A GRAMMATICAL ERROR ANALYSIS ON APPLYING IRREGULAR VERBS DONE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF WIDYA DHARMA UNIVERSITY KLATEN I | Haryanti | HASIL PENELITIAN 760 1346 1 SM

RESEARCH REPORT

A
GRAMMATICAL ERROR ANALYSIS ON
APPLYING IRREGULAR VERBS DONE BY THE
FOURTH SEMESTER STUDENTS OF ENGLISH
EDUCATION PROGRAM OF TEACHER TRAINING
AND EDUCATION FACULTY OF WIDYA DHARMA
UNIVERSITY KLATEN
IN 2010

By:
Dra. Hj. SRI HARYANTI, M.Hum.
KUSTINAH, S.Pd., M.Hum.

ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
WIDYA DHARMA UNIVERSITY
KLATEN
2010

i

RATIFICATION

This Research Report has been ratified by the Dean of Faculty of Teacher
Training and Education, and the Head of Research and Development Department
of Widya Dharma University Klaten on:
Day : _________________
Date : _________________

Research and Development Department
Head,

Faculty of Teacher Training
and Education
Dean,

Drs. H. Gunawan Budi S., M.Hum.
NIP. 19630705 198703 1 003

Drs. H. Udiyono, M.Pd.
NIP. 19541124 198212 1 001

ii

ACKNOWLEDGEMENT

Praise be to Allah SWT, Lord of the Universe that the writers are finally able to
finish their research report. Working hard, they can complete this research report.
However, this cannot be real without His great blessing.
The writers deeply realize that this research report is prepared with so much help
from others, so in this nice chance, they would like to express their sincere gratitude and
appreciation to:
1. Drs. Sumargana, M. Si., the Rector of Widya Dharma University Klaten, who
facilitates this research.
2. Drs. H. Gunawan Budi Santoso, M.Hum., the Head of Research and
Development, who has given correction and suggestion in writing this research.
3. Drs. H. Udiyono, M.Pd., the Dean of Faculty of Teacher Training and Education.
4. The Fourth Semester Students of English Education Program, who have given the
data of this research.

5. All Friends in Widya Dharma University, who have participated in the seminar.
The writers are really aware that this report is still far from being perfect. Finally,
they hope that this report can be useful for especially English Education program and
for the readers in general.

Klaten, August 2010
The Writers

iii

TABLE OF CONTENTS

Title ……………………………………………………………………

i

Ratification ……………………………………………………………

ii

Acknowledgment ……………………………………………………..

iii

Table of Contents …………………………………………………….

iv

Abstrak ………………………………………………………………

vi

CHAPTER I

INTRODUCTION

A. The Background of the Study …………………………………

1

B. The Reason for Choosing the Topic …………………………..

3

C. The Problem of the Study …………………………………….

3

D. The Limitation of the Study …………………………………..

3

E. The Aim of the Study ……………………………………… …

3

F. The Use of the Study ………………………………………….

4

CHAPTER II REVIEW OF RELATED LITERATURE
A. Error Analysis …………………………………………………

5

B. The Parts of Speech ……………………………………………

7

C. Review of the Verb ……………………………………………

13

D. Review of Sentence ……………………………………………

19

CHAPTER III RESEARCH METHOD
A. The Meaning of Research Method ……………………………

27

B. The Data and the Source of the Data …………………………

27

C. The Method of Collecting the Data …………………………..

28

D. The Method of Analyzing the Data ………………………….

29

iv

CHAPTER IV THE RESULT OF THE STUDY
A. Analyzing the Data …………………………………………..

30

B. The Finding ………………………………………………….

42

CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………………

43

B. Suggestion …………………………………………………

45

BIBLIOGRAPHY ……………………………………………….
APPENDIX

v

46

ABSTRAK
Dalam bahasa Inggris dibedakan antara kata kerja teratur dan kata kerja tidak
teratur. Keteraturan disini dalam membentuk kata kerja ke dalam bentuk lain, seperti
bentuk preterit/past tense/V2 maupun dalam bentuk past participle/V3 karena dalam
bahasa Inggris waktu kegiatan akan mempengaruhi perbedaan dalam bentuk kata kerja
atau sebaliknya bentuk kata kerja yang berbeda menandai waktu kegiatan yang berbeda.
Bentuk kata kerja yang tidak teratur sangat bervariasi ada yang ketiga bentuk sama (cut –
cut – cut), ada yang bentuk satu dan tiga sama (come – came –come), ada yang bentuk
dua dan tiga sama (bring – brought – brought), dan ada yang ketiga bentuk sama sekali
berbeda (break – broke – broken). Hal inilah yang sering menimbulkan permasalahan
bagi pembelajar bahasa Inggris. Dalam penelitian ini peneliti mengajukan permasalahan
“Apa macam-macam kesalahan yang dilakukan oleh para mahasiswa Program Studi
Pendidikan Bahasa Inggris Semester IV FKIP Unwidha Klaten dalam menerapkan kata
kerja tidak teratur?”
Permasalahan tersebut akan dapat diselesaikan dengan cara mengumpulkan data
tentang kalimat-kalimat yang menggunakan kata-kata kerja tidak teratur melalui
pemberian tugas pada para mahasiswa, dengan demikian mereka disebut sebagai sumber
data yang selanjutnya data tersebut disimak dan dicatat tentang kesalahannya. Dalam
teori metode ini disebut oleh Sudaryanto metode Simak. Terakhir data penelitian

dianalisis dengan metode deskriptif kualitatif yang dikemukakan oleh Seliger dan
Shohamy maupun Moleong.
Dari hasil analisis dapat diketahui macam-macam kesalahan yang dilakukan oleh
para mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris FKIP Unwidha
Klaten diantaranya: 1) kesalahan dalam menerapkan verb infinitive/V1 (31 data), 2)
kesalahan dalam menghilangkan to be ketika mereka menyatakan dalam waktu
continuous atau perfect (21 data), 3) kesalahan dalam menerapkan tenses (18 data), 4)
kesalahan dalam menerapkan verb to-infinitive (15 data), 5) kesalahan dalam menerapkan
past participle/V3 ketika mereka menyatakan kegiatan dalam perfect tenses atau dalam
kalimat pasif (7 data), 6) kesalahan dalam menambah to be ketika mereka menyatakan
dalam simple present tense (7 data), 7) kesalahan dalam menerapkan preterit/V2 (5 data),
8) kesalahan dalam menerapkan present participle/V-ing (5 data), 9) kesalahan dalam
kesesuaian antara subjek dengan kata kerja (2 data).
Kata Kunci: Analisa Kesalahan, Mahasiswa Semester IV, Menerapkan, Kata Kerja Tidak
Teratur

vi

CHAPTER I
INTRODUCTION

A. The Background of the Study
Language is a means of communication which takes an important role in
human life. There are many kinds of languages. English is the target language in
Indonesia and Indonesian is as the native language. English is difficult to study,
because it has different system from Indonesian.
It is widely known that English is one of the international languages. It is
also a very important means of establishing and maintaining relationship with
other people especially people from other country. English is used in education,
commerce, business, politics, tourism, technology, etc. Besides that, English is
one of the foreign languages that has many functions and used in several countries
as a formal language and second language in the other countries. So, why do
people learn English? They learn English because English is very important to
human life aspects in the world.
People who want to communicate and to convey their meaning correctly
must study one of the linguistic aspects which is usually called grammar. In
Indonesia, English is given for Junior High School to University, and recently
English has also been given in Elementary School. The students often face
difficulties in mastering English because of the differences between mother
tongue and foreign language they are learning. The differences may be in
phonology, grammar, vocabulary, pronunciation, etc.
In English Education Program, there is one subject that must be mastered
by the students, that is structure which is an important matter particularly in
building English sentence. The students have to know how each word fits
together with other words in building English sentence. They must realize that
building English sentence needs important rule covered in structure.

1

2

The application of the irregular verb is one of the materials that the students
must learn. The writer believes that by learning English structure especially on
applying the irregular verb, the students’ ability in structure can improve. The
application of the irregular verb can be in all tenses of the sentences. The irregular
verb is used in both active sentence and passive sentence. In the active sentence, it
can be used to express the activity in the present, past, or future. In passive
sentence, the form of verb needed is past participle which makes the students
difficult to apply, because its form is different from the other forms which are
used to express the present or past tense. The examples of them are: (to) drive,
driving, drove, driven. The form drive is used in the simple present tense such as
in the sentence Do you drive a car to work everyday? The form of drove is used
in the simple past tense such as in the sentence Bagyo drove his car very fast
yesterday. Applying the irregular verb in various forms and tenses is one of the
structure problems. The students must try and practice to master it. Teacher must
give more attention to guide the students to be successful in mastering this
material.
Based on the difficulties faced by the students and many problems in
learning English structure, error analysis is very much needed, because the result
of the analysis can give some contribution in attempting to decrease the errors
faced by the students in learning English structure. Based on the problem faced by
the students in learning English structure the writer tries to analyze the error done
by the fourth semester students of English Education Program of Teacher
Training and Education Faculty of Widya Dharma University Klaten in 2010.
Hopefully, this research can be a solution for the problem in learning English
structure as the subject of study in English Education Program.

3

B. The Reason for Choosing the Topic
The writer chooses the title of this study as A grammatical error analysis
on applying Irregular Verbs Done by the Fourth Semester Students of English
Education Program,Teacher Training and Education Faculty, Widya Dharma
University Klaten in 2010 for three reasons as follows:
1. The writer is interested in observing the error on applying irregular verb
because it is used in many kinds of sentences based on the tense, the form,
and the voice.
2. The students’ errors on applying the irregular verb need to be analyzed to
determine the appropriate technique used in comprehension.
3. The teaching and learning the irregular verb needs to be increased by taking
the benefit of error analysis result.
C. The Problem of the Study
The problem concerning with this research can be formulated into the
following questions: What kinds of errors are done by the Fourth Semester
Students of English Education Program, Teacher Training and Education Faculty,
Widya Dharma University Klaten in 2010 on applying the irregular verbs?
D. The Limitation of the Study
The writer wants to limit this research in order to make understanding
between the readers and the writer. The limitation of the study is as follows:
This study is limited to the fourth semester students of English Education
Program, Teacher Training and Education Faculty, Widya Dharma University
Klaten in 2010 on applying the irregular verb.
E. The Aim of the Study
In the study the writer has two aims as follows:

4

1.

To identify and classify the kinds of error done by the Fourth Semester
Students of English Education Program, Teacher Training and Education
Faculty, Widya Dharma University Klaten on applying the irregular verb
viewed from grammar.

2.

To describe the kinds of error which are made by the students.

F. The Use of the Study
The writer hopes that the research will be useful for the development of
English teaching in general and the application of the irregular verb in particular.
Besides, the students can understand about applying the irregular verb correctly in
their sentences.

CHAPTER II
REVIEW OF RELATED LITERATURE
This part deals with review of related literature supporting the analysis of the
data. It covers error analysis and review of the verb. The followings are the discussion
of those terms.
A. Error Analysis
In this part the writer wants to explain about error analysis and the aspects
of it.
1. The Meaning of Error Analysis
Language learning is like any other human learning which involves the
making of mistake and error (Sujoko, 1989: 4). From the mistakes and errors,
the writer will obtain some experiences as feedback to make new attempts by
which success comes. Error made by the learners, obviously, can be observed,
analyzed, and classified to reveal something of the system which is operated
within the learners, it led to the searching for the study of learners’ errors,
called error analysis (Sujoko, 1989: 6). While Ellis as quoted by Tarigan and
Tarigan (1995: 68) in their book Pengajaran Analisis Kesalahan Berbahasa
state that: Error analysis is a procedure generally used by researcher and
language teacher, including collecting sample, identifying errors in its sample,
describing the errors, classifying the errors based on the reason and giving
evaluation
about the seriousness level of the errors.
From the limitation above, error analysis is an activity which is done
systematically. In analyzing the learners’ errors, it is used steps which are
started from preparation to the conclusion. Error analysis is an activity to
analyze or examine the learners’ errors which are attributable to the mother
tongue.

5

6

In this study, the writer wants to analyze the errors on applying irregular
verbs done by the fourth semester students of English education study
program.
2. The Practical Uses of Error Analysis
Sujoko (1989: 48) states that the practical uses of errors analysis are as
follows:
a. Errors provide feedback; they tell the teacher something about the
effectiveness of his
teaching materials and his teaching technique.
b. They show him what parts of the syllabus he has been following have been
inadequately learned or taught and need further attention.
c. They enable him to decide whether he must devote more time to the item,
he has been working on. This is the day-to-day valve of errors, but in
terms of broader planning and with new groups of learners.
d. They provide the information for designing a remedial syllabus or a
program of teaching.
Errors provide feedback to the teacher how to make a good preparation
accurately before teaching. It means error that is revealed can provide some
information about teaching and learning weaknesses so the teacher knows
what he will do in the next teaching and learning process.
Errors enable the teacher to get valuable experiences to do his work at
school. So, when the teacher gets some similar problems in another time the
teacher is able to take the best solution.
One use of analyzing the students’ errors on applying the irregular verbs
is the writer, as their lecturer can revise her strategy in giving the material of
irregular verbs.

7

B. The Parts of Speech
Traditionally, parts of speech consist of Noun, Pronoun, Adjective, Verb,
Adverb, Preposition, Conjunction, and Interjection. By learning parts of speech we
can classify a half million different words.
1. The Noun
A noun is a word used to name a person, place, thing, or an idea.
Persons : George, Mary, Bill, Tom Scott
Places

: New York City. Midwest, Mexico

Things

: book, chair, sun, cloud, bicycle

Ideas

: justice, courage, hope, love

In English there is a kind of noun, namely Common and Proper Nouns
In writing we need to capitalize all proper nouns, we ought to be able to distinguish
them from common nouns, which are not capitalized.
COMMON NOUNS

PROPER NOUNS

city

Phoenix, New Orleans, Waco

state

Maine, Ohio, Georgia, Florida

school

Jefferson High School, West Point

mountains

Teton Range, Allegheny Mountains

saint

Saint Valentine, Saint Patrick

month

April, May, August, December

writer

Edgar Allan Poe, Mark Twain

2. The Pronoun
A pronoun is a word used in place of a noun. The prefix pre- means “for” and
noun means “name”. A pronoun, then, is a word used for a name. Learn to recognize
these pronouns:
I, my, mine, me, myself

they, their, theirs, them, themselves

You, your, yours, yourself, yourselves

who, whose, whom, whoever

He, his, him, himself

everybody, anybody, somebody

8

It, its, itself

everyone, anyone, someone

We, our, ours, us, ourselves

none, nobody

Each word below is also a pronoun:
This

one, each

some, any, all

that

either, neither

many, more, much, most

these

other, another

what, which

those

both, several, few

whatever, whichever

3. The Adjective
An adjective is a word used to modify a noun or a pronoun. Modify means “to
change”. To modify a word means to change the meaning of the word by making the
meaning more definite. An adjective modifies or changes the meaning of a noun or a
pronoun by answering one of these questions: What kind? Which one? How many?
Notice how the italicized adjectives below answer these questions about the nouns or
pronouns modified.
WHAT KIND?

WHICH ONE

HOW MANY

a blue dress

that flower

four times

a false note

this base

several girls

a rich lawyer

the broken bone

each player

a short one

the other one

some others

The adjectives most frequently used in English are a, an, and the. These little words
are sometimes called articles. The position of an adjective in a sentence varies.
Usually the adjective precedes the noun or pronoun modified.
He looked at each one of the old pictures.
Sometimes, however, adjectives follow the word they modify.
The baby, tired and sleepy, began to whimper.
Other words may separate an adjective from the noun or pronoun modified.
She became very nervous. Angry with his sister, Tom began to argue.

9

4. The Verb
A Verb is a word which expresses action or helps to make a statement. English
has the following kinds of verbs: the action verb, the linking verb, regular verb,
irregular verb, transitive verb, intransitive verb, finite verb, infinite verb. Words such
as do, come, go, and write are action verbs because they express action. A verb may
express an action that cannot be seen; examples are believe, know, fear, and think.
Besides, there are the various forms of the verb to be:
be

was

have been

being

were

had been

am

shall be

shall have been

are

will be

will have been

is

has been

These parts of the verb to be have two main uses. They may be used as a
helping verb in a verb phrase: was making, will be helped, are leaving, had been
seen. Or, when standing alone, parts of the verb to be may be used as linking verbs.
Some verbs help to make a statement by serving as a link between two words.
These verbs are called linking verbs; they do not express action. In addition to the
verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound
In the following sentences each verb is a link between the words on either side of it.
The word that follows the linking verb is a noun or an adjective that fills out or
completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie]
1. She became a housewife. [housewife = she]
2. The ring looked small. [small ring]
3. The fudge tastes good. [good fudge]
4. He remained calm. [calm he]
The verbs in English often occur with the other kind of verb. Verbs often have
more than one word: is leaving, shall be going, was tackled, shall move, has jumped,
has been done, may become, was helping. As these examples show, the verb (leaving,

10

going, tackled, etc.) and its helpers (is, shall be, was, etc.) work together as a unit,
which is called a verb phrase.
5. The Adverb
An adverb is a word used to modify a verb, an adjective, or another adverb.
a. Adverbs Modifying Verbs
A word that changes the meaning of a verb is an adverb. Let’s observe the
adverbs that modify verbs by answering one of these questions: Where? When?
How? To what extent (how long or how much)?
WHERE

WHEN

HOW

TO WHAT EXTENT

1. Play here

Play now

Play well

Do not play

2. He drove there He drives daily

He drives carefully

He drove far

3. I fell down

I fell clumsily

I almost fell

I often fall

b. Adverbs Modifying Adjectives
A word that modifies an adjective is an adverb. Examples: An unusually good
batter, Bill knocked another home, run. [The adjective good modifies the noun
batter. The adverb unusually, telling how good, modifies the adjective good.]
c. Adverbs Modifying Other Adverbs
Some adverbs modify other adverbs. For example, in the following sentence
late is an adverb because it tells when: Eric arrived late. If we add a word to modify
late, the adverb, the word we add must also be an adverb.
Eric arrived too late. [The adverb too tells how late.]
Eric arrived very late. [The adverb very tells how late.]

6. The Preposition
A word used to show the relationship of a noun or a pronoun to some other
word in the sentence is a preposition.
We need to learn to recognize the following words, which are commonly used
as prepositions:
aboard

at

by

like

toward

11

about

before

concerning

of

under

above

behind

down

off

underneath

across

below

during

on

until

after

beneath

except

over

up

against

beside, besides

for

since

upon

along

between

from

through

with

among

beyond

in

throughout

within

around

but (meaning except) into

to

without

Some prepositions consist of more than one word: instead of, in spite of, on
account of, according to.
A prepositional phrase is a group of words beginning with a preposition and
ending with a noun or pronoun. Examples: like John, with him, for us, without a
word, beside the water, of the street, over the fence, upon the top shelf.
7. The Conjunction
A word which joins words or groups of words is a conjunction.
a. Conjunction may join single words:
Bill or Kate

tall and handsome

Bill and Kate

short but handsome

b. Conjunction may also join groups of words:
on the desk or in the drawer
singing songs and playing games
c. The joined groups of words may be complete ideas:
The crowd cheered noisily, for Jones had scored.
I dialed her number, but she did not answer.
There are three kinds of conjunctions: coordinating conjunctions, correlative
conjunction, and subordinate conjunction.
Coordinating conjunctions connect words, phrases, and clauses of the same
kind:

12

baseball and tennis [two nouns]
at home or in the library [prepositional phrase]
I talked with Thelma at the party, but she did not tell me about the accident.
[two main clauses]
Correlative conjunctions are used in pairs, with other words dividing them.
1. Both Sue and Jack entertained the class.
2. The freshmen asked not only for a big celebration but also for a special holiday.
3. Either you must wash the dishes, or you will have to clean the bedroom.
4. Neither his aunt nor his uncle could guess the answer to the riddle.
Coordinating Conjunctions

Correlative Conjunctions

and

both … and

but

not only … but also

or

either … or

nor

neither … nor

for

whether … or

8. The Interjection
Words expressing emotion and having no grammatical relation to other words
in the sentence are interjections.
Words which show strong feeling – like ouch! Whew! Ahem! and Well! - are
interjections. Since these words show anger, surprise, or excitement, they are usually
followed by an exclamation point. Sometimes, when the exclamation is mild, the
interjection is followed by a comma.
Examples

Oh! Don’t hit me so hard.
Bah! He’s no actor.
Well, do it yourself then.

Kinds of parts of speech can be used to make a construction, either phrase or
clause. By understanding them, the students get easy ways to determine which parts
of speech suitable to their constructions.

13

C. Review of the verb
A Verb is a word which expresses action or helps to make a statement.
Kinds of Verb
a. The Action Verb
Words such as do, come, go, and write are verbs because they express action.
A verb may express an action that cannot be seen; examples are believe, know, fear,
and think.
b. The Verb To Be
The various forms of the verb to be:
be

was

have been

being

were

had been

am

shall be

shall have been

are

will be

will have been

is

has been

These parts of the verb to be have two main uses. They may be used as a
helping verb in a verb phrase: was making, will be helped, are leaving, had been
seen. Or, when standing alone, parts of the verb to be may be used as linking verbs.
c. The Linking Verb
Some verbs help to make a statement by serving as a link between two words.
These verbs are called linking verbs; they do not express action. In addition to the
verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound.
In the following sentences each verb is a link between the words on either side of it.
The word that follows the linking verb is a noun or an adjective that fills out or
completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie]
2. She became a housewife. [housewife = she]
3. The ring looked small. [small ring]
4. The fudge tastes good. [good fudge]
5. He remained calm. [calm he]

14

d. Irregular Verb
There are five types of irregular verbs:
1. All three principle parts are different.
2. Second and third principal parts are alike.
3. All three principle parts are alike.
4. First and third principle part are alike.
5. First and second principle part are alike.
I. aLL tHrEE PrINCIPLE Parts arE DIFFErENt
(ketiganya berbeda)
NO
1

PATTERN
Sing-sang-sung

INITIAL

MEANING

BDRSSS

B(mulai), D(minum), R(menelpon), S(bernyanyi),
S(tenggelam), S(berenang)

2

Break-broke-

BCFSSW B(memecahkan), C(memilih), F(membeku),

broken
3

Drive-drove-

S(mencuri), S(berbicara), W(menenun)
DRRW

driven
4

Blow-blew-blown

D(mengendarai), R(menaiki), R(naik),
W(menulis)

BDFGK
TW

B(meniup), D(menggambar), F(terbang),
G(tumbuh), K(tahu), T(melempar), W(menarik
uang)

5

wear-wore-worn

WBST

W(memakai), B(lahir), S(sumpah), T(menyobek),

6

Bite-bit-bitten

BCH

B(menggigit), C(mencaci), H(menyembunyikan)

7

Shake-shook-

SFMT

S(mengoncang), Fs(mengabaikan), M(salah),

shaken
8

BE; do; eat; fall;
go; lie; see;
(a)wake

9

Mind:

T(mengambil)

15

1. To lie – lied -

1. berbohong

lied

2. berbaring, terletak, terdapat, terbentang, berada

2. To lie – lay –

3. meletakkan, memasang, bertelur,

lain
3. to lay – laid –
laid
II. sECOND aND tHIrD PrINCIPaL Parts arE aLIKE
(Bentuk kedua dan ketiga sama)
NO
1

PATTERN
hang-hung-hung

INITIAL
HCDS8
W

MEANING
H(menggantung) Cl(berpegang teguh/melekat;
D(menggali), Slg(menyandang), Slk(menyelinap),
Sp(berputar), St(melekat), St(menyengat),
Str(menabrak), Strg(menyambung), Sw(berayun),
Wrg(memeras)

2
3

Feed-fed-fed
Creep-crept-crept

FBBFL

F(memberi makan) B(Berdarah), B(beternak),

S

Fl(melarikan diri), L(memimpin), Sp(ngebut)

CDFKK

C(merangkak), D(mimpi), F(merasakan),

LLMMS Kp(menjaga), Knl(berlutut), Lp(melompat),
SW

Lv(meninggalkan), Mn(berarti), Mt(bertemu),
Slp(tidur), Swp(menyapu), W(menangis)

4

Bring-broughtbrought

BBBCF

Br(membawa), Bs(memohon), B(membeli),

STT

C(menangkap), F(berkelahi), Sk(mencari),
T(mengajar), T(berfikir)

5

Bend-bent-bent

BLRSS

B(membengkok), L(meminjami),
Rnd(mengkoyak2), Sd(mengirim),
Sp(membelanjakan)

6

Bind-bound-

BFGW

B(menjilid), F(menemukan), G(mengasah),

16

bound
7

W(memutar)

Pay-paid-paid

LMPS

P(membayar), L(menaruh), Ml(lupa menaruh),
S(mengatakan)

8

Sell-sold-sold

ST

S(menjual), T(bercerita)

9

Miscellaneous

membangun(b), memberi pakaian(c), melupakan(f),

(beraneka

mendapatkan(g), mempunyai(h), mendengar(h),

macam)

memegang(h), menyalakan api(l), hilang(l),
membuat(m), bersinar(s), memberi sepatu(s),
menembak(s), duduk(s), berdiri(s), faham(u),
menginjak2(t), memenangkan(w).

III. aLL tHrEE PrINCIPLE Parts arE

IV. FIrst aND tHIrD

aLIKE

PrINCIPLE Parts arE aLIKE
(Ketiganya sama)

(Bentuk pertama dan ketiga sama)
Pattern 

-

bertaruh (Bt)

- melelang (Bd)

menjadi(B), menyelesaikan(Ov),

-

berlari(R)

meledak (b)
-

memberi peran © - berharga ©

-

memukul (h)
-

melukai (h)

V. FIrst aND sECOND
- merajut (k)

-

- membaca ®

-

- mencurahkan(shd)

-

membiarkan (l)
-

menaruh (p)
mengusir (Rd)

-

menyusun (s)
menutup (sht)

-

meludah (spt)

- membelah/gorok(slt) -

membagi(splt)
-

menyebar (s)
menyiarkan(bc)

come – came - come

- menusukkan (t)

-

PrINCIPLE Parts arE aLIKE
 Only one verb  BEAT

17

(1) All three principal parts are different.
NO

THE PATTERN LIKE:

THE VERBS:

1

SING – SANG - SANG

Begin, drink, ring, shrink, sing, sink, spring, stink,
swim

2

BREAK – BROKE -

Break, choose, freeze, steal, speak, weave

BROKEN
3

BLOW – BLEW –
BLOWN

4

DRIVE – DROVE –
DRIVEN

5

WEAR – WORE –

Blow, draw, grow, fly, know, overdraw, throw,
withdraw
Drive, ride (a)rise, shrive, smite, stride, strive,
thrive, write
Bear, swear, tear, wear

WORN
6

BITE – BIT – BITTEN

7

SHAKE – SHOOK –

Bite, chide, hide
Forsake, mistake, partake, shake, take

SHAKEN
8

GIVE – GAVE – GIVEN

9

MOW – MOWED –

Forbid, forgive, give
Hew, mow, sew, show, sow, strew,

MOWN
10

MISCELLANEOUS

Be, dive, do, eat, fall, go, lie, see, slay, (a)wake

(2) Second and third principal parts are alike.
NO

THE PATTERN LIKE:

THE VERBS:

1

HANG – HUNG – HUNG

Clink, dig, hang, sling, slink, spin, stick, sting,
strike, string swing, wring

2

FEED – FED – FED

Bleed, breed, creep, dream, feed, feel, flee, keep,

18

kneel, lead, leap, leave, mean, meet, sleep, speed,
sweep, weep
3

BRING – BROUGHT –
BROUGHT

4

BEND – BENT – BENT

5

BIND – BOUND –

Beseech, bring, buy, catch, fight, seek, teach,
think,
Bend, lend, rend, send, spend
Bind, find, grind, wind

BOUND
6

PAY – PAID – PAID

7

SELL – SOLD – SOLD

8

MISCELLANOUS

Lay, mislay, pay, say
Tell, sell
Abide, build, clothe, forget, get, have, hear, hold,
behold, withhold, light, lose, make, shine, shoe,
shoot, sit, slide, stand, understand, withstand,
tread, win

(3) All three principal parts are alike.
Bet,

bid,

broadcast,

Cast

cost

cut

hit

hurt

knit

let

put

read

rid

shed

shut,

slit

spit

split

spread

rust
(4) First and third principal parts are alike.
Come-came-come
Become-became-become

burst

19

Overcome, overcame-overcome
Run –ran-run
(5) First and second principal parts are alike.  only one verb beat-beatbeat(en)
By memorizing irregular verbs which have different patterns, the students are
hoped to be able to apply them in sentences correctly. They do not find difficulty in
selecting which form must be used.
D. Review of Sentence
1. Definition of sentence
1. The sentence is the maximal unit of grammatical analysis (Ronald Wardhaugh).
2. A sentence is a form which, in the given utterance, is not part of a larger
construction (Bloomfield).
3. A sentence is a grammatical form which is not in construction with any other
grammatical form : a constitute which is not a constituent (Hockett).
4. The smallest unit of full expression is the sentence, not the word. We talk in
sentences (Lado).
5. A sentence is as much of the uninterrupted utterance of a single speaker as is
included either between the beginning of utterance and the pause which ends a
sentence final contour or between two such pauses (Elson and Pickett).
From the definitions of a sentence above, the writer or speaker can know how
to identify and make a sentence based on his or her intention.
2. Sentence-Types
1. Sentences may be classified according to their purpose : as declarative,
interrogative, imperative, or exclamatory.
Sentences may be classified according to their type:
a. Declarative

20

A declarative sentence makes a statement. Since we usually make statements
that declare something, most of your sentences are declaratives. All declarative
sentences are ended with a period (.). Example: The tallest animal in the word
is a giraffe.
b. Imperative
An imperative gives a command or makes a request. A command or a request
usually has the understood subject you. Some people call this subject as a
hidden subject. The imperative sentence is followed by a period. Or if we want
to give stress on our imperative sentence, we may end the sentence with an
exclamation point. Example : Turn right at the next corner.
c. Interrogative
Interrogative sentence asks a question. To interrogate means to ask. An
interrogative sentence is followed by a question mark (?). Example : Where is
Boy going now ?
a. Exclamatory
An exclamatory sentence expresses strong feeling and is always followed by an
exclamatory point (!). Example : How lucky you are ! What a race !
If we show strong feeling when making a statement, asking a question, or giving a
command, then our sentence is exclamatory. Example : Wasn’t he funny! Help! Call
the police! I won the booby prize!
2. Sentences may be classified according to their syntax : as simple, compound,
Complex, or compound-complex.
a. Simple sentence is a sentence which consists of a pair of subject and
predicate. This sentence can be short or long as can be seen in the following.
1) I have a friend living in Jakarta.
2) The boy wearing a blue shirt and white trousers is my friend.
3) His shirt was bought in the new department store situated on Jl. Pemuda
two weeks ago.

21

b. Compound sentence is a sentence which consists of at least two main clauses
or more. Conjunctions connecting main clauses are such as: and, but, or, so.
Example:
1) He is present but his sister is absent.
2) The clever and diligent student beside you can speak English well, and he
practises the language regularly.
3) You will also be able to speak the language or you may speak even better.
c. Complex sentence is a sentence which consists of one main clause and one
subordinate clause or more as seen in the following examples.
1) I have a book which is blue in color.
2) When I came here yesterday, the door was locked by the servant who
lived there.
3) I do not know where he lives.
4) What you have just said is very important for us.
d. Compound-complex sentence is a combination of compound sentence and
complex sentence. In short, it can be stated that a compound complex is a
sentence which consists of at least two main clauses and one subordinate
clause or more, as can be seen in the following sentences.
1) The man can jump 1.50 meters high, but he cannot jump over the wall
which is only 1.40 meters high.
2) The book you read yesterday is mine, so that you have to return it to my
house which is on Jl. Melati.
Thus, it is clear that a sentence can be said simple, compound, complex or
compound complex not depending on the length but on the number and kind of clause
in the sentence.

22

3. Sentences may be classified according to their form: as periodic or as loose.
A periodic sentence is one (like the present sentence) in which the central idea is
not complete until the sentence reaches its final word. (in that sentence, notice,
grammatical completeness was reached with complete, but the central idea at that
point is so unfinished that to stop there would be to phrase a false definition).
Example: Whenever you get a chance, write to me.
A loose sentence is any sentence which is not periodic. The term loose implies no
derogation, for periodic sentences are too emphatic and too artificial to be used
constantly. For that reason, the loose sentence is the commoner type.
4. Sentences may be classified according to their completeness : as full or as inComplete.
A full sentence is a grammatically complete sentence, containing an expressed
(or, as in imperative sentence, an easily supplied) subject and predicate, and no
introduced by any subordinating word, unless that subordinating word belongs to
a dependent clause. It conveys a complete thought.
An incomplete sentence (elliptical sentence, allowable fragment, minor sentence)
is not grammatically complete, but in the context in which it appears it does
communicate a clear idea. Example: “Where are you going?” To the drugstore.
“Why?” To get a pack of cigarettes.
In English and many other languages, sentences are marked off by modulation,
the use of secondary phonemes. In English, secondary phonemes of pitch mark the
end of sentences, and distinguish three main sentence-types: John ran away (.) John
ran away (?) who ran away ( ). To each of these, further, we may add the distortion of
exclamatory sentence-pitch. This use of secondary phonemes to mark the end of
sentences makes possible a construction known as parataxis, in which two forms
united by no other construction are united by the use of only one sentence-pitch.
Another feature of sentence modulation is the use of secondary phonemes to mark
emphatic parts of a sentence. In English we use highest stress for this (Now it’s my

23

turn). The emphatic element may be marked also by the use special constructions (It
was John who did that) and by word-order (Away he ran). Beside features of
modulation, features of selection may serve to mark off different sentence-types.
Perhaps all languages distinguish two great sentence-types which we may call full
sentences and minor sentences. The difference consists in a taxeme of selection:
certain forms are favorite sentence-forms; when a favorite sentence-form is used as a
sentence, this is a full sentence, and when any other form is used as a sentence, this is
a minor sentence (a sentence which does not consist of a favorite sentence-form).
In English we have two favorite sentence-forms. One consists of actor-action
phrases – phrases whose structure is that of the actor-action construction and the other
consists of a command - an infinite verb with or without modifiers: Come! Be good!
This second type is always spoken with exclamatory sentence-pitch; the infinitive
may be accompanied by the word you as an actor: You be good! English has a subtype of full sentences which we may call the explicit-action type; in this type the
action centers round the verb ‘do, does’ did’. This taxeme of selection appears in the
contrast between, say, “I heard him” and “I did hear him”. Within explicit-action
type, we distinguish: inverted type, occurs in formal yes-no questions, along with
question-pitch (Did John run away? Didn’t John run away?) and the un-inverted
(informal) type (John ran away? John didn’t run away?).
In general, minor sentences seem to be either completive or exclamatory. The
completive type consists of a form which merely supplements a situation – that is, an
earlier speech, a gesture, or the mere presence of an object : This one. Tomorrow
morning. Gladly, if I can. Exclamatory minor sentences occur under a violent
stimulus. They consist of interjections or of normal forms that do not belong to
favorite sentence-types, and often show parataxis: Ouch, damn it! This way, please!
A substantive form naming a hearer is used in English as a demand for his presence
or attention: John! Little boy! With parataxis: Hello, John! Come here, little boy!
Occasionally we find minor sentences of aphoristic type (an old sentenceconstruction survives in a few proverbs): The more you have, the more you want. The
more, the merrier. First come, first served. Old saint, young sinner.

24

5. The main sentence type is sub-divided into three sub-types on the basis of what
kind of category occurs in the predicate position of the sentence.
a. Equational sentences, in which the predicate is a NP.
b. Descriptional sentences, in which the predicate is an adverbial or adjective phrase.
c. Actional sentences, in which the predicate is a VP.
Equational sentences, consist of two parts, both of them are NP-s. The first NP
functions as the subject, and the second NP as predicate of the sentence. A slight
break in speech serves as subject marker. This means that when the short break is
present the utterance will be an equational sentence; when it is not present, the
utterance will be a single noun phrase. Let’s see the following diagram.

S

NP

NP
N

predicate
Possessive

N

poss

NP
N

NP
N

poss

poss

Bapa?

ne

guru

ku

His father

is

my teacher

bapa?

ne

the father of

guru

ku

my teacher

The subject position in the sentence may also be occupied by a lexical item that
may occur either as a Demonstrative (Dem) or a N, example: /iku omah-ku/ ‘That is
my house’. A NP may involve an embedded sentence:
Wong sing arep lunga iku bapa?ku
1

2

3

4

5

6

7

that man who will go is my father
5

1

2

3 4 -

7

6

25

A descriptional sentence is a sentence in which the predicate is a description of
some sort about the subject. The description may be qualitative, locative, directive,
durative, frequentative, etc. depending on the kind of category that occurs as the
predicate. The subject of a descriptional sentence may be a NP, a lexical item having
both the grammatical features (+V) and (+N) before the morpheme /-ne/, or a
nominalized verb resulted from a topic-comment transformation rule.
1. NP as subject :
Adhi-ku nang omah.
1

2

3

4

My little brother is at home.
2

1

- 3

4

2. a lexical item having the feature (+V) and (+N) as subject :
Turu-ne nang omah.
1

2

3

4

His sleeping is at home
2

1

- 3

4

3. a nominalized verb as subject :
OlEe turu nang omah.
1

2

3

His (way of) sleeping is at home.

4

1

2

- 3

4

1. a qualitative description has an AP (adjective phrase) as the predicate
NP
Omah-e

-

AP
api?

His house is good

The qualitative description is indicated by a predicate with a lexical item having
the grammatical feature (+Adj.)
2. a locative description has an adverb as the predicate (NP + Adv.), Prep/N has the
inherent feature (+Loc.)
Adhi-ku nang omah

My little brother is at home

3. directive description : NP + Adv.
Bapa?-mu menyang omah-ku

Your father (went) to my house

The directive description is indicated here by the inherent feature of the
preposition, ie: (+Directive); which requires that the following N has the feature
(+Loc.)
4. durative description : NP + Adv.

26

Sorot-e (nganti) patang jam

The film (lasted) for four hours

The durative description is expresses by the inherent features of the Prep and the
N. Even if the prep nganti is optionally deleted the durative meaning (+Dur.) is
still found in the N, because of its (+Time) feature.
5. frequentative description :
Pesta-ne ping papat

His party is four times

The frequentative description is expressed by the inherent feature of the Prep.
Ping namely (+Freq.), which cannot be deleted.
6. quantitative description : NP + NP
Omah-e papat

*His house is four (He has four houses)

The quantitative description is derived from NP + NP, e.g. ‘Omahe omah papat’
(His house four houses), in which the second word ‘omah’ is deleted through
some transformational rule, resulting into ‘Omahe papat’.
An actional sentence has a verb (V) as the head of the predicate, which may or
may not be accompanied by other elements preceding or following it.
VP  (Aspect) (Auxiliary) V (NP) (Adverb) (S)
Since the predicate is a VP, it expresses some kind of action performed by the NP in
the subject position. Example : I have not slept yet. I see a strange man. Ali is
sleeping. I am not going yet, but I am going to be.
Kinds of sentences above can be used in everyday life to express one’s feeling,
ideas, and thought. Therefore, if the students comprehend those they can apply them
easily. Any kind of irregular verb can be applied in all of sentences.

CHAPTER III
RESEARCH METHOD
The method of the study consists of the meaning of research method the
data and the source of data, the technique of collecting the data, and the technique of
analyzing the data.
A. The Meaning of Research Method
Research according to Hornby (1987: 720) means investigation undertaken in
order to discover, get new facts, get additional information, etc. It is an activity to
identify its big or little object or phenomenon. The badness or goodness of the result
of the research partly depends on the technique in collecting the data. Collecting data
in the research intends to gain relevant, accurate and reliable materials. To obtain the
intended data, the researcher needs the technique, procedures, instruments and
activities.
To conduct a good research, a researcher must employ organized procedures.
The systematic and planned procedures in the research are collecting and analyzing
data. This study takes a descriptive qualitative technique. Descriptive study is a study
to describe systematically and factual about facts, characteristic and relationship
between events that are researched in present time (Waluyo, 1989: 25). Qualitative
research is describing the data significance or the phenomena by showing the
evidences. Signifying the data or phenomena depends on the researcher’s ability to
analyze (Ali, 1993: 161).
B. The Data and the Source of the Data
1. The Data
Hornby (1987: 219) defines the data as information, fact, things
certainly known (and from which conclusion may be drawn). In this research,
the data are the students’ sentences having errors on applying the irregular
verbs.

27

28

2. The Source of the Data
According to Arikunto (1992: 102) the source of the data is the
subject where the data can be taken. In this research, the sources of the data
are the works on irregular verbs made by the fourth semester students of
English Education Program that are subdivided into three classes and the
writer chooses this semester, because irregular verb is discussed in detail in
the third semester. There are three parallel classes of the third semester
students, namely class III A consisting of 30 students, class III B
consisting of 30 students, and class III C consisting of 26 students.
C. The Method of Collecting the Data
Sudaryanto (2001: 133) states that there are two methods in collecting the
data, they are: simak method and cakap method. According to Sudaryanto (2001:
133) metode ‘simak’ atau ‘penyimakan’ merupakan kegiatan yang dilakukan
dengan menyimak, yaitu menyimak penggunaan bahasa, ini dapat disejajarkan
dengan metode pengamatan atau observasi dalam ilmu sosial, khususnya
antropologi. (Simak’ method is the method done by observing attentively the use
of language, it can be paralleled with observation method in social science,
especially anthropology.
In this study, the writer uses ‘simak method’ to collect the data of the
students’ errors in applying the irregular verbs.
In order to get the accurate and valid data, the writer uses source
triangulation as stated by Patton in Moleong that source triangulation has similar
meaning with data triangulation. This technique guides the researcher in order to
collect the data. The writer’s various data sources have the same or more similar
meaning to the researcher’s data. The data will be more valid if they are dig up
from several different sources of data. In this research, the writer takes the data
from three different classes, class III A, class III B, and class III C.

29

D. The Method of Analyzing the Data
Qualitative research is a research which is concerned with providing
description of phenomena that occurs naturally, without the intervention of an
experiment or an artificially contrived treatment (Seliger and Shohamy, 1989:
116). The data are usually in the form of words in oral or written models. These
units though come in different forms: some are words within a specific context,
or text segments, such as “meaning units”; others are structural segments of text,
such as individual phonemes, morphemes, parts of words, lexical and
grammatical elements, sentences, phrases, or paragraph; other again are holistic
and represent longer text such as narratives (Seliger and Shohamy, 1989: 204205). In this research, the writer analyzes the data by descriptive qualitative
analysis.
After collecting the data, the researcher analyzes them by using the steps
according to Tarigan and Tarigan. Concerning with the data analysis, there are
some steps of analyzing the data that have been delivered by some experts,
especially in analyzing the learner’s errors.
In the respect, Sridhar SN (1985: 222) in Tarigan and Tarigan, (1995: 70)
states that the steps in analyzing the errors are as follows:
a.

Collection of the data

b.

Identification of Errors

c.

Classification of Errors

d.

Statement of Related Frequency of Error Type

e.

Identification of the Areas of Errors

f.

Correction of Errors
The steps that will be applied in this research are:

a. Classifying the errors into morphological error and syntactical error.
b. Giving the correction to each error.
c. Interpreting the meaning of the sentence.

CHAPTER IV
THE RESULT OF THE STUDY
A. Analyzing the Data
In analyzing the data on the students’ errors in applying irregular verbs, the
writer views from grammar. They are classified into: errors in verb infinitive/V1,
errors in verb to infinitive, errors in preterit/V2, errors in past participle/V3, errors in
present participle/V-ing, errors in omitting to be, errors in adding to be, errors in
tenses, and errors in subject – verb agreement. The analysis of each kind of error is as
follows.
1. Errors in applying verb infinitive/V1
The writer can find the errors in ap