c o r d i n g t o t h e 1984 E n g l i s h C u r r i c u l u m f o r SMP, t h e P r e s e n t P e r f e c t Tense i s one o f t h e sub t o p i c s o f E n g l i s h t h a t t h e second y e a r s t u d e n t s o f s h o u l d mas- t e r . A l t h o u g h t h e s t u d e n t s have l e a r n t t e n s e s such as S i m p l e P r e s e n t Tense, P r e s e n t C o n t i n u o u s Tense, S i m p l e P a s t Tense and P r e s e n t P e r f e c t Tense, t h e y s t i l l g e t d i f f i c u l t i e s i n c o n s t r u c t i n g p r e s e n t p e r f e c t sentences. Based on t h e f a c t , t h e w r i t e r i s i n t e r e s t e d i n c o n d u c t i n g a r e s e a r c h on i t , e s p e c i a l l y i n d e s c r i b i n g t h e t y p e s o f e r r o r s .
The purpose o f t h i s r e s e a r c h was t o i n v e s t i g a t e t h e t y p e s o f e r r o r made by t h e second y e a r s t u d e n t s o f SMPN
11 Surabaya i n c o n s t r u c t i n g p r e s e n t p e r f e c t t e n s e sentences.
The s t a t e m e n t problems a r e what k i n d s e r r o r s do t h e second y e a r s t u d e n t s make when c o n s t r u c t i n g E n g l i s h s e n t e n c e s " . What a r e t h e p o s s i b l e s o u r c e s o f e r r o r s .
The t r y - o u t t e s t was c a r r i e d o u t t o c l a s s H o f t h e second y e a r s t u d e n t s o f SMPN Surabaya on F e b r u a r y The r e l i a b i l i t y o f t h e i n s t r u m e n t was t e s t e d 1992. u s i n g t h e Kuder and R i c h a r d s o n The r e l i a b i l i t y t h e t e s t was
The r e l i a b i l i t y o f t h e t r y - o u t was The r e l i - a b i l i t y c o e f f i c i e n t o f a t e s t can v a r y between and r e l i a b i l i t y o f 1.00 i n d i c a t e s t h a t a t e s t i s p e r f e c t l y r e l i a b l e . The r e l i a b i l i t y o f t h e t r y - o u t was i t was v e r y adequate t o a c c e p t i t . The w r i t e r c a r r i e d o u t t o f o u r c l a s s e s : and G o f t h e second year s t u d e n t s o f SMPN Surabaya as t h e r e a l t e s t .
11 Having analyzed. c l a s s i f i e d , and counted t h e e r r o r s
e n c o u n t e r e d , t h e w r i t e r found o u t t h e most e r r o r t y p e s t h a t t h e s t u d e n t s made were e r r o r s o f m i s f o r m a t i o n
( = t h e second most e r r o r t y p e s were e r r o r s o f
o m i s s i o n 1 1 . 4 8 % ) . t h e t h i r d e r r o r t y p e s were e r r o r s o f a d d i t i o n 9 . 6 7 % ) and t h e f o u r t h e r r o r t y p e s were e r r o r s There a r e t h r e e reasons why t h e s t u d e n t s make e r r o r s : t h e s t r u c t u r a l o f I n d o n e s i a n language i s t e n d t o t r a n s f e r t h e meaning and d i s t r i b u t i o n o f forms t o t h e f o r e i g n language T r a n s f e r ) ; t h e s t u d e n t s ' mother-tongue i n t e r f e r e t o t h e i r f o r e i g n language T r a n s f e r ) .
I n l i n e w i t h t h e f i n d i n g , t h e w r i t e r concluded t h a t i n c o n s t r u c t i n g t h e p r e s e n t p e r f e c t tense most s t u d e n t s made m i s f o r m a t i o n e r r o r s . H o p e f u l l y , t h e f i n d i n g s o f t h i s s t u d y w i l l g i v e us b e t t e r i n f o r m a t i o n about t h e s t u d e n t s l e a r n t h e p r e s e n t p e r f e c t