Error in Verb Forms by the Students of SMAN 1 Kuta Selatan.

blessing, therefore I can finish this writing as the last assignment to complete my study at English Department, Udayana University.

I am very grateful to Drs. I Ketut Tika, M.A. as my first supervisor, for his advices, suggestions, and encouragement in writing this paper. My debt is also extended to Drs. I Gede Putu Sudana, M.A. as my second supervisor, who has given me understanding, helps, and guidance for the contribution to this paper as well. I would like to express my special appreciation to Prof. Dr. Sutjiati Beratha , M.A. as the dean of Faculty of Arts. I Gusti Ngurah Parthama, S.S., M.Hum. as the head of the English Department and all lecturers who have supported me during my study in English Department, Udayana University.

My great appreciation are also given to Drs. I Nyoman Tingkat, M.Hum. as the Head Master of SMAN 1 Kuta Selatan and Drs. I Gusti Putu Sunaya, M.Pd. as the teacher for helping and permitting the students to fill the test. Then, thanks to the XII IPA1 students SMAN 1 Kuta Selatan as the respondents in my study. To my beloved parents “Thank you for the understanding, prayers, and support that have given to me”. My best friend Rika, Luluk, Luki, Desy, and Dentisna “Thank you so much for the helps and motivation in writing this paper”.

Denpasar, April 2016

forms. Some errors are produced by the students when they are in learning process or in practicing their English. The aims of this study were to identify types of verb forms error made by the students in written language and spoken language and to explain the factors contributing the error.

The basic theory applied in this study was taken from error types based on surface strategy taxonomy proposed by Heidi Dulay in his book entitled Language Two (1982) which stated the linguistic category taxonomy as a reporting tool which organizes the errors which are divided into four categories; omission, addition (double marking, regularization, and simple addition), misformation, and misordering. Another theory applied related to English verb forms in this study proposed by Jack C. Richard in his book entitled Error Analysis: Perspective on Second Language Acquisition (1974) stated two types the factors causing the errors, there were interlingual, intralingual and development factor. The causes of error of intralingual and development factors are classified into four categories; over-generalization of rules, ignorance of rule restrictions, incomplete application of rules, and false concept hypothesized. The data of this study were taken from the result of written language and spoken language tests given to the XII IPA 1 students at SMAN 1 Kuta Selatan. The students were required to write paragraphs and speaking their English with the selected topics. There were 20 students as respondents in this study. The collected data was analyzed by using qualitative method.

The findings of this study showed that in written and spoken language tests, the analysis of verbs on the topics hobby, holiday, close friends, and memorable experience, the dominant error found was the omission error. Meanwhile, on the topics family and future goal, the dominant error found in written language test was the omission error and in spoken language test was the addition error. The misformation and misordering error are also found in written and spoken language tests on the topics hobby, family, future goal and close friends, however the number of them are not many.

ABSTRACT ii

TABLE OF CONTENTS iii

CHAPTER I INTRODUCTION 1

1.1 Background of Study 1

1.2 Problems of the Study 3

1.3 Aims of the Study 3

1.4 Scope of Discussion 4

1.5 Research Method 4

1.5.1 Data Source 4

1.5.2 Method and Technique of Collecting Data 5 1.5.3 Method and Technique of Analyzing Data 6 CHAPTER II LITERATURE REVIEW, CONCEPT, AND THEORETICAL

FRAMEWORK 7

2.1 Literature Review 7

2.2 Concept 9

2.2.1 Concept of Verb 10

2.3 Theoretical Framework 11 2.3.1 Error Types Based on Surface Strategy Taxonomy 12

2.3.1.1 Omission 13

2.3.1.2 Addition 14

2.3.1.2.1 Double Marking 14

2.3.1.2.2 Regularization 15

2.3.1.2.3 Simple Addition 15

2.3.1.3 Misformation 16

2.3.1.4 Misordering 16

2.3.2 The Causes of Error 17

2.3.2.1 Interlingual Factor 17

2.3.2.2 Intralingual and Development Factors 18 2.3.2.2.1 Over-generalization of Rules 18 2.3.2.2.2 Ignorance of Rule Restrictions 19 2.3.2.2.3 Incomplete Application of Rules 19 2.3.2.2.4 False Concept Hypothesized 20

2.3.3 English Verb Forms 20

3.3 The analysis of verb on the topic Family 32 3.4 The analysis of verb on the topic Future Goal 36 3.5 The analysis of verb on the topic Close Friends 40 3.6 The analysis of verb on the topic Memorable Experience 45

CHAPTER IV CONCLUSION AND SUGGESTION 49

4.1 Conclusion 49

4.2 Suggestion 52

BIBLIOGRPAHY APPENDIXES

CHAPTER I INTRODUCTION

1.1 Background of Study

In daily communication practice, error cannot be avoided. It sometimes deviates from a rule existing in a language, there are some errors in speaking. They happen without being known by the speaker due to many factors. Error maybe caused by the differences between the first language and the second language. Such a contrastive analysis hypothesis occurs as the structure in the first language is different from that in the second language; this produces the errors reflecting the structure of the first language. Such errors are stated as the result from the influence of the learners’ first language habits on second language production (Dulay et. al, 1982: 97).

Individual’s understanding of one language can have an impact on another language. Negative transference or known as interference occurs when the understanding of a language implicates the understanding of another language, whereas positive transference occurs when the knowledge of one language can develop the skills in the second language. Indonesian learners who study English as a foreign language get some problems and all of those difficulties result in errors. It is firmly stated that in the performance of learning, learners cannot learn without committing errors (Dulay et al, 1982: 138).

In learning vocabularies, learners might have able to master a number of words and also put them in certain categories, such as: noun, verb, adjective, or adverb. In this study, one of those categorical classifications, namely, a verb was analyzed. The verb is an important class of word expressing state (specifies an object is in a certain state or condition, e.g. the wood is dry), process (specifies an object undergoes a change of state or condition, e.g. the wood dried), action (expresses an activity, something which someone does, e.g. Michael ran), action process (expresses an action and process, e.g. Michael dried the wood) (Chafe, 1970:98).

There were also writing about verb from previous papers and most of them only used primary data by using questionnaire technique and the questions were multiple – choice test with four option. Meanwhile, in this study the writer used written language test and spoken language test. In written language test, the students were required to write paragraphs with the selected topics and it was done in order to know the ability of students in writing and using the appropriate tenses whether it is in present, past, perfect tense, etc. In the spoken language test, the writer did the interview directly to the students in order to know the ability of students in using the tenses well by speaking their English. Thus, this study described some errors were produced by the students, when they were in writing and speaking.

This study is concerned with the errors in verb forms made by the students of SMAN 1 Kuta Selatan. Sometimes, some errors are produced by the students when they are in learning process of or in practicing their English. Most of them

are errors in English verb forms. In English, normally a verb has five forms: The Base, the –s form, the Past, the –ing Participle, and the –ed Participle (Quirk, 1973:27).

1.2 Problems of the Study

Based on the background above, the problems discussed in this study are formulated as follows.

1. What types of verb form errors are made by the students in written language and spoken language?

2. What factors are contributing to such errors?

1.3 Aims of the Study 1.3.1 General Aim

The general objective of this study is to fulfill one requirement to obtain S1 degree in the English Department.

1.3.2 Specific Aims

1. To identify types of verb form errors made by the students in written language and spoken language.

1.4 Scope of Discussion

To limit the analysis, the discussion on this study is focused on:

1. The types of verb form errors made by the students in written language and spoken language.

2. The factors contributing to such errors.

1.5 Research Methods

Research is a systematic process to analyze the data. It is not only done with a systematic process but also with scientific methods. In conducting this present study, three steps were taken, they are: data source, method and technique of collecting data, and method and technique of analyzing data.

1.5.1 Data Source

The data used in the present study were taken from the result of written language, and spoken language tests done by the students. The written language test was essay in which the paragraph writing given to the students. The spoken language test was conducted by interviewing directly to the students. The topics of the written language and spoken language tests were about hobby, holiday, family, future goal, close friends, and the memorable experience. These topics were selected because they were familiar topics to the students. The students were provided with enough time to think about what they wanted to express in relation to the common topics in their written and spoken language tests. The respondents

were 20 students from XII IPA 1 of SMAN 1 Kuta Selatan. The third year students were selected as the objects of this study because XII IPA 1 class was known as the most favorite class and the students in this class were the students who had better academic marks than the other classes; and they could represent the result of the English learning since they had studied in high school for almost three years. The types of errors made by them in using forms of English verbs and the causes of such errors were identified.

1.5.2 Method and Technique of Collecting Data

The method used to collect the data is the nature of field research. The data of this study were collected by using the result of the written language test, in which each student was required to write at least 2 paragraphs for the test and must be submitted within 60 minutes. The writer identified the errors from the 20 essays through reading and note taking. Meanwhile, the spoken language test was collected by recording interview to the students in which the students were the interviewees and they were asked to speak at least 2 minutes. In written language test, there were 4 essays about hobby, 5 essays about holiday, 2 essays about family, 2 essays about future goal, 2 essays about close friends, 5 essays about memorable experience. In spoken test, there were 3 recorded interviews about hobby, 4 recorded interviews about holiday, 1 recorded interview about family, 5 recorded interviews about future goal, 2 recorded interviews about close friends, and 5 recorded interviews of memorable experience. There were 20 essays from the written language test and 20 recorded interviews. All of the most common

errors that were made by the students in their written and spoken language tests were used as the data.

1.5.3 Method and Technique of Analyzing Data

The data of this study were analyzed using the qualitative method. After all of the data were collected from the respondents, for the written language test the errors were collected by reading every sentence carefully and underlining the errors, While, for the spoken language test the errors were collected by transcribing the result of recording to the papers and underlining the errors. The written and spoken language tests were given to the students had same topics, there were 6 topics and the writer only used one from each topic as a sample in written and spoken language tests. There were 12 samples in which consisted of 6 samples from written language test, and 6 samples from spoken language test were analyzed. The last step was identifying the types of verb form errors made by the students and analyzing the causes of such errors.

The collected data were analyzed according to Surface Strategy Taxonomies by Heidi Dulay to identify the types of the errors made by the students, in his book entitled Language Two (1982) and the theory of error analysis proposed by Jack C. Richards in his book entitled Error Analysis: Perspective on Second Language Acquisition (1974) to analyze the factors contributing to the errors made by the students.

CHAPTER II

LITERATURE REVIEW, CONCEPT, AND THEORETICAL FRAMEWORK

2.1 Literature Review

In order to make this writing process appropriate to the goal, this writing is also based some works which were written prior to the present study. There were 4 study of previous papers and there was also review of a journal. They also discussed Verbs. The first one was written by I Nyoman Ariawan (2006) entitled Error Analysis on the Use of English Verb Forms By “Practical English Course” Students. In this study, it described which group of the students had the highest ability in mastering English verbs forms. There were three groups of students (Elementary, Intermediate, and Advanced). The data were taken by giving test and questionnaire given to the 30 students of practical English Course. The strength of this study is in the clear explanation of English verb forms in which the writer explained forms and functions all of tenses (16 tenses) well and also gives the examples from each those tenses. Meanwhile, the weakness is the primary data used in this study is multiple-choice questions with four options, therefore the writer did not know the ability of students when they were writing English and using appropriate tenses. The second one was written by Rai Lylik Dwi Astuti (2001) entitled Error Analysis In Syntactic Level Of Intermediate Students At Bali International Language Center. It described the syntactic errors made by the

intermediate students. Those errors were grouped into four parts: errors in the use of prepositions, errors in the use of articles, verb tense errors, and passive sentence errors. This study also described causes and types of those syntactic errors. The clear explanation of the kinds of error and there are some examples of each kinds of error is the strength of this study, and the weakness is there are no examples are included in the explanation of syntactic errors, thus making it difficult to distinguish types of syntactic errors. The papers above are relevant to this topic because they give some examples of how errors occur and their sources. The third was written by A.A. Sagung Putri (2005) entitled Grammatical Errors in Paragraphs Written by Students at SLTPN 4 Denpasar. The data were taken by using the test given to the students; the test was paragraph writing written by 50 students at SLTP 4 Denpasar. After doing the analysis, it was found that the students made grammatical errors related to preposition, tenses marker, verb after modal, gerund, copula BE, and articles. The clear explanation of the types of errors and causes of such errors and the use of essay in which the students are required to write paragraphs to know the ability of students in writing are the strength of this this study and the weakness is only the sample of paragraph that was only taken 28% from all the data used as the examples. Fourth, which was written by Ida Ayu Oka Sudarmini (2005) entitled The Grammatical Errors in Composition Made by the Third Grade Students of SMP PGRI 5 Denpasar. The data were taken from the composition paragraphs made by the third grade students. The composition consisted of one until two paragraphs and from three classes, 10 compositions were selected as the sample. The focus on the difficulties

faced by the students in learning English was signaled by the errors that they produced in their composition as the strength of this study; the weakness was that the explanation of what contributed to such errors was less complete. The papers above are relevant because they explain types and causes of errors which are related to present topic.

The last paper which was reviewed is a journal written by Ellyana entitled Common Errors Made by Vocational School Students in 2001 and 2002 English State Exams. It discussed about the errors made by the third year students of vocational school in the English component of the state exam; the students from different periods made different kinds of errors. The data were collected by documenting the answer sheets of the final exam which were then analyzed by identifying and classifying errors. Otherwise, her writing has different ways with this study in analyzing the kinds of verb errors, and the data used in her writing by giving test in the final exam and the test is multiple –choice questions, meanwhile in this study the writer used written language test and spoken language test in order to know the ability of students in writing and speaking their English. This journal is relevant because it explains about types and causes the errors which are related to present topic.

2.2 Concept

In this study, there are some concepts related to the study. The concepts are as follows:

2.2.1 Verb

Verb is a word or group of words that expresses an action (such as eat), an event (such as happen), or a state (such as exist) (Hornby, 1995: 1498). Every full sentence of English must have at least one verb. Verb can be classified into Lexical (head verbs- walk, write, play, etc.) and auxiliary (primary – do, have be, and modal – can, may, should, will, etc.). Moreover, verbs can be classified into finite (verb has one tense and is limited to the number of persons, e.g. dog runs) and nonfinite verb (verb does not have tense and it is not limited to number of persons, e.g. the dog running). Grammatical tense (a verb form) must be carefully differential from actual time, for the two are not always identical, e.g. the past tense does not always indicate past time nor does the present tense always indicate the present time. Observe that sings (present time form) in he sings every Sunday in our Church denotes a duration of time starting in the past and extending through the present into the future. (Homer, 1950: 116). In English there are five different forms of the verb: The Base, the –s form, the Past, the –ing Participle, and the –ed Participle.

2.2.2 Mistake and Error

A mistake refers to a performance error that is either a random guess or

‘slip’, in that it is a failure to utilize a known system correctly. All people make

mistakes, in both native and second language situations. Besides, mistake is a deviation that can be self-corrected and it does not happen repeatedly, if the deviation is pointed out to the speaker (Corder, 1967: 217).

An error refers to a deviation that cannot be self-corrected and it happens repeatedly. Moreover, it is a noticeable deviation from the adult grammar of a native speaker, and reflects the competence of the learner. The learners of English, who ask “Does John can sing?”, reflect a competence level, in which all verbs require a pre-posed do auxiliary for question formation. As such, it is an error, most likely not a mistake, and an error that revels a portion of the learner’s competence in the target language (Corder, 1967: 217).

2.2.3 Error Analysis

Error analysis as a branch of applied linguistics is defined as systematic description and interpretation of errors made by the second language learners or users in their oral or written production in the target language (Burt and Krashen, 1982: 139). In learning the English grammar, the learner often produces errors generally by ignoring the grammatical rules or the structural rules of the target language.

2.2.4 Learning

Learning a second language is a complex process which involves the environmental input of the classroom (context of learning) and is under the control of a teacher, some imitation and rote memorization, as well as cognitive learning strategies (Titone and Danesi, 1946: 83). Moreover, learning is acquiring or getting knowledge of a subject or skill through learning, experience or instruction.

2.3 Theoretical Framework

Every study should be supported by significant theories, proposed by some experts in the field of English learning. This research is based on basic theories, the error types based on the surface strategy taxonomy proposed by Dulay (1982:150) in his book entitled Language Two to identify types of verb form errors based on the first problem of the current study. The second language errors and the factors that are significant in the second language learning proposed by Richards (1974:5) in his book entitled Error Analysis: Perspective of Second Language Acquisition and to analyze the causes of errors occurring from the learners based on the second problem. This research is also supported by the Theory of English verb forms proposed by Quirk (1973:27) in his book entitled A University Grammar of English, which describes the classification and uses of the English verb forms.

2.3.1 Error Types Based on Surface Strategy Taxonomy

Many error taxonomies have been based on linguistic items which are affected by errors. These linguistic category taxonomies classify errors according to either or both the language components and particular linguistic constituents that the error affect. Language components include phonology (pronunciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component. For example, within syntax, one may ask

whether the error is in main or subordinate noun phrase, preposition, adverb, adjective and so forth.

Many researchers use the linguistic category taxonomy as a reporting tool which organizes the errors they have collected, although some use it to add to the description of errors provided by other taxonomies (Dulay, et.al. 1982: 147).

2.3.1.1 Omission

Omission errors are characterized by the absence of an item which must appear in a well- formed utterance (Dulay et.al, 1982: 154).

For example: Mary the President of the new company, He is laugh, The bird help the man, He was call (Dulay et. al. 1982: 148)

The words of: Mary, President, new, company are the content morphemes that carry the burden of meaning. From the example above, the learner omit an item be which must appear according to the English structure. If one omits one of the grammatical morphemes (omission of be) he could not even begin to guess what the speaker might have had in mind.

Language learners omit grammatical morphemes much more frequently than content words. Within the set of grammatical morphemes, however, some are likely to be omitted for a much longer time than others. For example, it has been observed that the copula (is, are), the - ing marker in laughing, the –s in the third person marker in helps, and the omission of –ed in the past tense and the past

participle in called. Omission errors are found in great abundance and across a greater variety of morphemes during the early stages of L2 acquisition.

2.3.1.2 Addition

Addition errors are the opposite of omission. They are characterized by the presence of an item which must not appear in the utterances (Dulay et.al, 1982: 156). Addition errors are divided into: Double marking, Regularization and Simple addition.

2.3.1.2.1 Double Marking

Many addition errors are more accurately described as the failure to delete certain items which are not required in some linguistic constructions, but not in other (Dulay et.al, 1982: 156). For example: He doesn’t knows my name, We didn’t went there, and I didn’t spilled it.

In most English sentence, some semantic features such as tense may be marked syntactically only one. We say; I didn’t go, although go takes a past tense marker when there is no auxiliary (such as do) on which to mark the tense, as in; They went to lunch an hour ago, the English rule for tense formation is place the tense marker on the first verb. In a simple affirmative sentence, the main verb is the only verb, and thus takes the tense.

In a sentence where an auxiliary is required in addition to the main verb, the auxiliary, not the main verb, takes the tense. Learners who have acquired the tensed form for both auxiliary and verb often place the marker on both, as in He doesn’t knows my name, We didn’t went there, and I didn’t spilled it. The double marking happens because of two items rather than one marked for the same feature (tense, in this example).

2.3.1.2.2 Regularization

Regularization errors that fall under the addition category are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the given class that do not take a marker (Dulay et.al, 1982 : 157). For example eated, beated, hitted and putted are regularizations whenever there are both regular and irregular forms and construction in a language, learners apply the rules used to produce the regular ones to those that are irregular, resulting in error of regularization.

2.3.1.2.3 Simple Addition

Simple Addition errors is the “grab bag” sub category of addition. If an addition error is neither double marking nor regularization, it is called simple addition (Dulay et.al, 1982: 158). For example; No particular features characterize simple additions other than those that characteristic all addition errors or the use of an item which should not appear in a well – formed utterance. For example: I

doesn’t know, I can doed it, the fishes doesn’t live in the water, I takes it. And they will coming.

2.3.1.3 Misformation

Misformation errors are characterized by the use of the wrong form of morphemes or structures, while in omission errors the item is not supplied at al, in misformation errors the learner supplies something, although it is incorrect (Dulay et.al, 1982: 158). Misformation indicates that some learning has transpired and that barring certain attitude or environmental circumstances, the learner is on his or her way to target proficiency. For example; He don’t looking, He gots a flower, She were not looking, and I no have it.

2.3.1.4 Misordering

Misordering errors are characterized by the incorrect placement of a morpheme or group of morpheme in an utterance (Dulay et.al, 1982: 162). Misordering errors occur systematically for both L1 and L2 learning in the constructions that have already acquired, specifically simple (direct) and embodied (indirect) question, for example; What Daddy is doing?, I don’t know what is that, and what this is?

Or using the declarative sentence order that has been acquired. During a later phase of acquisition, when learners have acquired the simple question order, they produce: I don’t know what is that? In which is is misordered.

2.3.2 The Causes of Error

Richards ( 1974:173) states that there are two sources of the learner’s errors. They are the errors caused by the learner’s native language and the

structure of the English itself. The causes of error are categorized into interlingual factors and intralingual and developmental factors.

Error can be defined as any mistake from a native speaker’s point of view

generated by the misapplication of one or more rule of the structural rules of English. An error indicates the failure of the learner to master the code of the target language. The problem of determining what the learner’s mistake is one of some difficulties and involves much more sophisticated studies, and error analysis is usually correct to them. Error analysis is very useful in quantifying the degree of difficulty for each learning problem. Error analysis can tell us the intensity of the difficulty or the size of the problem.

2.3.2.1 Interlingual Factor

Interlingual factor is caused by the interference of the learner’s mother tongue and the errors reflect their native language or mother tongue structures.

of the target language. The interference of the learner’s mother tongue is considered a major source of difficulty in the second language learning. If the structure of his mother tongue is different from the structure of the second language which is being learnt, this will, of course, make him commit an error (Richard, 1974: 94). The examples of interlingual; the omission of suffix –s for third person singular She work every day,

2.3.2.2 Intralingual and Development Factors

Intralingual refers to the items produced by the learners which do not reflect the structure of the mother tongue, but also generalization based on partial exposure to the target language (Richards, 1974: 174). It can be divided into: over- generalization, ignorance of rule restriction, incomplete application of rules and false concept hypothesized. Intralingual and development errors reflect the

learner’s competence at a particular stage and illustrate some of the general

characteristic of language acquisition. Their origin is found within the structure of English itself and through reference to the strategy by which a second language is acquired and taught.

2.3.2.2.1 Over-generalization of Rules

Over-generalization covers instances where the learner creates a deviant structure on the basic of his experience of other structures in the target language (Richards, 1974:174). Over-generalization generally involves the creation of one deviant in place of structures. It may be the result of the learner reducing his

linguistic burden. With the omission of the third person –s, over generalization removes the necessity for concord, thus relieving the learner of considerable effort. For example; He can sings, he is walks, it is occurs, etc. Those are have been described as overlearning of a structure, at other times he walks may be contrasted with he is walking, he sings with he can sing and without any teaching of the forms, the learners produce he can sings, he is walks.

2.3.2.2.2 Ignorance of Rule Restrictions

Ignorance f rule restrictions is the failure to observe the restriction of existing structure, which is the application of rules to the context where they do not apply (Richards 1974:174).For example; I made him to do it ; ignoring restrictions on the distribution of making some rule restriction errors may be accounted for in terms of analogy. That kind of error can be explained through the rules describing each verb. There are some verbs like let, make, help, have that have special rule: S – V ( let, make, help, have) – O – V1. Because of the ignorance of the rule restriction, the misapplication of some rules cannot be avoided by the learners.

2.3.2.2.3 Incomplete Application of Rules

Incomplete application of rules refers to the occurrence of the structure in which deviancy represents the degree of development of the rule required to produce acceptable utterances (Richards 1974:177). Motivation to achieve

communication may exceed motivation to produce grammatically correct sentences.

For example; Teacher’s question what was she saying?

Student’s response she saying she would ask him

Teacher’s question what’s he doing? Student’s response he is open the door,

2.3.2.2.4 False Concept Hypothesized

False concept hypothesized is kind of intralingual factor which have to do with faulty rule learning at various levels (Richards 1974:178). It is a class of developmental errors which is derived from faulty comprehension of distinction in the target language which is sometimes due to poor gradation of teaching items. The form was may be interpreted as a marker of the past tense, such as: it was happened; the learner hypothesized that to make happen as past tense, was must be added to it; actually, the past form of the sentence is it happened. Another example; we are hope, are may be interpreted as a marker of the present tense.

2.3.3 English Verb Forms

Quirk (1973:27) classifies English verbs into lexical verbs and auxiliary verbs. Morphologically, lexical verbs are divided into two categories: regular and irregular.

The form in regular verb can be predicted if the base of such a verb is known. The forms are predictable from the base form, -s form, and –ing form participle. However the –ed form sometimes cannot be predicted from the base.

Many English verbs have five forms; the base, the –s form, the past, the – ing participle, and the –ed participle. Forms and inflection are given in the table below:

Form Symbol Example Functions

Base V Call All the present

tense, except 3rd person singular, imperative,

subjunctive, the bare infinitive -s form (3rd _person

singular present)

V-s Calls 3rd _{person singular} present tense: she, he, it

Past V-ed1 Called Past tense

-ing participle (present participle)

V-ing Calling Progressive aspect (be + V-ing), in ing- participle

clauses

-ed participle (past participle)

V-ed2 Called Perfective aspect (have+V-ed2), passive voice (be + V-ed2), in ed- participle clauses Irregular verbs typically have variation in their base vowels, such as: find – found – found , write – wrote – written. Phonologically, irregular verbs either do not have /d/ or /t/ inflection (drink – drunk) or break the rule for a voiced inflection (burn – burnt), /t/ beside the regular burned /d/.

There are three forms of irregular verbs: the base, the past (V-ed1), and the past participle (V-ed2). For example:

Base : speak, meet, come V-ed1 : spoke, met, came V-ed2 : spoken, met, came

As an auxiliary, verbs can be subdivided into primary (do, have, be) and modal auxiliary (can, may, shall, will, etc.). The auxiliary have the following form as non – negative (do, have, be). Uncontract negative (don’t, haven’t, aren’t), such as: I have not got any books, I have no books.

Or using the declarative sentence order that has been acquired. During a later phase of acquisition, when learners have acquired the simple question order, they produce: I don’t know what is that? In which is is misordered.

2.3.2 The Causes of Error

Richards ( 1974:173) states that there are two sources of the learner’s errors. They are the errors caused by the learner’s native language and the structure of the English itself. The causes of error are categorized into interlingual factors and intralingual and developmental factors.

Error can be defined as any mistake from a native speaker’s point of view generated by the misapplication of one or more rule of the structural rules of English. An error indicates the failure of the learner to master the code of the target language. The problem of determining what the learner’s mistake is one of some difficulties and involves much more sophisticated studies, and error analysis is usually correct to them. Error analysis is very useful in quantifying the degree of difficulty for each learning problem. Error analysis can tell us the intensity of the difficulty or the size of the problem.

2.3.2.1 Interlingual Factor

Interlingual factor is caused by the interference of the learner’s mother tongue and the errors reflect their native language or mother tongue structures. The learner’s native language somehow automatically interferes with the learners

of the target language. The interference of the learner’s mother tongue is considered a major source of difficulty in the second language learning. If the structure of his mother tongue is different from the structure of the second language which is being learnt, this will, of course, make him commit an error (Richard, 1974: 94). The examples of interlingual; the omission of suffix –s for third person singular She work every day,

2.3.2.2 Intralingual and Development Factors

Intralingual refers to the items produced by the learners which do not reflect the structure of the mother tongue, but also generalization based on partial exposure to the target language (Richards, 1974: 174). It can be divided into: over- generalization, ignorance of rule restriction, incomplete application of rules and false concept hypothesized. Intralingual and development errors reflect the learner’s competence at a particular stage and illustrate some of the general characteristic of language acquisition. Their origin is found within the structure of English itself and through reference to the strategy by which a second language is acquired and taught.

2.3.2.2.1 Over-generalization of Rules

Over-generalization covers instances where the learner creates a deviant structure on the basic of his experience of other structures in the target language (Richards, 1974:174). Over-generalization generally involves the creation of one

linguistic burden. With the omission of the third person –s, over generalization removes the necessity for concord, thus relieving the learner of considerable effort. For example; He can sings, he is walks, it is occurs, etc. Those are have been described as overlearning of a structure, at other times he walks may be contrasted with he is walking, he sings with he can sing and without any teaching of the forms, the learners produce he can sings, he is walks.

2.3.2.2.2 Ignorance of Rule Restrictions

Ignorance f rule restrictions is the failure to observe the restriction of existing structure, which is the application of rules to the context where they do not apply (Richards 1974:174).For example; I made him to do it ; ignoring restrictions on the distribution of making some rule restriction errors may be accounted for in terms of analogy. That kind of error can be explained through the rules describing each verb. There are some verbs like let, make, help, have that have special rule: S – V ( let, make, help, have) – O – V1. Because of the ignorance of the rule restriction, the misapplication of some rules cannot be avoided by the learners.

2.3.2.2.3 Incomplete Application of Rules

Incomplete application of rules refers to the occurrence of the structure in which deviancy represents the degree of development of the rule required to produce acceptable utterances (Richards 1974:177). Motivation to achieve

communication may exceed motivation to produce grammatically correct sentences.

For example; Teacher’s question what was she saying?

Student’s response she saying she would ask him Teacher’s question what’s he doing?

Student’s response he is open the door,

2.3.2.2.4 False Concept Hypothesized

False concept hypothesized is kind of intralingual factor which have to do with faulty rule learning at various levels (Richards 1974:178). It is a class of developmental errors which is derived from faulty comprehension of distinction in the target language which is sometimes due to poor gradation of teaching items. The form was may be interpreted as a marker of the past tense, such as: it was happened; the learner hypothesized that to make happen as past tense, was must be added to it; actually, the past form of the sentence is it happened. Another example; we are hope, are may be interpreted as a marker of the present tense.

2.3.3 English Verb Forms

Quirk (1973:27) classifies English verbs into lexical verbs and auxiliary verbs. Morphologically, lexical verbs are divided into two categories: regular and irregular.

The form in regular verb can be predicted if the base of such a verb is known. The forms are predictable from the base form, -s form, and –ing form participle. However the –ed form sometimes cannot be predicted from the base.

Many English verbs have five forms; the base, the –s form, the past, the – ing participle, and the –ed participle. Forms and inflection are given in the table below:

Form Symbol Example Functions

Base V Call All the present

tense, except 3rd person singular, imperative,

subjunctive, the bare infinitive

-s form (3rd _person

singular present)

V-s Calls 3rd _{person singular}

present tense: she, he, it

Past V-ed1 Called Past tense

-ing participle

(present participle)

V-ing Calling Progressive aspect

(be + V-ing), in ing- participle

clauses

-ed participle (past participle)

V-ed2 Called Perfective aspect

(have+V-ed2), passive voice (be + V-ed2), in ed- participle clauses

Irregular verbs typically have variation in their base vowels, such as: find – found – found , write – wrote – written. Phonologically, irregular verbs either do not have /d/ or /t/ inflection (drink – drunk) or break the rule for a voiced inflection (burn – burnt), /t/ beside the regular burned /d/.

There are three forms of irregular verbs: the base, the past (V-ed1), and the past participle (V-ed2). For example:

Base : speak, meet, come V-ed1 : spoke, met, came V-ed2 : spoken, met, came

As an auxiliary, verbs can be subdivided into primary (do, have, be) and modal auxiliary (can, may, shall, will, etc.). The auxiliary have the following form as non – negative (do, have, be). Uncontract negative (don’t, haven’t, aren’t), such as: I have not got any books, I have no books.