AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’ RECOUNT TEXTS: A case study of tenth grade senior high school students in Bandung.
Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND
DEVELOPMENTAL ERRORS IN STUDENTS’ RECOUNT TEXTS (A case study of tenth grade senior high school students in Bandung)
A Paper
Submitted to English Education Department as a partial fulfillment of the requirements of Sarjana Pendidikan Degree
Akmeliani Restu Puspa Dewi 0809328
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL
INTRALINGUAL AND
DEVELOPMENTAL ERRORS IN
STUDENTS’
RECOUNT TEXTS
Oleh
Akmeliani Restu Puspa Dewi
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Akmeliani Restu Puspa Dewi 2014 Universitas Pendidikan Indonesia
Juni 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Akmeliani Restu Puspa Dewi, 2014
AKMELIANI RESTU PUSPA DEWI
AN ANALYSIS OF INTRALINGUAL AND DEVELOPMENTAL ERRORS
IN STUDENTS’ RECOUNT TEXTS
APPROVED BY:
First Supervisor
Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810131998031001
Second Supervisor
Riesky, S.Pd., M.Ed. NIP. 198105252005011002
Acknowledged by:
The Head of English Department
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
TABLE OF CONTENTS
PREFACE i
ACKNOWLEDGEMENT ii
ABSTRACT iv
TABLE OF CONTENT v
LIST OF TABLES viii
LIST OF APPENDICES ix
CHAPTER I INTRODUCTON 1
1.1 Background 1
1.2 Research Questions 3
1.3 Aims of the Study 3
1.4 Significance of the Study 3
1.5 Scope of the Study 4
1.6 Research Methodology 4
1.6.1 Design 4
1.6.2 Research Site and Participants 4
1.6.3 Data Collection 5
1.6.4 Data Analysis 5
1.7 Clarification Terms 5
1.8 Paper Organization 6
CHAPTER II THEORETICAL FOUNDATION 8
2.1 Writing 8
2.2 Text Types 9
2.3 Recount Text 9
2.4 Common Writing Errors 10
2.5 Error Analysis 12
2.6 Contrastive Analysis 15
2.7 Non-Contrastive Analysis 16
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
2.8 Treatment of Errors 19
2.9 Related Studies 21
CHAPTER III METHODOLOGY 23
3.1 Research Design 23
3.2 Research Site and Participants 24
3.3 Data Collection 24
3.3.1 Collecting Students’ Recount Texts 24
3.3.2 Interview 25
3.4 Data Analysis 26
3.4.1 Data Analysis on the Students’ Texts
in Recount 26
3.4.2 Data Analysis on the Students’ Interview 32
CHAPTER IV FINDINGS AND DISCUSSION 33
4.1 The Types of Intralingual and Developmental Errors
in the Students’ Texts 33
4.1.1 Errors in the Production of Verb Groups 35 4.1.2 Errors in the Distribution of Verb Groups 38
4.1.3 Miscellaneous Errors 40
4.1.4 Errors in the Use of Prepositions 41
4.1.5 Errors in the Use of Articles 44
4.2 The Causes of Intralingual Errors Based on the Students’
Points of View 46
4.2.1 The Ignorance of Grammar and Tenses Particularly
in Past Tense 47
4.2.2 Lack of English Vocabularies andTheir
Meanings 48
4.2.3 Having not Understood the Lesson 48
4.2.4 The Assumption that the Nature of English
is Hard to Learn 49
CHAPTER V CONCLUSION AND SUGGESTIONS 50
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
5.2 Suggestions 51
BIBLIOGRAPHY APPENDICES
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes research methodology applied in the study including research design, research site and participants, data collection, and data analysis.
3.1 Research Design
This study employed qualitative approach and case study was used as research design. As Creswell (2009) claims, case study is a qualitative strategy in which the researcher explores a program, event, activity, process, or one or more individuals in detail (as cited in Sugiono, 2011). The cases are bordered by time and activity, and researchers gather detailed information using a variety of data collection procedures over sustained period of time (ibid). Moreover the purpose
of a case study is “to achieve as full an understanding of the phenomenon as
possible” (Merriam, 1988, p. 10). The case that was investigated in this study was
intralingual and developmental errors in the students’ Recount texts and the students’ responses to questions about the causes of intralingual errors.
This design is chosen since it is beneficial to examine events or phenomena; this study is aimed at finding out the types of intralingual and
developmental errors in students’ Recount texts as well as the causes of intralingual errors based on the students’ points of view. This design is also usually inductive (Merriam, 1988) that enables the researcher to make conclusion, concepts, or hypotheses from an examination of data rather than making a hypothesis first in the beginning of the research.
The data in this study were derived from collecting tenth grade students’ texts in Recount and conducting interview to the students. The first data from the
students’ texts are sample of learner language. As Ellis (1994) suggests, there are two main purposes in collecting and analyzing samples of learner language: 1) to describe the linguistic systems that learners build at different phases of
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
development, and 2) to explain the processes and factors engaged in acquiring an L2 (Ellis & Barkhuizen, 2005, p. 15). Afterwards the data obtained from the
students’ texts and interview are interpreted in description and explanation. 3.2 Research Site and Participants
The research site for this study was one of the senior high schools in Bandung. The data that aims to answer the first research question were gained from one class X that was chosen randomly from three classes, while the data that aims to answer the second research question involved three students with the least intralingual errors, three students with average intralingual errors, and three students with the most intralingual errors in their writing in Recount.
3.3 Data Collection
There were several steps in conducting this study. The first step in conducting this study was to collect the data from the tenth grade students. The data collected were the students’ texts in Recount and the students’ responses to questions about the causes of intralingual errors. The description of the instruments is as follows: 3.3.1 Collecting Students’ Recount Texts
The first data were in the form of a text written by the students. First of all, the researcher refreshed the students’ memory in Recount by explaining slightly what Recount is, what language features in Recount are, and what generic structures of Recount are. It took time about 20 minutes. Moreover, they have already learned Recount before in the first semester with their teacher. Then they were asked to write a Recount text with a topic My Greatest Holiday. They were given the remaining time from 2 x 40 minutes to do their task in the class. They were also permitted to look up in the dictionary if they needed to find some words they did not know. The data obtained from this writing task were thirty eight students’ texts in Recount.
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’ 3.3.2 Interview
The second data were derived from the interview. The interview was conducted to ask the students the causes why they make intralingual errors. To get their responses, standardized open-ended interview was used as a guide by preparing several questions. As Patton (1990) asserts, in standardized open-ended interview
“the exact wording and sequence of questions are determined in advance and all
interviewees are asked the same basic question in the same order” (Best, J.W. and
Kahn, J.V., 1995, p. 201).
In this study, the interview questions that were used to find out the
students’ responses are as follows:
1. “Have you ever written a Recount text? / Apakah Anda pernah
menulis teks Recount?” This question aims to ascertain that the
students have ever written a Recount text.
2. “What do you think about writing a Recount text? / Bagaimana
pendapat Anda tentang menulis teks Recount?” This question has a
purpose to find out the students’ opinions in writing a Recount text.
3. “What kinds of difficulties do you face in writing a Recount text? / Apa
kesulitan yang Anda hadapi ketika menulis teks Recount?” This
question is to probe the students’ difficulties in writing a Recount text. 4. Ascertaining that the students have ever made errors in Recount text.
The question is “have you ever made errors in writing Recount text because of those difficulties? / Apakah kamu pernah membuat error
ketika menulis Recount text karena kesulitan-kesulitan itu?”
5. “Based on your opinion, what are the causes of your making errors in
Recount text? / Menurut pendapat kamu, apa penyebab kamu
melakukan error saat menulis Recount text?” This question is to dig
into the students’ points of view about the causes of intralingual errors. The question is determined to answer the second research question.
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’ 3.4 Data Analysis
The result of this study was from the data analysis on the students’ texts and the
students’ responses to the questions about the causes of intralingual errors. 3.4.1 Data Analysis on the Students’ Texts in Recount
The data analysis on the students’ texts in Recount involved three phases, namely identification of errors, description of errors, and explanation of the errors.
In the first phase, the data collected from the students’ texts were examined. The steps were to determine discreetly whether or not errors occurred in the student’s texts and to determine which parts in the students’ texts were errors.
In the second phase, the errors found in the identification of errors phase were given a label whether the errors emanated from such a category that
constituted Richards’s (1971) categorization of error types in intralingual and developmental errors. The frequency of the errors occurred in each subcategory was presented as well.
Richards (1971) categorizes intralingual and developmental errors into six classifications, namely errors in the production of verb groups, errors in the distribution of verb groups, miscellaneous errors, errors in the use of prepositions, errors in the use of articles, and errors in the use of questions. Table 3.1 presents further explanation in the classifications and also presents the example of the
errors in sentences that are generally found in L2 learners’ speech and writing. In the last phase, the data from the students’ texts were analyzed to
determine the errors’ source and why the errors were made. The data from the
students’ responses about the causes of intralingual errors also extended the information to answer this question.
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
Table 1
Errors in the Production of Verb Groups
Errors in the Production of Verb Groups Examples
1. Be + verb stem for verb stem We are live in this hut.
He is speaks French.
2. Be + verb stem + ed for verb stem + ed
Farmers are went to their houses.
One day it was happened. 3. Wrong form after do He did not found ...
He does not has ...
4. Wrong form after modal verb
Can be regard as ... I can saw it. She cannot goes. 5. Be omitted before verb + stem + ed (participle) He born in England.
He disgusted.
6. Ed omitted after be + participle verb stem The sky is cover with clouds.
He was punish.
7. Be omitted before verb + ing They running very fast.
The indusry growing fast.
8. Verb stem for stem + s He always talk a lot.
He come from India.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 1, pp. 182-183.
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Akmeliani Restu Puspa Dewi, 2014
AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
Table 2
Errors in the Distribution of Verb Groups
Errors in the Distribution of Verb Groups Examples
1. Be + verb + ing for be + verb + ed
I am interesting in that.
The country was discovering by Columbus
2. Be + verb + ing for verb stem She is coming from Canada.
3. Be + not + verb + ing for do + not + verb I am not liking it.
4. Be + verb + ing for verb + ed in narrative
... in the afternoon we were going back. On Saturday we were going down town, and we were seeing a film.
5. Verb stem for verb + ed in narrative
There were two animals who do not like each other. One day they go into a wood and there is no water. The monkey says to the elephant ...
6. Have + verb + ed for verb + ed
They had arrived just now. I have written this letter yesterday.
7. Have + be + verb + ed for be + verb + ed He has been killed in 1956.
8. Verb (+ ed) for have + verb + ed
We correspond with them up to now.
This is the only country which I visited so far.
9. Be + verb + ed for verb stem The machine is comed from
France.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 2, pp. 183-184.
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
Table 3
Miscellaneous Errors
Miscellaneous Errors Examples
1. Wrong verb form in adverb clause of time I shall meet him before the train will go.
2. Object omitted or included unnecessarily
We saw him play football and we admired.
That is the man who I saw him. 3. Errors in tense sequense He said that there is a boy in the
garden.
4. Confusion of too, so, very
I am too tired that I cannot work. The man became so exhausted and fell on the floor.
I am very tired that I cannot go.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 3, pp. 185.
Table 4
Errors in the Use of Preposition
Errors in the Use of Preposition Examples
1.
With instead of Ø
from
against of
at
Met with her
Suffering with a cold Fight with tyranny Consist with
Laughed with my words
2.
In instead of Ø on with
for at
Entered in the room In T. V.
Fallen in love in Ophelia In this purpose
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’ to
by
Go in Poland
The time in your watch
3.
At instead of Ø by
in to for
Reached at a place Held him at the left arm At the evening
Went at Stratford At the first time
4.
For instead of Ø in
of from since
Serve for God
One bath for seven days Suspected for
A distance for one country to another Been here for the 6th of June
5.
On instead of Ø in at with
of to
Played on the piano for an hour On many ways
On the end Angry on him
Countries on the world Pays attention on it
6.
Of instead of Ø in by on for
Drink less of wine Rich of vitamins Book of Hardy
Depends of civilization A reason of it
7.
To instead of Ø for of
Went to home
An occupation to them His love to her
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 4, pp. 185-186.
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
Table 5
Errors in the Use of Articles
Errors in the Use of Articles Examples
1.
Omission of the: (a) before unique nouns (b) before nouns of nationality
(c) before nouns made particular in context (d) before a noun modified by a
particple
(e) before superlatives
(f) before a noun modified by an
of-phrase
Sun is very hot. Spaniards and Arabs ...
At the conclusion of the article
Solution given in this article
Richest person
Institute of Nuclear Physics
2.
The used instead of Ø:
(a) before proper names (b) before abstract nouns (c) before nouns behaving like
abstract nouns (d) before plural nouns
(e) before some
The Shakespeare, the Sunday The friendship, the nature
After the school, after the breakfast
The complex structures are still developing.
The some knowledge
3.
A used instead of the:
(a) before superlatives (b) before unique nouns
A worst, a best boy in the class A sun becomes red.
4.
A instead of Ø:
(a) before a plural noun qualified by an adjective
(b) before uncountables (c) before an adjective
A holy places, a human beings
A gold, a work ... taken as a definite 5. Omission of a:
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
Before class nouns defined by adjectives He was good boy. He was brave man.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 5, pp. 186-187.
Table 6
Errors in the Use of Questions
Errors in the Use of Questions Examples 1. Omission of inversion What she is doing?
Why this man is cold?
2. Be omitted before verb + ing What she doing?
What he saying? 3. Omission of do Where it happened?
How it looks like? 4. Wrong form of auxiliary, or wrong
form after auxiliary
Do he go there?
Which road did you came by? 5. Inversion retained in embedded
sentences
Please write down what is his name. I told him I do not know how old was it.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 6, pp. 187-188.
3.4.2 Data Analysis on the Students’ Interview
After the students’ texts were analyzed, the transcription of the audio-taped conversation between the interviewer and the interviewees were analyzed.
According to Creswell, “transcription is the process of converting audiotape
recordings or field notes into text data” (2008, p. 246). After transcribing the audiotape recordings into text data, the next step was classifying the transcribed texts into themes and description. It was done by classifying the responses of the participants that were relevant to answer the research questions and then labeling them into themes. These themes were aimed to answer the second research question that was the causes of intralingual errors based on the students’ points of view.
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter delineates the conclusions and suggestions of the research. The conclusions are formulated from the research questions, while the suggestions present the recommendation for related parties and further research in the related topic.
5.1Conclusions
The research focuses on intralingual and developmental errors in students’ Recount texts. It aims to find out the types of intralingual and developmental errors in tenth grade students’ Recount texts as well as the causes of intralingual errors based on the students’ points of view.
The result showed that there was one type of intralingual error that exceeded other types of errors, namely error in the distribution of verb groups. The error in pattern verb stem for verb + ed in narrative occurred the most in the students’ text. The errors occurred when the students put verb stem in place of verb + ed. The errors which are committed by the students in Recount text were found when the students chose incorrect choice of verb or tense. This indicates that the students had difficulties in producing the sentences in past tense. They often mixed simple present tense and past tense. This tended to happen, because the students were confused in choosing the right tense as well as they did not know the verb form in past tense. Afterwards, only one classification of the causes of intralingual error according to the students’ points of view that is relevant to Richards’ theories in intralingual error, namely the ignorance of grammar and tenses particularly in past tense. This students’ point of view then confirmed that the students also perceived that they had difficulties in the verb form. Therefore an issue that the students encountered the most when writing Recount text is that they did not know the verb form in past tense, so they kept using the verb form for simple present tense.
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AN ANALYSIS OF TYPICAL INTRALINGUAL AND DEVELOPMENTAL ERRORS IN STUDENTS’ RECOUNT TEXTS
5.2Suggestions
After the research had been finished, several suggestions are offered to teachers and those who are interested in conducting further research in similar areas.
For teachers, they should give students remedial and detail explanation in the verb form. In the case of writing Recount text, remedial explanation in the verb form of past tense will be very helpful for them. The teachers can also give them a list of verb forms (regular and irregular) in simple present tense, past tense, and past participle, give them exercises in order that they can determine the verb form that should be used, and ask them to learn and practice making sentences with the verbs in the list. This list can help the students to determine the verb form to use. Moreover, the teacher should also develop materials and teaching techniques in order to help the students understand the lesson easier.
For students, they should learn the difference of verb form particularly in past tense and practice what they have learned. They can try to do the exercises related to the difference of verb form. They can get the exercises from the teacher’s task or they can search the exercises in the books or internet by themselves.
For researcher in similar area of study, there is a recommendation for further research. The recommendation for further research is to investigate factors causing errors with more participants in the interview, since this study only attempted to find out factors that caused the errors from nine students’ points of view. By getting more participants in the interview, there is a high possibility to obtain more information on the topic discussed.
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Table 3
Miscellaneous Errors
Miscellaneous Errors Examples
1. Wrong verb form in adverb clause of time I shall meet him before the train will go.
2. Object omitted or included unnecessarily
We saw him play football and we admired.
That is the man who I saw him. 3. Errors in tense sequense He said that there is a boy in the
garden.
4. Confusion of too, so, very
I am too tired that I cannot work. The man became so exhausted and fell on the floor.
I am very tired that I cannot go.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 3,
pp. 185.
Table 4
Errors in the Use of Preposition
Errors in the Use of Preposition Examples
1.
With instead of Ø
from
against of
at
Met with her
Suffering with a cold Fight with tyranny Consist with
Laughed with my words
2.
In instead of Ø on with
for at
Entered in the room In T. V.
Fallen in love in Ophelia In this purpose
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to by
Go in Poland
The time in your watch
3.
At instead of Ø by
in to for
Reached at a place Held him at the left arm At the evening
Went at Stratford At the first time
4.
For instead of Ø in
of from since
Serve for God
One bath for seven days Suspected for
A distance for one country to another Been here for the 6th of June
5.
On instead of Ø in at with
of to
Played on the piano for an hour On many ways
On the end Angry on him
Countries on the world Pays attention on it
6.
Of instead of Ø in by on for
Drink less of wine Rich of vitamins Book of Hardy
Depends of civilization A reason of it
7.
To instead of Ø for of
Went to home
An occupation to them His love to her
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 4,
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Table 5
Errors in the Use of Articles
Errors in the Use of Articles Examples
1.
Omission of the: (a) before unique nouns (b) before nouns of nationality
(c) before nouns made particular in context (d) before a noun modified by a
particple
(e) before superlatives
(f) before a noun modified by an
of-phrase
Sun is very hot. Spaniards and Arabs ...
At the conclusion of the article
Solution given in this article
Richest person
Institute of Nuclear Physics
2.
The used instead of Ø:
(a) before proper names (b) before abstract nouns (c) before nouns behaving like
abstract nouns (d) before plural nouns
(e) before some
The Shakespeare, the Sunday The friendship, the nature
After the school, after the breakfast
The complex structures are still developing.
The some knowledge
3.
A used instead of the:
(a) before superlatives (b) before unique nouns
A worst, a best boy in the class A sun becomes red.
4.
A instead of Ø:
(a) before a plural noun qualified by an adjective
(b) before uncountables (c) before an adjective
A holy places, a human beings
A gold, a work ... taken as a definite 5. Omission of a:
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Before class nouns defined by adjectives He was good boy. He was brave man.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 5,
pp. 186-187. Table 6
Errors in the Use of Questions
Errors in the Use of Questions Examples 1. Omission of inversion What she is doing?
Why this man is cold? 2. Be omitted before verb + ing What she doing?
What he saying? 3. Omission of do Where it happened?
How it looks like? 4. Wrong form of auxiliary, or wrong
form after auxiliary
Do he go there?
Which road did you came by? 5. Inversion retained in embedded
sentences
Please write down what is his name. I told him I do not know how old was it.
Source: Richards, A Non-contrastive Approach to Error Analysis (1971), Table 6,
pp. 187-188.
3.4.2 Data Analysis on the Students’ Interview
After the students’ texts were analyzed, the transcription of the audio-taped conversation between the interviewer and the interviewees were analyzed.
According to Creswell, “transcription is the process of converting audiotape
recordings or field notes into text data” (2008, p. 246). After transcribing the audiotape recordings into text data, the next step was classifying the transcribed texts into themes and description. It was done by classifying the responses of the participants that were relevant to answer the research questions and then labeling them into themes. These themes were aimed to answer the second research question that was the causes of intralingual errors based on the students’ points of view.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter delineates the conclusions and suggestions of the research. The conclusions are formulated from the research questions, while the suggestions present the recommendation for related parties and further research in the related topic.
5.1Conclusions
The research focuses on intralingual and developmental errors in students’ Recount texts. It aims to find out the types of intralingual and developmental errors in tenth grade students’ Recount texts as well as the causes of intralingual errors based on the students’ points of view.
The result showed that there was one type of intralingual error that exceeded other types of errors, namely error in the distribution of verb groups. The error in pattern verb stem for verb + ed in narrative occurred the most in the students’ text. The errors occurred when the students put verb stem in place of verb + ed. The errors which are committed by the students in Recount text were
found when the students chose incorrect choice of verb or tense. This indicates that the students had difficulties in producing the sentences in past tense. They often mixed simple present tense and past tense. This tended to happen, because the students were confused in choosing the right tense as well as they did not know the verb form in past tense. Afterwards, only one classification of the causes of intralingual error according to the students’ points of view that is relevant to Richards’ theories in intralingual error, namely the ignorance of grammar and tenses particularly in past tense. This students’ point of view then confirmed that the students also perceived that they had difficulties in the verb form. Therefore an issue that the students encountered the most when writing Recount text is that they did not know the verb form in past tense, so they kept using the verb form for simple present tense.
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5.2Suggestions
After the research had been finished, several suggestions are offered to teachers and those who are interested in conducting further research in similar areas.
For teachers, they should give students remedial and detail explanation in the verb form. In the case of writing Recount text, remedial explanation in the verb form of past tense will be very helpful for them. The teachers can also give them a list of verb forms (regular and irregular) in simple present tense, past tense, and past participle, give them exercises in order that they can determine the verb form that should be used, and ask them to learn and practice making sentences with the verbs in the list. This list can help the students to determine the verb form to use. Moreover, the teacher should also develop materials and teaching techniques in order to help the students understand the lesson easier.
For students, they should learn the difference of verb form particularly in past tense and practice what they have learned. They can try to do the exercises related to the difference of verb form. They can get the exercises from the teacher’s task or they can search the exercises in the books or internet by themselves.
For researcher in similar area of study, there is a recommendation for further research. The recommendation for further research is to investigate factors causing errors with more participants in the interview, since this study only attempted to find out factors that caused the errors from nine students’ points of view. By getting more participants in the interview, there is a high possibility to obtain more information on the topic discussed.