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An Analysis Students’ Errors in Writing Narrative Text
by Using Simple Past Tense
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E N G L I S H E D U C AT I O N P R O G R A M O F I N S T R U C T I O N A N D T E A C H E R T R A I N I N G S C H O O L S T K I P B I N A M U T I A R A S U K A B U M I
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CHAPTER 1
A.Background of the Research
1. English is a language that is used almost every one in the word. 2. English is to develop communicate ability
3. Writing is one of four skill in English
4. According Guth “ writing is more than making our though and idea visible and concrete.
5. Narrative is telling of some true or factious event or connected sequence of event.
6. According Larry Lewin “ the narrative must be heavy on historical and light on the fictional.”
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8. According George E and Julia M. Burk “ the simple past tense is used to report a state or activity which can be ascribed to a definite past time.”
9. Students still many make errors in writing
10. Error analysis has an important role to reveal what kinds of errors the students do most.
11. An interesting to Analyze the writing in narrative text focus on simple past tense.
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A. Identification of Problem
• Based on the background of the research, the researcher classified the problems dealing with the research as follows:
1. Low interest students to write because of not having motivation to do 2. Lack of student mastery of vocabulary
3. The lack of media and chance / time for students to learn English 4. The students are lazy to learn English at home
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The Limitation of Problem
The writer is interested analyzing the errors made by the first grade students of SMP PGRI 01 Cisolok in writing Narrative text focus on Simple Past. And the writer used the error analyses based on surface taxonomy: omission, addition, misinformation, and disordering.
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D. Research Question
1. What kind of student’s error in narrative text by using simple
past?
2. What is the most student errors in writing narrative text by
using simple past tense?
3. What is the factors students error in writing narrative text by
using simple past tense?
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E. The objective of the Study
1. To analyze the students’ error in narrative text by using simple past tense. 2. To analyze the most students’ error in narrative text by using simple past
tense
3. To analyze the factors students’ error in narrative text by using simple past tense
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F. The Method of Research
• This study uses descriptive analysis method. At first, the writer focuses on the problem such as the errors on using simple past in writing narrative text, and then, he collects the data by giving the first years students of SMP PGRI 01 Cisolok, a test writing narrative text using simple past. Then, he analyzes them by classifying their errors and getting to know why they make errors.
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G. The significant of The Research
• 1. Theoritical- Students know narrative text, simple past,
- be source information for improving in Teaching English - it is expected to increase of improve the student writing 2. Practical
- Students can make narrative text
- the teacher can teach and identification the students error - this research are comparison in the future research.
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CHAPTER II
THEORITICAL FRAME WORK
A. Writing
According to Barnet and Stubb’s “ Writing as physical act, it requires material
and energy.
Writing is important to express the idea without sound
The important thing of writing for the students is to express their feelings and
produce their own language on the paper
Types of Writing
• Exposition (how some thing work, how to do some thing)
• Description (person, particular, place)
• Narrration
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• There are the writing serves to explain and inform
1. Descriptive writing, writing that serves to show and describe. 2. Narrative writing tells a story
3. Persuasive writing, arguing for or against an issue.
4. Creative writing. interestingly, creative writing paragraph is a vague term, but it
includes(while isn't limited to) fiction(across the genres), poetry, drama, screenwriting autobiographies and more.
5. The purpose of writing
• According to penny Ur "the purpose of writing, in principle, is the expression of ideas, the conveying of messages to the reader.
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B. Errors
According to Brown “ the fact that learners do make errors and that errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learners " errors, called error analysis.
1. Cause of errors
• Mother -Tongue Interference
• Overgeneralization
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Error Based on Surface Strategy taxonomy
Omission
Omission errors are characteristic by absence of an item that must appear in a well- formed utterance, although any morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than others.
Addition
Addition errors are the opposite of omissions. They are characterized by the presence of an item, which must not appear in a well- formed utterance.
Misinformation
Misinformation errors are characterized by the use of the wrong form of the morphemes or structure. While in omission errors Misordering
Misordering
is a wrong placement of morpheme or a group of morphemes in an utterance.them is not supplied at all, in misinformation errors the student supplies something, although it is incorrect.
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C. Simple Past Tense
• Betty Schramfer Azar said “ the simple past tense indicate that an activity or situation began and ended at particular time in the past.
Example:
Jhon played football yesterday I studied last night
She visited me two day ago
• Wishon and Julia M Burk idea that “ if the time is mentioned or implied, the past tense is usually used.
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2. Form of Simple past tense
• English verb are divided into two classes; they are regular form and irregular form.
Regular verb have predictable past tense form; ie-d or –ed is added to the
end of the base form.
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CHAPTER III
RESEARCH METHODOLOGY Place : SMP PGRI 1 Cisolok
Time : May to June 2017
Research type : Qualitative Research
Research Design : Descriptive Analysis Population & Sample : Class 7th C
Instrument : Writing Test and Questionnaire Data Collecting : Test and Essay
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CHAPTER IV
FINDING AND DISCUSSION
1. The Students’ error in Writing Narrative text
Percentage of students error on Simple Past Tense using Irregular Verb a. Addition 18 x 100 % = 14.63 %
123
b. Omission 35 x 100% = 28.45 % 123
c. Misinformation 36 x 100 % = 29, 26 % 123
d. Miss ordering 34 x 100% = 27,64 % 123
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Percentage of students error on Simple Past Tense using Regular Verb a. Addition 7 x 100 % = 7,77 %
90
b. Omission 20 x 100% = 22,22% 90
c. Misinformation 48 x 100 % = 53.33% 90
d. Miss ordering 15 x 100% = 16.66 % 90
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Based on the table of student’s error in writing it can be stated that: 1. Total errors of addition using irregular verb are on percentage 14,63 %
2. Total errors of omission using irregular verb are on percentage 28,45 %
3. Total errors of misinformation using irregular verb are on percentage 29,26% 4. Total error of miss ordering using irregular verb are on percentage 27,64 % 5. Total errors of addition using regular verb are on percentage 7,77 %
6. Total errors of omission using regular verb are on percentage 22,22 %
7. Total errors of misinformation using regular verb are on percentage 53,33% 8. Total error of miss ordering using regular verb are on percentage 16,66%
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Percentage of Students Narrative writing focused on simple Past Tense
a. Irregular Verb 123 x 100 % = 57,74 %
213
b. Regular Verb 90 x 100 % = 42,26 %
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The sequence of errors in narrative writing focused on simple past tense based on its high frequency of error
• Regular verb 42, 26 %
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The most of Error student in Writing
No Kinds of Errors Percentage
1 Omission 50. 67 %
2 Addition 22. 44 %
3 Misinformation 80.97 %
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3. The Factor of Students Error in Writing
1. Seldom review the lesson at home 2. Tenses is difficult
3. Students don’t study out school ( Course, English Club and etc) 4. Student seldom make a note
5. The students don’t interest in English
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CHAPTER 5
CONCLUSION AND SUGGESTION
The kinds of students error in writing narrative text by using simple past tense at seventh grade of SMP PGRI 01 Cisolok, namely; Omission, Addition, misinformation and Misordering.
The most students error in writing narrative text by using simple past tense at seventh grade of SMP PGRI 01 Cisolok is in irregular verb 57,74 % and misinformation 80,97%).
The most factor student make errors in writing narrative text by using simple past tense is students just learns English in school, it can be known from the percentage almost 80 %. The students don’t study out school like Joining course, study club with friends or student seldom review the lesson at home.
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Suggestion
1.The teacher explain the irregular verb clearly to the students and make sure that the students understood about it
2.The teacher has to be creative in teaching writing , so it make them interest to study more. 3.The teacher ought to motivate his students to be more relax in learning english, tell them
that English is easy to learn, and do not be afraid to make mistake, because it is a process to reach a success.
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The sequence of errors in narrative writing focused on simple past tense
based on its high frequency of error
•
Regular verb 42, 26 %
•
Irregular verb 57, 74 %
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The most of Error student in Writing
No Kinds of Errors Percentage
1 Omission 50. 67 % 2 Addition 22. 44 %
3 Misinformation 80.97 %
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3. The Factor of Students Error in Writing
1. Seldom review the lesson at home
2. Tenses is difficult
3. Students don’t study out school ( Course, English Club and etc)
4. Student seldom make a note
5. The students don’t interest in English
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CHAPTER 5
CONCLUSION AND SUGGESTION
The kinds of students error in writing narrative text by using simple past tense at seventh grade of SMP PGRI 01 Cisolok, namely; Omission, Addition, misinformation and Misordering.
The most students error in writing narrative text by using simple past tense at seventh grade of SMP PGRI 01 Cisolok is in irregular verb 57,74 % and misinformation 80,97%).
The most factor student make errors in writing narrative text by using simple past tense is students just learns English in school, it can be known from the percentage almost 80 %. The students don’t study out school like Joining course, study club with friends or student seldom review the lesson at home.
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Suggestion
1.The teacher explain the irregular verb clearly to the students and make sure that the students understood about it
2.The teacher has to be creative in teaching writing , so it make them interest to study more. 3.The teacher ought to motivate his students to be more relax in learning english, tell them
that English is easy to learn, and do not be afraid to make mistake, because it is a process to reach a success.
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