An Error analysis of simple present and present perfect tenses of students` writing in critical reading and writing course.

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ABSTRACT

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present Perfect Tenses of Students’ Writing in Critical Reading and Writing Course. Yogyakarta: Sanata Dharma University

Learning English is also learning grammar of the language. Grammar has an important role in the four basic skills of language especially in writing. Grammar becomes very important in writing because it determines the quality of a writing. Committing errors in writing is a common thing for a language learner or student of second language acquisition. According to Dulay, Burt, and Krashen (1982) there are four types of errors which are usually made by students of second language acquisition. Those are omission, addition, misformation, and misordering.

Therefore, to know the difficulties that are faced by the students, the researcher conducted an error analysis of students’ writing focusing on Simple Present and Present Perfect Tenses. The researcher formulated two problems to be discussed in this research. The research problems are: (1) What types of errors occur in Simple Present Tense sentences? (2) What types of errors occur in Present Perfect Tense? Then, the researcher also presented two research objectives in this research. The research objectives are describing Simple Present Tense errors of students’ writing and to describing Present Perfect Tense errors of students’ writing.

To analyze the data, the researcher used document analysis as the research method. Document analysis was chosen because it was the best qualitative method to conduct this research. The data of this research were taken from Mid Test 1 assignments of Critical Reading and Writing course class F of English Language Education Study Program of Sanata Dharma University batch 2014.

After analyzing the data, the researcher found four types of errors which occurred in Simple Present Tense and two types of errors which occurred in Present Perfect Tense. There were 33 times of occurrences of omission errors, 3 times of occurrences of addition errors, 22 times of occurrences of misformation errors and 1 time of occurrences of misordering error in Simple Present Tense. Then, there were 3 times of occurrences of omission errors and 4 times of occurrences of misformation errors in Present Perfect Tense.

Keywords: error analysis, simple present tense, present perfect tense, critical reading and writing

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ABSTRAK

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present Perfect Tenses of Students’ Writing in Critical Reading and Writing Course. Yogyakarta: Universitas Sanata Dharma

Belajar Bahasa Inggris berarti juga mempelajari tata bahasanya. Grammar mempunyai peran penting di setiap kemampuan dasar berbahasa khususnya dalam menulis. Tata bahasa menjadi hal sangat penting dalam menulis karena tata bahasa sebuah tulisan menentukan kualitas tulisan itu sendiri. Melakukan kekeliruan saat menulis merupakan hal biasa bagi seorang pembelajar bahasa atau siswa yang sedang belajar bahasa asing. Menurut Dulay, Burt, and Krashen (1982) ada empat tipe kekeliruan yang biasa dilakukan siswa yang sedang belajar bahasa asing. Empat tipe itu adalah omission, addition, misformation, dan misordering.

Kemudian, untuk mengetahui kesulitan yang dihadapi siswa, peneliti membuat sebuah penelitian tentang analisis kesalahan tulisan siswa yang memfokuskan pada Simple Present Tense dan Present Perfect Tense. Ada dua rumusan masalah yang akan dibahas. Dua rumusan masalah tersebut yaitu (1) Apa tipe kekeliruan yang muncul dalam Simple Present Tense (2) Apa tipe kekeliruan yang muncul dalam Present Perfect Tense? Selain itu, ada dua tujuan dalam penelitian ini. Dua tujuan tersebut adalah mendeskripsikan tipe kekeliruan Simple Present Tense dan mendeskripsikan tipe kekeliruan Present Perfect Tense yang muncul dalam tulisan siswa.

Dalam menganalisis data penelitian, peneliti menggunakan metode analisis dokumen. Peneliti menggunakan metode analisis dokumen karena analisis dokumen merupakan metode kualitatif yang paling baik untuk mendukung penelitian ini. Data dari penelitian ini merupakan dokumen tugas tengah semester kelas Critical Reading and Writing Program Studi Pendidikan Bahasa Inggris angkatan 2014 Universitas Sanata Dharma.

Setelah menganalisis data penelitian, peneliti menemukan ada empat tipe kekeliruan yang muncul dalam Simple Present Tense dan ada dua tipe kekeliruan yang ditemukan dalam Present Perfect Tense. Ada 33 kali kesalahan tipe omission, 3 kali kesalahan tipe addition, 22 kali kesalahan tipe misformation dan satu kali kesalahan tipe misordering dalam Simple Present Tense. Lalu, ada 3 kali kesalahan tipe omission dan 4 kali kemunculan kekeliruan tipe misformation dalam Present Perfect Tense.

Kata kunci: analisis kesalahan, simple present tense, present perfect tense, critical reading and writing

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AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Agnes Listi Sukmawati Student Number: 12 1214 113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Agnes Listi Sukmawati Student Number: 12 1214 113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Ask and it will be given to you; seek and you will find; knock and the door will be opened to you. For everyone who asks, receives; the one who searches, finds; and to the one who knocks, the door will be opened.

Matthew 7:7

Jer basuki mawa bea; No pain no gain

For all the happiness and sadness I’ve been through, For all the triumph and the failure I’ve got,

I dedicated this thesis to my beloved parents Martinus Sunarman and Anastasia Sukarni, S.Pd

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vii ABSTRACT

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present Perfect Tenses of Students’ Writing in Critical Reading and Writing Course. Yogyakarta: Sanata Dharma University

Keywords: error analysis, simple present tense, present perfect tense, critical reading and writing

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viii ABSTRAK

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present Perfect Tenses of Students’ Writing in Critical Reading and Writing Course. Yogyakarta: Universitas Sanata Dharma

Kata kunci: analisis kesalahan, simple present tense, present perfect tense, critical reading and writing

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ACKNOWLEDGEMENTS

I would like to dedicate my biggest gratitude to Jesus Christ, my Savior. He always stands by my side in all conditions I have been through. He is the one who makes me believe that everything which happens and comes into my life has a reason. He also always convinces me that all my dreams will come true at the right time and this acknowledgement proves that one of my dreams has already come true, at the right time.

This thesis will not be completed and acceptable to be submitted without a great lecturer who always helps me and guides me during the writing process. She is my one and only advisor, Carla Sih Prabandari, S.Pd., M.Hum. I really appreciate and be thankful to her for her time, knowledge, and affection given to me. No matter how many red streaks she gave to me during the revision process, I believe that it was her kind of affection to me.

I also want to give my deepest gratitude to the lecturer of Critical Reading and Writing class F, Truly Almendo Pasaribu, M.A., who has given me permission to take her students’ Mid Test 1 assignments as my research data. My gratitude is also given to all students of Critical Reading and Writing class F whose Mid Test 1 assignment became the data of this research.

My sincere thanks are also to my older brother, Andreas Aji Sukmawan, who reminded me and supported me to finish my thesis soon. Although it sounded annoying but thanks for the support. I also want to give my thanks to my older cousin, Mbak Tete who kindly answered all my questions about my research and

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gave me some suggestions. Even though she is grumpy, but, I love her, anyway. Besides, these sincere thanks are also to my sisters from another family, Octa and Ella. Thanks for being my best friends. Thanks for always supporting me, understanding me, and loving me so far.

My big thanks also go to my ladies, Gatha, Angger, and Mita who want to be my partner, my sister, my new family even my enemy. I also want to give my thanks to Wulan who makes me feel like having an older sister. Thanks for being my sister since we were in the first semester. My big thanks are also presented to all my cute and cool friends, Penguin Kejam. They have completed my story in this college.

I also present my gratitude to all my friends in UKM Seni Karawitan Sanata Dharma especially to Mb Clara, Mb Beatrik, Mb Ratna, Oyen, Nugroho, Vita, Mb Anik, and Mas Jentik for coloring my life story. I also want to give my big thanks to my best Karawitan coaches, Mas Eko, Mas Tri and Mas Mamat who have given me so many experiences and knowledge, both inside and outside campus.

The last but not least, I would like to give my thanks to all PBI lecturers and staff for giving me knowledge and experience during my study in Sanata Dharma.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 5

C. Problem Limitation ... 6

D. Research Objectives ... 6

E. Research Benefits ... 7

1. Students ... 7

2. Teachers/Lecturers ... 7

3. Other Researchers ... 8

F. Definition of Terms ... 8

1. Tense... 8

2. Aspect ... 8

3. Simple Present Tense ... 9

4. Present Perfect Tense ... 9

5. Error Analysis ... 10

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xii CHAPTER II. LITERATURE REVIEW

A. Theoretical Description ... 12

1. Error ... 12

a. The Definition of Error ... 12

b. Error Vs Mistake ... 13

c. Error Analysis ... 14

d. Types of Errors ... 14

1) Omission ... 15

2) Addition... 15

a) Double Markings ... 16

b) Regularizations ... 16

c) Simple Additions ... 17

3) Misformation ... 17

a) Regularization errors ... 18

b) Archi-form... 18

c) Alternating form ... 18

4) Misordering ... 18

2. Writing ... 19

a. The Process of Writing ... 19

1) Prewriting ... 19

2) Writing ... 20

3) Rewriting ... 20

b. Aspect of Writing ... 21

1) Tenses in English ... 21

a) Simple Present Tense ... 21

b) Present Perfect Tense ... 25

B. Theoretical Framework ... 27

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 29

B. Research Setting ... 30

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xiii

1. Human Instrument ... 30

2. Research Data ... 30

3. Table of Analysis ... 31

D. Research Subjects ... 34

E. Data Analysis Technique ... 34

F. Research Procedure ... 35

1. Finding the problems and the grounded theory ... 35

2. Designing the research method ... 35

3. Collecting the data ... 36

4. Analyzing the data ... 36

5. Reporting the results of the research ... 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A.Data Findings ... 38

1. The Total Number Sentences ... 38

2. Classification According to the Types of Error ... 40

B. Types of Errors in Simple Present Tense... 41

1. Omission ... 41

2. Misformation ... 43

3. Addition ... 44

4. Misordering ... 46

C. Types of Errors in Present Perfect Tense ... 47

1. Omission ... 48

2. Misformation ... 50

D. Other Findings ... 53

CHAPTER V. CONCLUSIONS AND RECOMMENDATION A. Conclusions ... 55

B. Recommendation ... 57

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xiv

LIST OF TABLES

Table Page

2.1 Examples and Functions of Simple Present Tense………22

2.2 Form of Simple Present Tense Sentences (verb) ……….23

2.3 Form of Simple Present Tense Sentences (to be) ………...24

2.4 Examples and Functions of Present Perfect Tense………25

2.5 Form of Present Perfect Tense Sentences………...26

3.1 The Number of Simple Present and Present Perfect Tense Sentences………...31

3.2 The Number of Errors According to the Types of Errors………...32

3.3 The Number of Errors in Simple Present Tense………32

3.4 The Number of Errors in Present Perfect Tense………33

3.5 Ungrammatical Simple Present and Present Perfect Tense Sentences According to the Types of Errors………..…...33

3.6 Ungrammatical Simple Present and Present Perfect Tense Sentences and the Possible Correction………..33

4.1 The Number of Written Simple Present and Present Perfect Tenses Sentences………..39

4.2 The Total Number of Errors in Each Type of Error……….40

4.3 The Number of Errors of Simple Present Tense (1) ………..………41

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LIST OF APPENDICES

Appendix Page

A.Ungrammatical Simple Present and Present Perfect Tense

According to the Types of Errors……..………....63 B.Ungrammatical Simple Present and Present Perfect Tense Sentences

and the Possible Correction………...70 C.The Number of Simple Present and Present Perfect Tense Sentences………..77 D.Types of Errors in Every Document………..78

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1 CHAPTER I INTRODUCTION

This research elaborates and discusses Simple Present and Present Perfect tense sentences of students’ writing in Critical Reading and Writing class. In this chapter, the writer will present the background of the research, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A.Research Background

Students who are learning English, especially Indonesian learners, they may face some difficulties in its process. They should understand the rules or the grammar of English language. Some of them still get confused even though they have learned about it. This is because Bahasa Indonesia does not have tenses like English does. The only problem is about time. Cyssico (2003) says that the only thing which differs Bahasa Indonesia grammar and English grammar is only a matter of time. In Bahasa Indonesia, time of an event does not ever change the form of the verb. However, in English, time is very important to determine the form of the verb.

Learning English as second language acquisition has its difficulties. English has its grammar as the rules of the language. It also does exist when it should be implemented in writing. There are several rules that should be applied. English has tenses. Tenses are not the same with time. Declerck, Reed, and Cappelle (2006) say,

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‘Time is an extralinguistic category.’ Time is not part of linguistic. It stands alone, independently. Meanwhile, Declerck, et al. (2006) state, ‘Tense is a linguistic concept: it denotes the form taken by the verb to locate the situation referred to in time.’ They also state that there are seven traditional names for tenses in English. Those are Present Tense, Past Tense, Future Tense, Present Perfect, Past Perfect, Conditional Tense, and Conditional Perfect. All tenses have the progressive and non-progressive form for each tense (Declerck, et al., 2006). So, when writing in English, people need to consider when the activities happen and which tenses they will use. If the activity happens in the past, it will use Past Tense while if the activity happens in the present it should use Present Tense.

People need to master four basic skills of language when they are learning language including learning English. Those four basic skills are writing, reading, listening, and speaking. In order to master those basic skills, students or learners should also learn the grammar. Mastering grammar is much needed in learning those basic skills, especially in writing.

Levinson (2000) defines that writing is a kind of communication in which words, ideas, information, and emotions are presented in print or hard form from one mind to another. Writers have the ability to control their word to influence the readers. If the readers can understand the messages of a written text, it can be categorized as a good writing. A good writing requires a commitment to the writing process. It also needs much editing and revising.

Grammar has an important role in writing. Why is grammar important in writing? Readers usually enjoy reading a text or an article which the content is

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understandable. When the ideas are expressed in the document, grammar is much needed. In the form of a document, grammar will affect the value of the document, moreover, if the document is put in the place where everyone could easily take it and read it. So, to make a good writing for readers, students, at least, should make sentences in good grammar so that the readers will not be confused with the ideas of the text. A good writing needs good grammar skills. Villemaire and Villemaire (2005:8) also state that learning to write well needs to have good grammar skills.

Another case, some people especially Indonesians who learn English, they are still confused when they have to use Simple Past and Present Perfect Tense. In English they have sentence Rudy lived in Japan for 4 years and Rudy has lived in Japan for 4 years, those sentences both are correct. The first sentence uses Simple Past Tense then the second sentence uses Present Perfect Tense. Perhaps, for some Indonesian learners, those sentences have the same meaning (Rudy pernah tinggal di Jepang selama 4 tahun) because Bahasa Indonesia does not have any tenses in its grammar which differs the meaning of the sentence but in English, those sentences have a big difference in meaning. The first sentence states that Rudy now does not live in Japan anymore, meanwhile, the second sentence shows that Rudy now is still living in Japan. This problem is also faced by PBI students of Sanata Dharma University.

Considering the writer’s experiences as a student of English Language Education Study Program of Sanata Dharma University, the writer found that some students still have problems in producing correct grammar when they are writing. They usually do not realize that they make mistakes in their writing. In fact, they

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have already learned grammar in Structure class. They actually have known the patterns of the sentences that they want to write but some of them are still confused when they have to implement it in writing.

Then, based on the writer’s experience, the most common mistakes and errors that students usually make in writing are the use of Simple Present Tense and Present Perfect Tense. Those two tenses are also part of basic tenses that should be mastered especially by students of English Language Education. Simple Present and Present Perfect are the part of basic rules of learning grammar.

Simple Present Tense and Present Perfect Tense are both categorized as Present Tenses. Simple Present and Present Perfect are tenses that have its connection. Kast (2008) notes, that Present Perfect has the same meaning like Present Tense. He gives an example of clause I have got (I’ve got) which has the same meaning as I have. This theory is also strengthened by Elsness (1997) who states that Present Perfect and Present Tense verbs can sometimes have close meaning. He also gives an example of sentence John has come already which has close meaning with John is here already. Simple Present tense is the basic tense or the foundation of tense that is usually taught to learners and the fact that Present Perfect has close meaning with Simple Present makes the writer choose Present Perfect as another data which is going to be analyzed.

Besides, students need to master English grammar. It is important for them because they are going to teach. They are going to be a teacher, a role model for students. So, if teachers explain English materials using wrong grammar, it is potential for the students to do the same thing like what the teachers did.

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This research can be used as one of the considerations that may overcome this problem. By analyzing the errors that are usually made by the students, focusing on writing and grammar, and providing the correct one, the researcher can help students to learn more. Besides, the lecturers could also understand the difficulties that are faced by their students so that they could explain more focusing on the students’ difficulties.

Therefore, based on those all considerations, this study will present an error analysis of Simple Present and Present Perfect tenses made by students of English Language Education Study Program of Sanata Dharma University. The writer analyzes the written work made by the students of Critical Reading and Writing batch 2014. The writer chose Critical Reading and Writing class because Critical Reading and Writing class is a course which focuses more on the product of students’ writing.

B.Problem Formulation

Based on the background above, this study formulates two main problems. Those problems can be formulated as follows.

1. What types of Simple Present Tense errors occur in sentences of students’ writing in Critical Reading and Writing class?

2. What types of Present Perfect Tense errors occur in sentences of students’ writing in Critical Reading and Writing class?

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C. Problem Limitation

This study focuses on grammatical errors made by the student of Critical Reading and Writing class. The researcher will only focus on Simple Present and Present Perfect tense sentences. It is based on consideration that the use of tense for language learners like PBI students is a kind of problems because there is no tense in their language. Besides, Simple Present and Present Perfect tenses are basic tenses which should be mastered by students in English Education Study Program. The sentences include both simple and complex sentences but the focus is only on the Simple Present and Present Perfect tense including noun clauses, adjective clauses, and adverb clauses. The researcher selects one class of Critical Reading and Writing class as the subject of the research. Critical Reading and Writing course is chosen because this course focuses more on the product of the students’ writing especially on the essay level writing. The researcher analyzes the written work made by the students of Critical Reading and Writing batch 2014 of the English Language Education Study Program of Sanata Dharma University.

D. Research Objectives

The objective of this study is to analyze the errors of using Simple Present and Present Perfect tense of students’ writing in Critical Reading and Writing class of English Education Study Program. Considering the formulation of the research problems, the researcher constructs two objectives of this study. They are:

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1. Describing Simple Present Tense errors of students’ writing of Critical Reading and Writing class of English Language Education Study Program Sanata Dharma University.

2. Describing Present Perfect Tense errors of students’ writing of Critical Reading and Writing class of English Language Education Study Program Sanata Dharma University.

E. Research Benefits

Hopefully, this study can be beneficial for the readers and for those who are involved in English Language Education Study Program, especially for:

1. Students

By learning through this study which is about an error analysis of Simple Present and Present Perfect Tense in which students usually made, students can learn and understand more how to use and produce Simple Present and Present Perfect Tense sentences well in writing. In short, this study encourages students to improve their writing especially in using Simple Present and Present Perfect by knowing the use of the tense especially Simple Present and Present Perfect provided in this research correctly.

2. Teachers/Lecturers

Hopefully, this study will improve teachers or lecturers in teaching Simple Present and Present Perfect tense. The analysis of the most frequent errors made by the students especially the use of Simple Present and Present Perfect makes teachers

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or lecturers pay more attention to it. Realizing this, teachers or lecturers can find the most appropriate way of teaching to make students minimize the errors they make.

3. Other Researchers

This study can be used as a guide for other researchers who have the same interest with this study. By learning this study, hopefully, other researchers can make better research and improvement according to the future’s needs.

F. Definition of Terms 1. Tense

Learning English is closely related to tenses. Tenses have its connection with time. When people talked about tenses, it means that they discuss a time of an event or tragedy. Declerck, et al. (2006) state that tense is a kind of marker verb that is used to show the time of an event. In simple word, tense is used to answer when the event or the tragedy happens. These are the name of English tenses; Present Tense, Past Tense, Future Tense, Present Perfect, Past Perfect, Conditional Tense, and Conditional Perfect.

2. Aspect

Unlike tense, aspect does not have its connection with time. It is not referred to the time of utterances. According to Quirk et al. as cited in Kast (2008), they say that aspect refers to the grammatical category which describes the verb action which is used in an utterance. In simpler words, aspect answers how an event or tragedy

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happens. For example two aspects of English, those are perfective and progressive, the perfective shows that the action of something has completed or done but the progressive one shows that the action of something has not completed or it is still in progress.

3. Simple Present Tense

According to Azar (1999), there are two functions of using Simple Present Tense. First, Simple Present Tense is used to express habitual activity or event. Second, Simple Present Tense is also applied to inform something factually. When using Simple Present Tense, the verb that is used is V1/Vs (Verb 1 if the subject is first person and plural and Verb s if the subject is third person and singular). Simple Present Tense has its own pattern. It is S+V1/Vs or S+to be (is, am, are). For example, Liliana plays badminton. Based on the example, it shows that Liliana likes playing badminton. She has a routine activity or the activity happens repeatedly. Another example: Diane is an English teacher. It informs a fact that Diane is an English teacher and until now she still holds her profession as an English teacher.

4. Present Perfect Tense

Azar (1999) states that there are three functions of Present Perfect Tense. First, it is used to express an idea that happened or even never happened before now, and does not have specified time in the past. For example, They have moved to New York. The example does not show any specified time when they moved to New York. It only shows that they have moved to another city without knowing the specified time when they did it. Second, it is also used to express repetition of an activity before now. The specified time of each repetition is not really important.

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For example, Dono has written five letters to his wife for the last two weeks. From the example, it informs that Dono wrote more than one letter and gave it to his wife. The example does not show the specified time when Dono wrote each letter. It only shows that he has written five letters since the last two weeks. Third, Present Perfect Tense can also be used to express a situation that began in the past and still continues to the present. For example, Bona has had this pair of shoes for two years. The example shows that Bona already has the shoes since the last three years and now she still has it in her hand. The pattern of Present Perfect Tense is S+have/has+V3/to be.

5. Error Analysis

In this study, the writer will do an error analysis of students’ writing of Critical Reading and Writing class. According to Cook (1993:22), as cited in Sutor (2013:34), ‘Error analysis was a methodology for dealing with data, rather than a theory of acquisition’ Errors here are addressed to sentences that are grammatically incorrect. VanPatten and Benati (2015) say that error analysis is a kind of research which focuses on identifying, describing, and explaining errors of L2 learners. The writer will only focus on Simple Present and Present Perfect tense errors. Afterwards, the writer will analyze the sentences and try to give some corrections of them.

6. Critical Reading and Writing

Critical Reading and Writing (CRW) is a course which focuses on reading and writing skill. In this course, students learn about the process of reading and writing. Critical Reading and Writing is available for students in the fourth

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semester. Based on the syllabus which was made by the lecturer of PBI Sanata Dharma University, after completing this course, students are expected to be able to develop critical reading skills by comparing and contrasting, self-questioning, monitoring comprehension, summarizing and making a mind map. Besides, this course also encourages students to be able to develop writing skills by generating argumentative essay based on intertextuality, interview, and questionnaire. Panduan Akademik Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma 2012 also states that Critical Reading and Writing is designed to facilitate students to develop their critical reading and writing skills. The product of the students’ writing will be used by the writer as the data of this study. The writer will analyze it and find the errors.

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12 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer examines some theories that support the research. There are two sections in this part. The first section, the writer presents the theoretical description which contains the description of error including the types which become the focus of this research, simple present tense, and present perfect tense. Then, second section, the writer discusses the theoretical framework of this research. The theoretical framework consists of the description of theories that helps the writer answer the research problems of this research.

A.Theoretical Description

The researcher presents two parts, namely error and writing. Error is necessarily discussed because it is closely related to the focus of this study. Besides, writing deals with the process of writing and aspect of writing which influence someone’s writing.

1. Error

a. The Definition of Error

Talking about learning, error is the next word that would occur. Errors are the common things which are usually made by learners when they were learning. One of the examples is learning English. English as the second language acquisition has its difficulties to learn. It may cause some errors in the process of its learning

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both orally and literally. Dulay, Burt, and Krashen (1982:138) define ‘Errors are the flawed side of learner’s speech or writing’. Realizing this, errors can be seen or identified by looking at the learner’s speech or writing work. Making errors is something inevitable when learning something, especially learning a language. It is impossible for people to learn a language without doing or committing errors (Dulay et al., 1982). Besides, Triestari et al. (2012) say that errors in grammar can be found in sentences when the sentences are not in the correct structure formulation. It is an error of grammar if the sentence is not structurally correct.

b. Error Vs Mistake

Regarding this research which focuses on error analysis, the writer provides the difference between error and mistake. People should be able to differ between error and mistake because it has a different condition. Gass (2013) also says that mistakes are described as a slip of the tongue. In line with what Gass says, Jordan (2004) says, “Corder distinguished between errors and mistakes: mistakes are slips of the tongue and not systematic, whereas errors are indications of an as yet non-native-like, but nevertheless, systematic, rule-based grammar “ (p.204). Based on that statement, it can be stated that mistakes are not systematic or not repeatedly occurred. The one who makes mistakes will realize that he just made a mistake. Gass (2013) states ‘the speaker who makes a mistake is able to recognize it as a mistake and correct it if necessary.’

However, errors are different from mistakes. Gass (2013) describes that error is systematic. He says ‘it is likely to occur repeatedly and is also likely not to be recognized by the learner as an error.’ Besides, according to Gonzales

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(2008:281) mistakes are also called as errors of performance while errors itself are defined as errors of competence. Richards (2015:25) says that errors of performance refer to mistakes and errors refer to systematic errors which have relation to the knowledge of the learner. He also states that errors of performance will not be systematic while errors of competence are systematic. Then, Luelsdorff (1986:387) explains that both errors of performance and errors of competence are the results of the process of addition, omission, substitution, and displacement.

c. Error Analysis

Error analysis is used to analyze learners’ error. It is applied in the study of learners’ error which focuses on the second language acquisition. Gass (2013) defines error analysis as ‘a type of linguistic analysis that focuses on the errors learners make.’ According to VanPatten and Benati (2015), error analysis is a kind of research tool which focuses on identifying, describing, and explaining errors of L2 learners. It is closely related to linguistics. It is used to analyze some errors made by the language learners related to the language structure. James (2013) says ‘Error Analysis is a major component of core linguistics’. Besides, Cook (1993:22) also states as cited in James (2013:7), ‘Error analysis was a methodology for dealing with data, rather than a theory of acquisition.’ It is closely related to language teaching.

d. Types of Errors

Learning English as second language acquisition makes some students often commit errors. Dulay et al. (1982) state that there are four types of errors, namely, omission, additions, misformation, and misordering.

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1) Omission

Omission errors is a type of error which occurs if there are one or more items that do not appear in a well-formed of utterances. Any morpheme or word which does not appear like it should be can be categorized as omission but grammatical morphemes are more frequent to be omitted by learners rather than the content words (Dulay, et al. 1982). For example

*Mary an English teacher

the sentence is potential to categorized as omission. Although the sentence is still understandable, it omits grammatical morpheme ‘is’ for present tense or ‘was’ on past form. The sentence should be like this

Mary is an Engish teacher

Grammatical morpheme like is is word which has a minor role in the case of the meaning of a sentence. Besides, in case of grammar, grammatical morphemes like noun and verb inflections (the –s in dogs, the –s in Sister’s, the –ed in watched, the –ing in looking, etc); articles (a, the, etc); verb auxiliaries (is, can, will, etc); and preposition (in, at, on, etc) are really important to be used in a sentence. Therefore, if there is an item in a sentence which is absent and making an unwell-formed utterance, it can be stated as omission (Dulay et al: 1982).

2) Addition

In contrast with omission, Dulay et al. (1982) explain that addition errors are defined by ‘the presence of an item which must not appear in a well-formed

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utterance.’ They also state that there are three types of addition errors. Those are double markings, regularizations, and simple additions.

a) Double Markings

The tense formation in English rule shows that the tense marker is on the first verb. If there is an affirmative declarative sentence, the tense marker is the main verb. The main verb is the only verb of the sentence because there is no other verb in the sentence. While, it is different if a sentence needs an auxiliary. The main verb is not the tense marker. The tense marker is the auxiliary. For example

She doesn’t buy the book. or

They didn’t go to the party.

the auxiliaries does and did are the tense marker of the sentence. However, placing the marker on both, the verb and auxiliary, may occur toward learners, for example

*He doesn’t goes to school. or

*She didn’t went there.

both the auxiliary and the main verb are marked for the same tense. This type of addition error is called double marking.

b)Regularizations

Regularization errors 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

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not take a marker.’ This error typically happens among learners in the use of regular and irregular forms, for example

*Budi buyed a book yesterday. or

*There are five sheeps in the field.

the verb buy does not become buyed, but bought; the noun sheep does not become sheeps in the plural, the plural form of sheep is also sheep. This type of addition error has been called as regularization.

c) Simple Additions

There is no specific feature which can be categorized as simple additions. Simple addition errors are addition errors which are not categorized as double marking and regularization. Dulay et al. (1982) states ‘if an addition error is not double marking nor a regularization, it is called a simple addition, for example

*This is a books.

the word books should be book without addition –s because the sentence states that the book is singular not plural. This kind of addition is categorized as simple addition.

3) Misformation

Dulay et al. (1982) explain that misformation errors are kind of addition errors which do not have the correct form of the morpheme or structure. There are three types of misformation errors. Those are regularization errors, archi-forms, and alternating forms.

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a) Regularization errors

Dulay et al. (1982) say that ‘misformation category are those in which a regular marker is used in place an irregular one.’ For example, the word putted for put or gooses for geese. It is the same case as regularization in addition errors. b)Archi-form

Based on Dulay et al. (1982), they say archi-form is ‘the selection of one member of a class of forms to represent others in the class.’ The example is an error of using English demonstrative adjectives this, that, these, those. Like for example the phrase that dogs which should be those dogs.

c) Alternating form

Dulay et al. (1982) state that ‘the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other’. So, learners may do alternation in the sentence structure, for example, I seen her yesterday instead of I saw her yesterday or I have gave you instead of I have given you.

4) Misordering

Misordering errors are characterized by ‘the incorrect placement of a morpheme or group of morphemes in an utterance’. The morphemes do not take place in where it should be, for example

*She is a person lazy.

the word person is misordered. The sentence should be She is a lazy person. Another example can be seen in this question form

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*What John is doing?

the correct one is What is John doing? Learners may commit this kind of error because they are usual to hear the phrase -is doing so when they implement it in question form they forget to change into the right order of question form.

2. Writing

Writing is one of four skills that should be learned by learners when they were learning a language. Writing is not only a system which completes in the communication but also it is the main tool for learners in their learning (Weigle, 2002:5). Writing is easy but having good writing is difficult. There are several process and aspects to make a good writing.

a. The Process of Writing

To have successful writing, learners requires some steps. Gerson and Gerson (2003) presents three steps of writing. They are prewriting, writing, and rewriting.

1) Prewriting

In this step, the learners should have prepared for what they are going to write. Learners should have been ready with the ideas they are going to say. According to Gerson and Gerson (2003), there are three important things of prewriting that writers should do. First, writers are required to determine the objectives of their writing. Learners need to know why they are writing and what they are going to reach through their writing. Second, writers should gather data to communicate the content of their writing. Writers cannot elaborate the content of

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their writing unless they get the data on them. The final important thing that writers should do is considering the audience. Considering the audience means that the writers can predict who will become the reader of their writing. Besides, the writers need to understand what their levels of understanding are. It is important because when the writers can answer those questions, they can write based on the reader’s need and it can help the writers to write effectively.

2) Writing

After gathering the data and deciding the objectives, the next to do is writing. Students need to draft first before they write all the idea into a paragraph. Gerson and Gerson (2003) say that there are two things that writers should do when they start to write their document. First is organizing the draft. Organizing the draft means that the writer should arrange the sentences they should write well and understandable so that the readers can understand and follow what the content of the writing is, easily. Next is formatting the text to allow for easy access. After the writers have done with organizing the idea into a good text, they need to consider that the text is acceptable for the readers. In other words, the look of the text or the document is also needed to invite the readers.

3) Rewriting

The final step of a writing process is to rewrite the draft. The rewriting step can also be called as a perfecting step. In this step, the writers rewrite what they have made in writing step. According to Gerson and Gerson (2003) ‘to rewrite, you need to revise, revise, and revise again.’ They also state that people who write a

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document effectively must realize that there are several processes before it. It needs a second or third write.

b. Aspect of Writing

Having good writing should refer to some aspects of writing. One of the aspects is grammar. According to Bram (1995), to have a good writing, learners or students need to write their ideas not only semantically but also grammatically correct. Semantically means that the writers (students) understand the meaning of the whole paragraph of what they are writing. While grammatically means that the writers express their ideas by using Standard English grammar. Tense is one of the grammar components. The researcher elaborates the theories related to tenses in English and give some explanation on it.

1) Tenses in English

Learning English is related to tenses. Tenses refer to time. However, tenses are different with time. According to Decklerck et al. (2006), ‘time is an extralinguistic category.’ It stands independently. Then, they also state that tenses are a kind of linguistic concept. Decklerck et al. (2006) say ‘it denotes the form taken by the verb to locate the situation referred to in time.’ There are several names for tenses in English but Simple Present and Present Perfect Tense are the main focus of this research.

a) Simple Present Tense

Simple Present Tense is one of the several tenses which has a function to tell a fact or a habitual activity. Azar (1999) says, ‘the simple present says that

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something was true in the past, is true in the present, and will be true in the future’. It also expresses general statements of fact and timeless truths. Besides, Azar (1999) also explains that simple present can be used to express habitual or everyday activities.

Table 2.1 Examples and Functions of Simple Present Tense (Azar : 1999, p.13)

Examples Functions

(a) Water consists of hydrogen and oxygen.

(b) The average person breathes 21,600 times a day.

To express general statements of fact and timeless truths.

(d) I study for two hours every night.

(e) I get up at seven every morning. (f) He always eats a sandwich for

lunch

To express habitual or everyday activities.

The use of Simple Present to express general statements of fact or timeless truths can be seen in the example (a), (b), and (c). The fact that water consists of hydrogen and oxygen is a timeless truth. In the past, present, or even in the future, water will always consist of hydrogen and oxygen. It is just the same with the example (b) and also (c). It tells about a fact or can be defined as a timeless truth.

Besides, the use of Simple Present to express habitual or everyday activities can be seen in the example (d), (e), and (f). Those examples show that someone usually studies for two hours, gets up at seven, and eats lunch with a sandwich. The subject does the activities every day as a habit. O’Dawyer (2006) who is in line with Azar (1999) says that the function of Simple Present is to express action or event which occurs now or shows habitual or timeless.

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Each tense of English has its pattern including Simple Present Tense. Simple Present Tense has its pattern. However, people should consider that there are several forms of sentences. The form of sentences can be positive, negative, or interrogative sentences. Simple Present Tense also has its pattern of positive, negative, and question form of sentences. The form of the main verb may be different depending on the subject chosen. The use of the subject in every sentence determines the form of the main verb. The following table will present the positive, negative, and interrogative form of Simple Present Tense sentences. The different types of subjects will determine the form of the verb of the sentence. The following table provides the example of each form of the sentences. Here are the form of Simple Present Tense sentences.

Table 2.2 Form of Simple Present Tense Sentences (verb)

Form of Sentence Subject + Verb + (O/C)

Positive (affirmative) They

We walk I

You

She walks It

Negative They

We do not walk I

You

She does not walk It

Interrogative They

Do We walk? I

You

Does She walk? It

The general pattern of Simple Present Tense is S+V1. The V1 will be added –s or –es if the subject is the third person. The table shows that the examples of the third person subject are He, She, and It. Therefore, the verb walk is added s

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becoming walks because the subject is the third person. Then, if it comes to an interrogative sentence, the auxiliary do is used for the first or second person of the subjects and if the subject is third person, the auxiliary which is used is does. Both are the rules in present form.

Another pattern of Simple Present Tense is S+to be. Like what the researcher has explained above, Simple Present Tense in using to be has similar rules as Simple Present Tense in using a verb. There are two kinds of to be in Simple Present Tense. Those are is and are. The use of is and are is determined by the subject of the sentence. The following table presents the use of to be of Simple Present Tense.

Table 2.3 Form of Simple Present Tense Sentences (to be)

Form of Sentence Subject + to be + SC

Positive

They

We are hungry You

I am hungry

She is hungry It

Negative

They

We are not hungry You

I am not hungry

She is not hungry It

Interrogative

They

Are We hungry? You

Am I hungry?

Is She hungry? It

As seen in the table, the third person subjects use is as the to be. Then, the subject They, We, and You use are. Besides, subject I uses am. That is the rule how to use to be in Simple Present Tense according to the subjects of the sentence.

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b)Present Perfect Tense

According to Azar (1999), there are three functions of Present Perfect Tense. It expresses an idea of something which happened or even never happened before now, and does not have specified time in the past, repetition of an activity before now, and to express a situation that began in the past and still continues to the present. The following table will elaborate the functions of Present Perfect Tense including the examples of sentences which use Present Perfect Tense. The examples will be given in each type of the function. The examples provided may help the readers to understand more about the use of Present Perfect Tense.

Table 2.4 Examples and Functions of Present Perfect Tense.

Examples Functions

(a) They have moved into a new apartment.

(b) I have never seen snow. (c) I have already seen that movie.

To express an idea that something happened or even never happened before now.

(d) We have had four tests so far this semester.

(e) I have met many people since I came here in June.

(f) I have flown on an airplane many times.

To express repetition of an activity before now.

(g) I have been here since seven

o’clock.

(h) We have been here for two weeks. (i) I have had this same pair of shoes

for three years.

To express a situation that began in the past and continues to the present.

O’Dawyer (2006:118) states that Present Perfect Tense ‘expresses an activity or event completed in the past but with some relationship to the present’ Present Perfect Tense has relation to both past and present time. According to

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O’Dawayer (2006) the activity of Present Perfect Tense is started in the past. He also explains that although the activity is started in the past, it still has some relationship to the present time. The verb formation of Present Perfect Tense is have/has + past participle (V3).

The following table will explain how Present Perfect Tense is used in some various subject like first, second, or even third person. The same as Simple Present Tense, Present Perfect also has the pattern of a positive, negative and interrogative form of sentences. Here are the explanations of the use of Present Perfect Tense according to the subjects and the positive, negative and interrogative form of the tense.

Table 2.5 Form of Present Perfect Tense Sentences

Form of Sentence Subject + have/has + past participle(V3) + (O/C)

Positive They

We have said I

You

She has said It

Negative They

We have not said I

You

She has not said It

Interrogative They

Have We said? I

You

Has She said? It

Generally, Present Perfect Tense has the same rules as Simple Present Tense. The word have will change into has if the subject is the third person. While if the subject is the first or second person, the verb formation uses have.

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S + Have/Has + been + (O/C)

Basically, the rules of using Simple Present and Present Perfect Tense are just the same. The differences are in the functions and in the pattern or the verb formation.

B.Theoretical Framework

As the framework, the writer elaborates some theories which can help the writer to answer the formulated research questions. This research is discussing the errors of students’ writing focusing on Simple Present and Present Perfect Tenses. The researcher used the theory of Simple Present and Present Perfect Tenses from Azzar (1999) to analyze some errors which were made by the students.

To answer research problem 1 and research problem 2, the researcher used theory types of errors from Dulay, Burt, and Krashen (1982). According to them, there are four types or errors. Those are omission, addition, misformation, and misordering. Those four types of errors were used by the researcher to analyze the errors students made in their writing.

Then, since this research focuses on the errors made by the students, the researcher gives some explanation about the difference between error and mistake. The error usually occurs to a language learner. It is related to the language structure and happening repeatedly or systematically without being known by the language learner. Mistakes are also called as errors of performance. The researcher agrees with the theory from Gonzales (2008) and Richard (2015) which state that errors

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refer to errors of competence and mistakes refer to errors of performance. The researcher also holds the same opinion with Trilestari (2012) who states that errors in grammar are found in the sentences which are not in the correct structure formulation. Thus, in this research, the researcher regards all the errors both competence and performance and all incorrect structure sentences as errors made by the students.

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29 CHAPTER III

RESEARCH METHODOLOGY

In this part, the writer will discuss about the methodology used in this research. This chapter consists of six parts. Those are description of research method, research setting, research participants, research instrument and data gathering technique, data analysis technique and research procedure.

A.Research Method

Since the writer was analyzing Simple Present and Present Perfect errors of students’ writing, this research used document analysis as the research method. Referring to Best (1959:117), document analysis which is also called content analysis is a kind of research method that deals with records or documents as the research data. He also states that one of the purposes of document analysis is to analyze the types of errors in students’ work. Besides, Ary, Jacobs & Razavieh (2002) state that document analysis ‘focuses more on analyzing and interpreting recorded materials within its own context’. This research method was conducted to get data on An Error Analysis of Simple Present Tense and Present Perfect Tense Sentences of Students’ Writing in Critical Reading and Writing Course. Document analysis is one of the research methods that is included in qualitative research. Yin (2015) states that qualitative research deals more with words rather than with number and symbols.

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B.Research Setting

This part presents where and when this research was conducted. The writer did the research in class D of Critical Reading and Writing of English Language Education Study Program of Sanata Dharma University. The researcher conducted the research from March until July 2016.

C.Research Instruments and Data Gathering Technique

Since this research was using qualitative research and the method was document analysis, there were two major instruments of this research. Besides, the researcher also used table analysis to support the data findings. Those instruments can be noted as follows.

1. Human Instrument

Since this research was qualitative research and the method used was document analysis, the writer was the primary instrument to analyze the data. Ary, Jacobs, Sorensen, and Walker (2013:524) say that ‘the main instrument in qualitative research is the human instrument’. The researcher became the main instrument of the research in which she gathered and analyzed the data of students’ writing. The writer focused on the errors sentences made by the students so that the writer could reveal what types of errors that were produced by the students in dealing with their writing.

2. The Critical Reading and Writing students’ Mid Test 1 documents

The Critical Reading and Writing students’ Mid Test 1 document became the main data of this research. The documents were from selected class of Critical

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Reading and Writing which was class F. Through these documents, the writer would be able to analyze the Simple Present and Present Perfect errors as presented in the documents.

3. Table of Analysis

There were some types of table used to analyze the students’ written work of this research.

The first table dealt with the total number of Simple Present and Present Perfect Tense sentences of students’ written work. The writer counted all Simple Present and Present Perfect Tense sentences students wrote and made the total number in the form of table. This table was made to show and know the number of written Simple Present and Present Perfect Tense sentences that would be analyzed by the writer. The total number of sentences in every document which contained Simple Present and Present Perfect Tenses were presented in the table. Besides, the researcher also provided the percentage of the total sentences of Simple Present and Present Perfect Tenses made by the students. The number and percentage of Simple Present and Present Perfect Tenses made by the students can be seen in the following table.

Table 3.1 The Number of Simple Present and Present Perfect Tense Sentences

Doc No.

Simple Present Tense

Present Perfect Tense

Simple Present and Present Perfect

Tense

Total sentences Num % Num % Num % Num %

1. 2. 3.

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The second one, then, dealt with the number of errors in each type of errors that students wrote. The writer counted the number of errors in each types of errors students wrote then put it into table. The writer also made the percentage of the number of error in the sentences students wrote. There are four types of errors namely, omission, addition, misformation, and misordering. The table can be seen as follows.

Table 3.2 The Number of Errors According to the Types of Errors

Doc No.

Types of Errors

Omission Addition Misformation Misordering

1. 2. 3.

…

After obtaining the data through the tables above, then, the writer summarized the findings in two tables. The first table dealt with the number of types of errors which occurred in Simple Present Tense. The second table showed the number of the types of errors which were found in Present Perfect Tense. The tables can be seen as follows.

Table 3.3 The Number of Errors in Simple Present Tense

Simple Present Tense Types of Errors

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Table 3.4 The Number of Errors in Present Perfect Tense

Perfect Present Tense Types of Errors

Omission Addition Misformation Misordering

Then, there were two kinds of tables which covered all types of errors made by the students. The first table showed all the error sentences in Simple Present and Present Perfect Tenses and the types of errors. The last table, furthermore, was to show the errors sentences students wrote both were Simple Present and Present Perfect Tenses with the possible correction provided by the researcher. The tables can be seen as follows.

Table 3.5 Ungrammatical Simple Present and Present Perfect Tense Sentences According to the Types of Errors

Doc. No

Simple Present and Present Perfect Tense Sentences

Types of Errors of Simple Present

Types of Errors of Present Perfect O A MF MO O A MF MO

1. 2. 3.

…

Table 3.6 Ungrammatical Simple Present and Present Perfect Tense Sentences and the Possible Correction

Doc. No

Original Sentences Possible Correction

1. 2. 3.

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Dealing with the two problems formulation, the writer used some techniques to gather the data. The researcher collected the data by taking the documents of students’ Mid Test 1 assignments as the research data. The source data of the research were taken from students of Critical Reading and Writing course.

D.Research Subjects

The subjects of the research were the Critical Reading and Writing students’ Mid Test I documents of class F batch 2014 of the English Language Education Study Program of Sanata Dharma University. The Mid Test I contained the students’ writing about argumentative essay and the entire documents are considered as the data of this study. The writer took all of the documents of Critical Reading and Writing class as the subjects. The writer chose Critical Reading and Writing class because it is a course which focuses on the product of students’ writing.

E.Data Analysis Technique

The writer used several steps to analyze the data. Meanwhile, the detailed process of the data analysis technique can be noted as, first, the writer found the sentences which were categorized as Simple Present and Present Perfect. The writer listed the sentences and differed between Simple Present and Present Perfect. The writer, then, listed all ungrammatical sentences found in Simple Present and Present Perfect sentences. Next, the writer corrected all those ungrammatical sentences and discussed further. The writer classified the errors of the sentences into some types

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of errors. The writer used the theory from Dulay et al. (1982) who state four types of errors in writing. Those are omission, addition, misformation, and misordering. Then, the writer presented all types of errors of Simple Present and Present Perfect Tenses which were found in the data students’ made.

F. Research Procedure

There were some stages to conduct this research. The researcher formulated into 5 stages. Those are finding the problems and grounded theory, designing the research method, collecting the data, analyzing the data, and the last was reporting the results of the research.

1. Finding the problems and the grounded theory

The very first thing that the writer did before doing the research was finding the problems. It was done in the seventh semester of the writer’s study through Proposal Seminar course. Then, the writer formulated the two research problems and also provided the research objectives. Besides, the writer began to collect some relevant literatures as much as possible to strengthen every statement made by the writer and make the research grounded on scientific theories.

2. Designing the research method

After finding the research problems, the writer, then, decided the method that will be used in the research. Based on the problem formulation and the research objectives, the writer tried to find the appropriate method to answer the two research problems. The method taken was the most suitable method of this research.

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3. Collecting the data

The writer, furthermore, collected the data that were going to use in the research. The data were taken from the Mid Test of Critical Reading and Writing class F. All the documents would completely be used as the data of the research. In the process of collecting the data, the researcher also conducted interviews with the lecturer of Critical Reading and Writing course about the process of the students’ writing.

4. Analyzing the data

After obtaining the data, the writer would start to analyze the document as the steps previously stated. The writer used two main steps. The first step the writer would find sentences which were categorized as Simple Present and Present Perfect sentences. The writer listed the sentences and differed which one was Simple Present and which one was Present Perfect.

Meanwhile, the second step was analyzing Simple Present and Present Perfect sentences of students’ writing. It was done by identifying all ungrammatical Simple Present and Present Perfect sentences the students wrote. The writer, then, corrected all those ungrammatical sentences and discussed it further. Afterwards, the errors sentences found would be classified into some types of errors. The writer would use the theory from Dulay et al. (1982) who state four types of errors in writing namely omission, addition, misinformation, and misordering. Next, the writer counted all the errors sentences for each types and found the most frequent errors students made.

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5. Reporting the results of the research

After all the analysis has finished, the writer, then, reported the results of the analysis. The writer drew conclusions referring to the two objectives of the research.

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38 CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the writer will present the results of the document analysis which will answer the two problem formulations of the research. Besides, this chapter will also discuss the findings of grammatical errors which were made by the students in their writing focusing in Simple Present and Present Perfect tenses. There will be three sections that the writer will present in this chapter: (A) Data Findings of Simple Present and Present Perfect Tenses, (B) Types of Errors Occurred in Simple Present (C) Types of Errors Occurred in Present Perfect Tense and (D) Other Findings.

A.Data Findings of Simple Present and Present Perfect Tenses 1. The Total Number Sentences

As in each document the students made, there are various types of sentences and also various types of tenses used in the documents. The writer identified all the sentences which consisted of Simple Present and Present Perfect tenses. Besides, the researcher also counted all sentences students made in every document that would be analyzed in this research. The number of sentences which were made by the students can be revealed through this following table. The table consists of both Simple Present and Present Perfect Tenses sentences made by the students.

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4.1 The Number of Written Simple Present and Present Perfect Tenses Sentences

Tenses Number Percentage

Simple Present Sentences 868 77.5%

Present Perfect Sentences 22 2%

Simple Present and Present Perfect Sentences 24 2.1% Non Simple Present and Present Perfect Sentences 206 18.4%

Total Sentences 1120 100%

After counting and identifying the sentences students made, the researcher found some facts. According to the data, there were 1120 sentences which were made by 26 students. Then, the students wrote 868 sentences of Simple Present Tense. More than a half of the whole sentences contain of Simple Present Tense. Another fact is Simple Present Tense becomes the most tense used by the students because the documents are argumentative text which mostly talks about facts and provides some relevant arguments of the writer.

Counting all the sentences made by the students, the researcher found there were 22 Present Perfect Tense sentences made by the students. Some students also combined Simple Present and Present Perfect Tenses in their complex sentences. The writer found 24 sentences which consisted of Simple Present and Present Perfect tense sentences.

Besides, there were also other tenses like future tense, simple past, past perfect and etc. which were made by the students in the documents. There are 206 non Simple Present and Present Perfect tenses sentences as the total in the documents. Those sentences will not be discussed further because the focus of the research is Simple Present and Present Perfect Tenses.

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74

Doc.

Simple Present and Present Perfect Tense Sentences Possible correction of the error sentence g Given these points, video games still have a bad image

especially for parents or teacherwho think that video games is the problem of their children or students problem in studying even when the researcher or scientist have already doing many things to prove this wrong.

Given these points, video games still have a bad image especially for parents or teachers who think that video games is arethe problem of their children or students problem in studying even when the researcher or scientist have has already doing done many things to prove this wrong.

h Basically most of the parents fear that their children become addicted and irresponsible especially about time because their children can play and forget about time but i believed that video games is good for kids or students who want to learn about something but it is definitely come with a responsibility and time management.

Basically most of the parents fear that their children become addicted and irresponsible especially about time because their children can play and forget about time but I believed that video games is good for kids or students who want to learn about something but it is definitely comes with a responsibility and time management.

i As an ancient Chinese proverb said "wu ji bi fan" which mean that "too much of a good stuff is a bad stuff' so in order to make this stuff turning to a things that we do not want we have to manage it and become the master of our tools because tools such a video games is just a way or a method to help our kids or students be a better learner and better at education because at the end it is all about their future and to make sure that they have a better future ahead.

As an ancient Chinese proverb said "wu ji bi fan" which means that "too much of a good stuff is a bad stuff' so in order to make this stuff turning to a things that we do not want we have to manage it and become the master of our tools because tools such as video games isarejust a the way or the a method to help our kids or students be a better learner and better at education because at the end it is all about their future and to make sure that they have a better future ahead. 16.a After that, the studentfeel anxious because they can not do their

homework in the right time so they usually decide to not go to school because they feel afraid that their teacher will mad at them.

After that, the studentfeels anxious because they cannot do their homework in the right time so they usually decide to not go to school because they feel afraid that their teacher will mad at them.

b Less sleep also cause not concentrate. Less sleep also causes not concentrate. c Based on my experience, I really get many homeworksfrom my

lecturers and doing that decrease my sleep time.

Based on my experience, I really get many homeworks from my lecturers and doing that decreases my sleep time.

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75

Doc.

Simple Present and Present Perfect Tense Sentences Possible correction of the error sentence d Because of doing homework all the time, the student do not

have time for playing with their friends, hanging out with their friends, gathering together with their family.

Because of doing homework all the time, the studentdo does not have time for playing with their friends, hanging out with their friends, gathering together with their family.

17.a There are three reasons why using smartphone help people become smarter.

There are three reasons why using smartphone helps people become smarter.

b However, they can help us to improve our English skills because almost every game, social media and YouTube usingEnglish

However, they can help us to improve our English skills because almost every game, social media and YouTube usingusesEnglish

18.a Also, in doing work individually, student more focusif they do it with their learning styles.

Also, in doing work individually, students more focus moreif they do it with their learning styles.

b Sometimes, students in group cannot finish their project on time because they have no much time to meet or one student have not finished his/her part so that they cannot combine their project together.

Sometimes, students in group cannot finish their project on time because they have no much time to meet or one student have has not finished his/her part so that they cannot combine their project together.

19. Based on her opinion, we can make our own history in printed books that makethat book special.

Based on her opinion, we can make our own history in printed books that makes that book special.

20.a For example, the teacher gives them an assignment and divided them into groups.

For example, the teacher gives them an assignment and divideddevidesthem into groups.

b Ahok (2014), the former of Vice Governor of Jakarta, is not agreewith the implementation of curriculum 2013.

Ahok (2014), the former of Vice Governor of Jakarta, is does not agreewith the implementation of curriculum 2013.

c Curriculum 2013 has not (been) ready yet to be implemented because there are some aspects that still being controversial.

Curriculum 2013 has not been ready yet to be implemented because there are some aspects that still being controversial.

21.a However, the fact that now happens in Indonesia, almost all schools that is labeled as favorite schools always have an expensive fee.

However, the fact that now happens in Indonesia, almost all schools that isarelabeled as favorite schools always have an expensive fee.

(3)

76

Doc.

Simple Present and Present Perfect Tense Sentences Possible correction of the error sentence b It is clear that when people have bad education, it also strongly

influenceto the development of the society.

It is clear that when people have bad education, it also strongly influences to the development of the society. 22. However, it does not help them much in learning because it

tends make them individualistic.

However, it does not help them much in learning because it tends to make them individualistic.

23. Because homework makestudents learn independently in order to be creative in their mindset.

Because homework makes students learn independently in order to be creative in their mindset.

24. In fact, National Examination depriving the teachers right to do assessment of the learning process.

In fact, National Examination depriving deprives the teachers’ right to do assessment of the learning process. 25.

26.a And sometime in one meeting, the material is not finished discussedandthe lecturer will give students different handouts!

And sometime in one meeting, the material is has not finished discussed and the lecturer will give students different handouts!

b It is not only about the student; it is effecton our forest too It is not only about the student; it is effects on our forest too

c Right now my room havemany paper handouts stocked up. Right now my room have has many paper handouts stocked up.

d Absolutely we are contributed to the one who is wants to save the earth.

Absolutely we are contributed to the one who is wants to save the earth.

e They do not need to worry if they forget bringtheir handouts because they will never forget to bring their phone or notebook.

They do not need to worry if they forget to bringtheir handouts because they will never forget to bring their phone or notebook.

f It is never costs many energies for the students to bring the handouts.

It is never costs many energies for the students to bring the handouts.

(4)

77 APPENDIX C

The Number of Simple Present and Present Perfect Tense Sentences

Doc No.

Simple Present Tense

Present Perfect Tense

Simple Present and

Present Perfect Tense Total sentences

Num % Num % Num % Num %

1. 34 69.4% 1 2% 0 0 49 100% 2. 49 83% 1 1.7% 0 0 59 100% 3. 28 68.3 1 2.4% 1 2.4% 41 100%

4. 36 72% 3 6% 4 8% 50 100%

5. 32 78% 0 0 0 0 41 100%

6. 28 70% 1 2.5% 1 2.5% 40 100%

7. 55 76.4% 0 0 0 0 72 100%

8. 24 60% 2 5% 0 0 40 100%

9. 17 81% 0 0 0 0 21 100%

10. 36 75% 1 2% 1 2% 48 100% 11. 54 87.1% 2 3.2% 2 3.2% 62 100% 12. 20 62.5% 0 0 0 0 32 100% 13. 29 72.5% 1 2.5% 1 2.5% 40 100% 14. 25 75.8% 1 3% 0 0 33 100% 15. 24 85.7% 1 3.6% 2 7.1% 28 100% 16. 37 80.4% 1 2.2% 0 0 46 100% 17. 30 68.2% 1 2.3% 0 0 44 100% 18. 41 80.4% 0 0 3 5.9% 51 100% 19. 25 73.5% 0 0 5 14.7% 34 100% 20. 27 77.1% 0 0 1 2.9% 35 100% 21. 35 85.4% 2 4.9% 0 0 41 100%

22. 30 91% 1 3% 0 0 33 100%

23. 56 82.3% 2 3% 1 1.5% 68 100%

24. 20 87% 0 0 0 0 23 100%

25. 44 95.7% 0 0 1 2.2% 46 100% 26. 32 74.4% 0 0 1 2.3% 43 100%

(5)

78 APPENDIX D

Types of Errors in Every Document

Doc

No.

Types of Errors

Omission Addition Misformation Misordering

1. 2 - - -

2. - - - -

3. - - - -

4. - - 1 -

5. 2 - - -

6. 2 1 - -

7. 3 - 2 -

8. - - 2 -

9. 4 - - -

10. - - - -

11. - - 1 -

12. - - - -

13. 1 - 4 -

14. 1 - 1 -

15. 9 1 5 -

16. 4 - - -

17. 1 - 1 -

18. 1 - 1 1

19. 1 - - -

20. 1 - 2 -

21. 1 - 1 -

22. 1 - - -

23. 1 - - -

24. - - 1 -

25. - - - -

26. 1 1 4 -

(6)

An Error analysis of simple present and present perfect tenses of students` writing in critical reading and writing course.

AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

74

75

76

77

APPENDIX C

The Number of Simple Present and Present Perfect Tense Sentences

78

APPENDIX D

Types of Errors in Every Document

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Links

An Error analysis of simple present and present perfect tenses of students` writing in critical reading and writing course.

AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES

OF STUDENTS’ WRITING IN

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75

76

77

APPENDIX C

The Number of Simple Present and Present Perfect Tense Sentences

78

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Types of Errors in Every Document

Parts

Dokumen yang terkait

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