Findings 1. Error Identification RESEARCH FINDINGS AND INTERPRETATION

upset, the student should have used were not are. The last, the students committed a misordering error too. It is the mother’s tini, it supposed to be Tini’s mother. 3 Student 3 The error constructions which were made by the student are classified as omission error due to the lack of an auxiliary verb was as in because he rich and a suffix –ed as in tini’s parents agree with their relation. It is should be Tini’s parents agreed with their relation. Meanwhile, the other three constructions used incorrect auxiliary or verb form. Hence, these error constructions are classified as misformation error, they are she have a good heart, tini’s parents doesn’t like tono, and they both have two child which used incorrect past verb have instead of had whereas the sentence is in simple past tense, and negative form of doesn’t rather than didn’t. The sentence are supposed to be she had a good heart and Tini’s Parents didn’t like Tono. 4 Student 4 The student made three types of errors. They live in different states and any problems that plague them contain omission errors since the student did not put the suffix -ed. While the sentence they realized if they were life degree is very different is classified as addition and misformation error. The student put unnecessary auxiliary were in the sentence and put incorrect verb of simple past. The student used is rather than was. It is supposed to be they realized if their life degree was very different. 5 Student 5 Error constructions found in the student’s writing are considered as omission, misformation, and misordering errors. The student omitted the the verb inflection –ed such in Tini want to go leaving the parents, it should be Tini wanted to go leaving her parents. Another error which is found is misformation error. The student wrongly chose the verbs for past tense. Instead of is, has, and are, it should be was, had and were. Beside that, the student wrote misordering error such as family that is very-very simple refers to poor family. 6 Student 6 In the student’s writing, there are two types of error which is made by the student. Most of errors belong to misformation error, the student commited five times. For instance, the student wrote they are a loving person, it is not as beautiful as they are, someone who comes from a wealthy family, their relation is not approved, and Tono is not rich. She didn’t change the past forms of the verbs. They are supposed to be were, was, came, was and was. Another error found in student’s writing is the order of the words that are suitable with the sentences. Hence, it is misordering error. The student wrote more like instead of preffered and parents Tini for Tini’s parents. 7 Student 7 The student’s writing shows error constructions that classified as omission, misformation, and addition errors. She born from rich family, they care and love each other, tini’s parents also still disagree with their relation, and finally them agree for Tini and Tono relation contain omission error since the lack of suffix – ed and the writer omitted past auxiliary of was. The word needs to be added with suffix –ed because those sentences are in past tense. They should be she was born from a rich family, they cared and loved each other, Tini’s parents also still disagreed with their relation, and finally, they agreed for Tini and Tono relation. Beside omission, the student made some misformation errors as well. The misformation errors happen in Tono have special relationship, Tini try to defend her love to Tono, he causes Tini went from home and they have two childs. The sentences are supposed to use had, tried, caused and had since it is past tense form. The student missed to write a well form of past simple. The sentence her parents can received Tono well belongs to addition error. It is recognized by the addition of suffix-ed after modal auxiliary. It is supposed to be her parents could receive Tono well. 8 Student 8 Almost all of error constructions in the student’s writing are classified as misformation errors. The student committed four misformation errors and one omission error. Tono and tini is very romantic couple, Tono is a man, Tini is a women, and Tini’s parents really do not approve used incorrect verbs since the constructions are not in past form. The student is supposed to use were, was, didn’t. They should be Tono and Tini were a very romantic couple, Tono was a man, Tini was a woman, and Tini’s parents really didn’t approve. The student also commited a omission error such in Tono and tini who really love each other. The student didn’t put the verb inflection –ed. Hence, the error belongs to omission error. 9 Student 9 The student made two types of error. The first error is classified as misformation error due to the student used incorrect verbs in those constructions since the constructions are supposed to be in past tense. For instance, the student wrote Tono is a man of the family is quite simple, Tini is a women from a posh family. They are supposed to be Tono was a man from the family which was quite simple, and Tini was a woman from a posh family. Meanwhile, another error is misordering error. The student used improper verb in the sentence they are married. It is supposed to be they got married. 10 Student 10 The first type of error found in the student’s writing is omission error. It is classified as omission due to the lack of an auxiliary was and the suffix-ed or d in sentences he rich, kinds and handsome, Tono too much rich, Tini’s parents agree with their relation. they are supposed to be he was rich, kinds and handsome, Tono was too much rich, Tini’s parents agreed with their relation The next type of error is misformation error. The student put incorrect verb for simple past tense. Instead of have, doesn’t, and makes the student should have used had as the past form of have, the student is supposed to use didn’t than doesn’t, and made for makes. 11 Student 11 Most error committed by the student is misformation. Such as in they have good relation, Tini parents do not approve, Tono is young man, they are not allowed, and wealth does not guarantee happiness. Those sentences are supposed to be in past tense; so the student needs to change the verb forms. Hence, these constructions contain misformation error. Then, the second errors are classified as omission error. Man who poor and Tono prove that wealth missed the past auxiliary was and suffix –ed or -d. Meanwhile the last error shows error constructions containing misordering error. The student put wrong arrangements of possessive nouns. Instead of couple Tini and parents Tini’s, the student should have used Tini’s couple and Tini’s parents . 12 Student 12 The error constructions the student made are classified as omission error and misformation error. The sentences such they live in a small village, their parents worry about them, their parents agree the marriage. Three constructions lack of suffix –ed. Hence, they are omission error. They should be they lived in a small village, their parents worried about them, and their parents agreed the marriage. Another error type found in the student’s writing is misformation errors. They are in they meet a witch, the witch says, Tono and Tini get old, they go to the forest, and they come back to the village. The student is supposed to write they met a witch, Tono and Tini got old, they went to the forest, and they came back to the village. They are classified as misformation error because the student missed to write the correct past forms. 13 Student 13 The error constructions the student made are classified as misformation error, misordering, and omission error. The sentences such in Tini is a rich, Tini’s parents do not approve, Tono is the young, they are not allowed, and wealth does not guarantee happiness. The constructions are classified as misformation error because the student used incorrect auxiliary verbs in those constructions and negative forms since the constructions are supposed to be in past tense. The second errors belong to misordering error. For example, couple Tini and parents tini’s. They are supposed to be Tini’s couple and Tini’s parents. The student missed to arrange the correct order. The last, the student committed omission error. It is classified as omission due to the lack of suffix –ed. The student need to write proved than prove because the student need to write in the past tense. 14 Student 14 There are three types of error found in the student’s writing. They are misformation, misordering, and omission errors. The student committed misformation error since the student put incorrect verb and auxiliary verb for past tense. Instead of is, do not, separates and does not, the student should have put was, did not, separated and did not. The next error constructions are classified as misordring error. The student committed misordering error two times. For instance, Tini is a rich, beautiful girl, kind and gentle. It is supposed to be Tini was a rich, beautiful, kind and gentle girl. The student just missed the correct order of girl. Another error committed by the student is omission error. The student committed omission error since the sentences miss an auxiliary was as in Tini beautiful and rich and a suffix –ed as in Tono prove. 15 Student 15 Three constructions of the student’s miss suffix -ed. As in they love each other, Tono and Tini play to the park, and they have children. Hence, these constructions contain omission error. Then, the sentences such Tini is the richest, they do it in secret, Tini come with the boy, and they have children are classified as misformation error. The student failed to write the correct past simple verbs and auxiliary. They are should be Tini was the richest, they did it in secret, Tini came with the boy, and they had children. Meanwhile, the last error construction is containing misordering error. The student put incorrect arrangement. Instead of her friend Tini, the student should have write Tini’s friend. 16 Student 16 There are four error types found in the student’s writing. They are misformation, addition, misordering and omission errors. The first, the error constructions are classified as omission since the sentences miss a verb do as in Tini, what did you in park?, it is supposed to be what did you do in the park? and miss a verb lived as in they happily. It is supposed to be they lived happily. Another error that the student committed is misformation error. The student put incorrect verbs for past tense. The sentences such they have good relation, Tini goes to bridge, and Tono and Tini haved baby. Instead of putting verbs have, goes, and haved, the student should have put had, went, and had. The third error is misordering error. The student failed to put the suitable verbs such in after Tini backed to her house and sorry me. They are supposed to be after Tini came back to her house and forgave me. The last, the student committed addition error. The student add unnecessary suffix –ed such in Tini went jumped from bridge and Tini didn’t jumped. They are supposed to be Tini jumped from the bridge and Tini didn’t jump. 17 Student 17 The error constructions the student made are classified as omission, misformation, and addition error. It is classified as omission due to the lack of an auxiliary suffix –ed as after word dance, want and missed an auxiliary verb were in Tini’s parents very angry. They are supposed to be danced, wanted, and Tini’s parents were very angry. Another error is misformation error. The student put incorrect verbs for simple past tense. Instead of using come, see, is, goes, and thinks, the student should have used came as the past form of come; and rather than see, is, goes, and thinks the student is supposed to use saw, was, went and thought. The last error type is addition error. The student added unnecessary ‘s in the sentence Tini’s talked to her parents. It is supposed to be Tini talked to her parents. 18 Student 18 The most error that the student committed is misformation error. The sentences they are matching pair, Tono is responsible, and they lived and have children show that the student put incorrect verb forms. Due to it is supposed to be in simple past tense, so they should be they were a matching pair, Tono was responsible, and they lived and had children. The next error made by the student is addition error. The student added an unnecessary verb keep. Such in Tini’s parents keep didn’t agree about their relation. The student supposed to omit keep. It is supposed to be like this Tini’s parents didn’t agree about their relation. 19 Student 19 The student made error constructions which are classified as omission, misformation, and misordering errors. Two error constructions contain omission error since they lack of suffix –ed or -d as in Tini at the same time hear a scream and they all live very happy. They should be Tini at the same time heard a scream and they all lived very happy. Beside omission, the student committed some misformation errors as well. The student made errors in using verbs in past form. Instead of using is, see, deserves, and have, it is supposed to use was, saw, deserved, and had. As in the sentences he is handsome, they always see the garden, Tini is not a woman, and they have three children. The last error is misordering error. The student failed to put the suitable order of verb there. As in Tini women not stupid or ugly, it is supposed to be Tini was not stupid or ugly. 20 Student 20 The student made error constructions which are classified as omission errors, they are they want Tono, their children very cute, and Tini’s parents happy miss a suffix –ed in wanted while their children very cute and Tini’s parents happy miss auxiliary were. Another error type found in the student’s writing is misformation error. The student used incorrect verbs, negative form, and modal auxiliary in past tense. Rather than using can buys, does not, can, and have, the student should have used could buy, did not, could and had. Such in Tini can buys anything, this old man does not approve it, Tono can be people, and they have two children. They are supposed to be Tini could buy anything, this old man did not approve it, Tono could be a person, and they had two children. The last is misordering error. The student committed misordering error such in the sentence Tono should hard work to fulfil their life. The student is supposed to write the correct order of the verb place. It is supposed to be Tono should work hard to fulfil their life.

B. Data Interpretation

Based on the data analysis of the research findings, it can be seen that the most common error is misformation error with 82 errors or 54. The writer concludes that the use of past forms is main aspect that causes this type of error. The students did not pay attention of these aspects when they made the writings. Especially in irregular verbs, they did not know how to change it in the past forms. It happens because in irregular verb so many rules that they have not known. In addition, when they produced a sentence in simple past, they often generalize the past forms rules. They are still confused to differ between regular and irregular verbs. It means the teacher needs to pay more attention to this problem. The second common error which is committed by the students is omission with 40 errors or 26. The students committed this error because they omit a word or verb that should be present in correct constructions in Simple Past tense. They often omit the suffix –ed, whereas they need to put it due to they have to write in past forms. They did it because they were still confused how to write a correct sentence in Simple Past Tense. Therefore, the teacher should give more explanation about how to write a correct sentence in Simple Past Tense. Another error which is committed is misordering error with 21 errors or 14. . The students committed this error because they are still influenced by their first language in writing a sentence in English, especially in narrative text. The writer interprets that the students have not understood how to write a good sentence in English. They have difficulties in arranging a good sentence since they have to write a subject, predicate, object, and adverb in the correct order. The last error is addition error with 9 errors or 6. The students made addition errors because they put the words that should not present in a correct sentence. The writer interprets that the students committed the error due to they did not pay attention of this aspect. They wrote because they did not realize that they should write Simple Past Tense. They are still confused to differ when they have to use Simple Past tense and when they have to use Simple Present Tense. That’s why the teacher should give a clear distinction between them. Regarding the classification of types of error, it is theoretically based on Dulay’s surface taxonomy classification. They are omission, addition, misformation, and misordering. 1 1 Heidi Dulay, loc.cit.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

As it has been stated in the background of the study, the writer limited this study into the analysis on the errors made by the first grade students of SMA Dua Mei Ciputat in using simple past tense in writing narrative text. The writer asked the students to write narrative texts as data. Based on the research, it can be concluded that misformation is the most frequent error made by the first grade students of SMA Dua Mei Ciputat with 82 of total errors or 54. The second is omission with 40 of total errors or 26. The next is misordering with 21 of total errors or 14. The last is addition with 9 of total errors or 6.

B. Suggestion

After the writer carried out the research, he would like to give some suggestions related to this result of the research. Therefore, it can improve the teaching and learning activities in writing narrative texts. Here are some suggestions that hopefully can be useful for students and teachers: 1. The teachers give more explanation about simple past tense because it is very important in writing narrative. They have to teach the students when the time to use it and the most important thing is the form of reflection of verbs in past form. 2. The students have to pay attention to some aspects that are difficult for them, especially in the past form of regular and irregular verbs. 3. The students need to do more exercises in writing narrative text. In order they get used to write it well. REFERENCES Anderson, Mark, and Kathy Anderson. Text Types in English 3. South Yarra; Macmillan, 1977. Anonymous, Silabus KTSPKurikulum Tingkat Satuan Pendidikan 2006. Jakarta: Departemen Pendidikan Nasional, 2006. Axelrod, Rise B., and Charles R. Chooper. The ST. Marlines Guide to Writing. Boston: Houghton Mifflin Company, 1986. Azar, Betty Schramfer. Fundamentals English Grammar. New Jersey: Prentice Hall, inc., 1992. Barnet, and Stubbs. Practical Guide to Writing. Canada: Brown company, 4 th edition 1983. Biber, Douglas, et al., Grammar of Spoken and Written English. Edinburg: Longman, 1999. Broughton, Geoffrey, et al., Teaching English as a Foreign Language. New York: Routledge, 1980. Brown, H. Douglas. Principles of Language Learning and Teaching,4 th Ed. New Jersey: Prentice Hall Regents, 1994. Chuan, Kam, and Kam Kai Hui. Longman Dictionary of Grammar and Usage. Singapore: Addison Wesley Longman, Inc., 1999. Clouse, Barbara Fine. Patterns for a Purpose: A Rhetorical Reader. New York: McGraw-Hill, 2003. Corder, S. P. Error Analysis and Interlangauge. London: Oxford University Press, 1981. Dietsch, Betty Mattix. Reasoning Writing English Well. New York: Mc Graw- Hill, 2003. Dullay, Heidy. Language Two. New York: Oxford University Press, Inc., 1981.