Embed Size (px)
Citation preview
THE GRAMMATICAL ERROR ANALYSIS ON USING THE SIMPLE
PAST TENSE IN WRITING RECOUNT TEXT
(A Case Study at the First Grade on MA Al - Khairiyah)
A Skripsi
By:
Siti Bayinah
108014000056
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
i
ABSTRACT
GRAMATICAL ERROR ANALYSIS ON USING THE SIMPLE PAST
TENSE IN WRITING RECOUNT TEXT. A Case Study in the First Year of
MA Al-Khairiyah. Skripsi of English Education Department at Faculty of Tabiyah
and Teacher‟s Training of State Islamic University Syarif Hidayatullah Jakarta.
2013
Keywords: Error, Error Analysis, Types, Omission, Addition, Selection, Ordering,
Frequency of Error, Sources,Interlingual Transfer, Intralingual Transfer
This study was carried out to analyze and to classify the types and the
sources of students‟ errors in using the simple past tense in writing recount text.
The error collected was classified based on Corder‟s theory. Besides, the purpose
of this study were to find out their frequency of occurrence and to find out the
sources of errors which students made in using the simple past tense in writing
recount text.
The method used in this study was qualitative. The qualitative design
applied in this study was case study. Furthermore, the subject of this study was
first year students of X-1 class which consisted of 31 students. The data were
collected through test and interview both students and English teacher.
The result of the error analysis process showed that students committed
error into four types: omission, addition, miselection, and ordering. From the
frequency of each error types, miselection was the error which most frequently
produced by the students. It took 53.4% of the total errors. Moreover, 41.1%
errors fell into omission and 4.9% errors fell into addition; whereas, for ordering,
it only took 0.6%. These errors were conducted because most of the students were
still influenced by their mother tongue and their Indonesian logical thinking
(interlingual transfer). Besides, errors occurred because students generalized the
rule and applied it incompletely (intralingual transfer). To sum up, it showed that
the usage of the simple past tense in writing recount text is difficult for students.
ii
ABSTRAK
GRAMATICAL ERROR ANALYSIS ON USING THE SIMPLE PAST
TENSE IN WRITING RECOUNT TEXT. A Case Study in the First Year of
MA Al-Khairiyah. Skripsi of English Education Department at Faculty of Tabiyah
and Teacher‟s Training of State Islamic University Syarif Hidayatullah Jakarta.
2013
Keywords: Error, Error Analysis, Types, Omission, Addition, Selection, Ordering,
Frequency of Error, Sources, Interlingual Transfer, Intralingual Transfer
Penelitian ini bertujuan untuk menganalisis dan mengelompokkan
kesalahan-kesalahan yang dilakukan oleh peserta didik dalam menggunakan the
simple past tense dalam tulisan teks recount. Kesalahan-kesalahan tersebut
dikelompokkan berdasarkan teori Corder. Selain itu, penelitian ini bertujuan untuk
memperoleh persentasi dari setiap jenis kesalahan yang dilakukan oleh peserta
didik, serta untuk mengetahui penyebab terjadinya kesalahan-kesalahan yang
dilakukan oleh peserta didik dalam menggunakan the simple past tense dalam
tulisan teks recount.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif,
sedangkan pola umum atau rancangan penelitian yang digunakan oleh peneliti
adalah study kasus (case study). Selanjutnya, peneliti memilih peserta didik kelas
X-1 yang berjumlah 31 orang sebagai subjek dalam penelitian ini. Data dalam
penelitian ini diperoleh melalui tes dan wawancara kepada peserta didik dan guru
bahasa Inggris.
Hasil dari proses error analysis adalah peserta didik melakukan empat
jenis kesalahan yaitu omission, addition, miselection, and ordering. Dilihat dari
presentase setiap jenis kesalahan, miselection merupakan jenis kesalahan yang
paling sering dilakukan dengan presentase sebesar 53, 4%. Selanjutnya, kesalahan
omission sebesar 41,1%, addition sebesar 4,9%, sedangkan jenis kesalahan
ordering hanya sebesar 0,6% dari total kesalahan yang dilakukan oleh peserta
didik. Kesalahan-kesalahn tersebut terjadi karena sebagian besar peserta didik
masih dipengaruhi oleh bahasa ibu dan masih berfikir secara logika bahasa
Indonesia mereka (interlingual transfer). Disamping itu, kesalah-kesalahan
tersebut terjadi karena peserta didik mengeneralisasikan aturan (rule) simple past
tense in writing recount text dan menerapkan aturan tersebut dengan tidak
sempurna (intralingual transfer). Hal ini menunjukkan bahwa penggunaan simple
past tense in writing recount text masih sulit dipahami peserta didik.
iii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful.
All praise be to Allah, Lord of the Worlds, who has bestowed strength and
health upon the writer in finishing this research paper. Peace and blessing be upon
our prophet Muhammad SAW, his family, companions, and all his followers.
Alhamdulillah by the grace of Allah the Highest, the writer could finish
her research paper after long hard effort of writing. Thus, she would like to
express her greatest gratitude to her beloved parents (H. Idris Muhasyim and Hj.
Atiyah) who always pray, support, and motivate her in every part of her life
especially in doing this study.
The writer would also like to address her gratitude to her advisors Dr.
Fahriany, M. Pd and Neneng Sunegsih M. Pd for their patient guidance, kindness,
valuable advice, and correction during the development of this research.
She would like to express her deep appreciation and gratitude to:
1. All lecturers of English Education Department who have taught her new
knowledge and have given her gorgeous experiences in study.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih M.Pd., the head and secretary
of English Education Department.
3. Prof. H. Rif‟at Syauqi Nawawi, MA., the Dean of Faculty of Tarbiyah
and Teachers Training.
4. The principal and the English teacher of MA Al-Khairiyah; Nurul Huda
for permitting and helping the writer to conduct the research.
5. All her beloved friends whose name cannot be mentioned one by one who
always help and motivate her in accomplishing this research paper.
May Allah, the Almighty bless them all. Amin.
iv
Finally, the writer realizes that this research paper still has some weakness
and shortage. Thus, she would be grateful to accept any suggestions and
corrections from anyone for better writing.
Jakarta, 4 April 2013
The Writer
v
TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ........................................................................................ viii
LIST OF APPENDICES ............................................................................. ix
CHAPTER I: INTRODUCTION
A. The Background of the Study .............................................. 1
B. The Identification of the Problem ....................................... 3
C. The Limitation of the Problem ............................................ 4
D. The Formulation of the Problem ......................................... 4
E. The Objective of the Study .................................................. 4
F. The Significance of the Study ............................................ 4
CHAPTER II: THEORETICAL FRAMEWORK
A. Error and Error Analysis …. .............................................. 6
1. The Definition of Error …………. ............................... 6
2. The Definition of Error Analysis .................................. 6
3. The Types of Error........................................................ 7
4. The Source of Error ...................................................... 9
5. The Stages of Error Analysis ....................................... 12
B. The Simple Past Tense ...................................................... 14
1. The Statement with Past Tense Verb ........................... 14
2. Yes / No Question and Short Answer .......................... 19
3. Informative Question ................................................... 19
C. Writing .............................................................................. 22
1. The Definition of Writing ..................................... 22
2. The Writing Process .............................................. 22
vi
D. The Recount Text ............................................................... 24
1. The Definition of the Recount Text ...................... 24
2. The Schematic Structure of the Recount Text ...... 25
3. The Language Features of Recount Text .............. 26
4. The Types of Recount Text ................................... 26
E. The Previous Study ........................................................... 27
CHAPTER III: REASERCH METHODOLOGY
A. The Research Design ......................................................... 29
B. The Place and Time of the Study …………. ..................... 30
C. The Subject of the Study .................................................... 30
D. The Research Instrument ................................................... 30
E. The Technique of Data Collection .................................... 30
F. The Technique of Data Analysis ........................................ 31
CHAPTER IV: RESEARCH FINDING
A. The Description of the Data.. ............................................. 32
1. The Result of Interview ................................................ 32
2. The Result of Test ....................................................... 33
B. The Analysis of the Data .................................................... 42
1. The Description of Errors ........................................... 42
2. The Explanation of Errors ......................................... 43
3. The Evaluation of Errors ........................................... 45
C. The Interpretation of the Data ............................................ 45
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………. ....... 47
B. Suggestion …………………………………………… .... 47
BIBLIOGRAPHY ......................................................................................... 49
APPENDICES
vii
LIST OF TABLES
Table 2.1 Description of Errors ................................................................................... 13
Table 2.2 Informative Question ................................................................................... 20
Table 4.1 The Recapitulation of Student‟s Error of Omission ..................................... 34
Table 4.2 The Recapitulation of Student‟s Error of Selection ...................................... 35
Table 4.3 The Recapitulation of Student‟s Error ......................................................... 37
Table 4.4 The Recapitulation of Error Types, Frequency, and its Percentage ............. 39
Table 4.5 The Recapitulation of Source of Error ......................................................... 40
Table 4.6 The Recapitulation of Source of Error, Frequency, and its Percentage ........ 41
Table 4.7 The Recapitulation of Error Types, Frequency, and its Percentage ............. 45
Table 4.8 The Recapitulation of Source of Error, Frequency, and its Percentage ....... 46
viii
LIST OF APPENDICES
1a Interview for the English Teacher ...................................................................... 51
1b The Result of English Teacher Interview .......................................................... 52
2a Structured Interview for the Student ................................................................. 53
2b The Result of Students‟ Interview ..................................................................... 54
3 Unstructured Interview for the Student .............................................................. 55
4a The Specification of the Test Instrument ........................................................... 56
4b Instrument of the Research (Test) ....................................................................... 57
5 Description of Students‟ Error ........................................................................... 58
5 Students‟ Answer Sheets
1
CHAPTER I
A. Background of Study
KTSP focuses on developing students‟ ability to do the competence and
the tasks in KTSP standard, so the students will be able to mastery the specific
competence. This educational program standard, makes the students have
competence of the knowledge and understand every values which is learnt
because this curriculum based on the number of competence, so after the students
finish the educational program, they will mastery all of the competence and apply
in their own life.
In KTSP, teacher is a facilitator and mediator who keep the students
learning process. Teacher only help the learners or students to mastery the
competence that has already studied.
In the other words, this educational program standard (KTSP) focuses on the
learners and the students because in KTSP every activity is done by the students.
It focuses on the students‟ mastery and competence. Teacher only helps them to
do it, but it depends on the students‟ own ability.
Standard Competence (Standar Kompetensi) and Basic Competence
(Kompetensi Dasar) are the components on the KTSP curriculum. Both of them
should be mastered by the students.
There are four skills in Standard Competence and Basic Competence;
listening speaking, reading and writing. The writer focuses on the last skill,
writing because writing is viewed as the most complex and hardest language skills
among the others. The students need to think everything at once. They should
produce words, sentences, paragraph, and extending compositions at the same
time. That‟s why some experts said that writing is not an automatic process and
it‟s the hardest skill that should be mastered by the students. The writer
2
emphasizes this research in students‟ competence in writing ability in recount text
which is learnt in second grade of junior high school.
The Standard Competence in writing skill in recount text is
“Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berberntuk recount dan narrative uuntuk berinteraksi dengan lingkungan sekitar”
. And the Basic Competence in writing skill in recount text is ”Mengungkapkan
makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancer dan berterima untuk berinteraksi
dengan lingkungan sekitar berbentuk recount dan narrative” .
From the Standard Competence and Basic Competence above, in this
writing competence, the students should understand and write the recount text to
be able to interact with the society by using recount text.
Recount is a piece of writing that retells past events usually in order in
which they happened, so the past event can‟t be separated to recount text. In the
other hand, if the students want to write the recount text, they have to be able to
understand or mastery the grammatical of recount text to tell the recount text well.
Many students have considerable difficulty with the English tense system.
The difficulties arise from the nature of the system itself and from the differences
between English and the learners‟ mother tongue. The students‟ disability in using
the tenses to communicate is the problem that found by the students because time
and tense in English is related not same as in Indonesia. In English, the verb will
show the time orientation, and there is regular and irregular verb that in other
language include Indonesia has not that rules.
In the writer‟s experience, when the students tell about the events that has
happened in the past, they still use the presents tense. It because the students don‟t
have any knowledge of grammar; present tense, past tense, and future tense to
apply in their writing. Based on those reasons, the writer chooses the recount text
because it is the simple writing that tells about the students‟ habit. The writer also
3
wants to research about the grammatical errors which is made by the students in
writing recount text and the factors behind.
Based on the background above, the writer is intended to research about:
“The Grammatical Error Analysis on the Simple Past Tense in Writing Recount
Text”
B. The Identification and Limitation of the Problem
It is significant to identify the problem in this research paper so that, the
problem will be obvious. And the general questions of this research are:
1. Can the students identify the form of simple past tense in recount text?
2. What types of grammatical errors of the simple past tense did the
students make in writing recount text?
3. Why did the students make some grammatical errors in writing recount
text?
The writer limits the subject matter on the grammatical error analysis in
writing recount at the first grade of student of MAN 4 Jakarta.
C. The Objective of the Study
The objective in this study is one of the important things in order the study
would reach the target what the writer hopes.
1. To identify types of grammatical errors of the students in writing
recount text
2. To find out the sources of students‟ grammatical errors in writing
recount text.
4
D. Significance of the Research
The research finding is expected to give contribution for the related
English education practitioner, such as:
1. The writer; to deepen the subject of the research and to fulfill the partial of the
requirement Bachelor of Arts in English Language Education
2. English teacher; to improve of their skill in teaching recount text and simple
past tense.
3. Other researches; to compare and to make comprehensive research at school.
5
CHAPTER II
THEORETICAL FRAMEWORK
1. Error and Error Analysis
a. The Definition of Error
Error arises when the learner has a lack of knowledge in learning
target language. According to Brown, “an error is a noticeable deviation
from the adult grammar of native speaker, reflects the competence of the
learner.”1 It means, error come from the learners‟ competence in learning
the language. Vacide Erdogan quotes Ellis on his journal said that an error
is when the learner always use the incorrect form, and when the learner is
unable to try to correct his own deviant utterance.2 The learners‟ error can
be known from their consistency in making error. The learner will make
the error over and over again because they don‟t know what is correct or
incorrect, and if the teacher asks the learner to self-correct his/her error,
they will not be able to do it.
b. The Definition of Error Analysis
Error analysis can be used to analyze the errors that are made by
the learners. “Error analysis is the fact that learners do make errors, and
that these errors can be observed, analyzed, and classified to reveal
something of the system operating within the learner, led to surge of study
of learners‟ errors.”3 The errors can help the teacher in teaching and
learning process because the teacher can observe the reason or background
why the learners do the errors.
1 H. Douglas Brown, Principles of Language Learning and Teaching, 5th Edition, (New
York; Pearson Education, Inc. , 2007), p. 258. 2 Vacide ERDOGAN, Contribution of Error Analysis to Foreign Language Teaching,
Mersin University Journal of the Faculty of Education, Vol 1, 2005, p. 263. 3 H. Douglas Brown, Principles of Language Learning and Teaching, 4
th Edition, (New
York;Addison Wesley Longman,2000), p.218.
6
The teacher realizes that the errors which are made by the learner
in language learning process should be analyzed carefully because with
this analysis, the teacher can identify the difficult areas that are faced by
the learners, so it can be used in making learning materials and strategies.
“Error analysis was conceived and performed for its „feedback‟ value in
designing pedagogical materials and strategies.”4
c. The Types of Error
According to Corder, error is divided into four categories: error of
omission, error of addition, error of selection, and error of ordering5. Here
are the explanations.
1) The Error of Omission
Error of omission is the absence of an item that should
appear. “Errors of omission where some element is omitted which
should be present.” 6 The learner omits the item that should appear
in the good utterance. “Omission has two types of morphemes that
are omitted more than others. They are content morphemes and
grammatical morphemes.”7 Content morphemes are morphemes
that have meaning like nouns, verbs, adjectives, adverbs.
Grammatical morphemes are little words that have minor play in
sentences like noun and verb inflections, articles, auxiliaries, and
preposition.
Example: Angelina is an actress
4 Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon
Press, 1981), p. 221 5 S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,
1982), p. 36. 6 Ibid.
7 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford
University Press, 1982), p. 150.
7
From the explanation and example above, the word
Angelina and actress are content morphemes because Angelina and
actress is noun and has a mayor meaning. The words is and an are
grammatical morphemes because they are verb auxiliaries and
article, and they are also play a minor meaning in that sentence.
“Omit grammatical morphemes are more frequently than
content words.”8 It is caused by the grammatical morphemes are
more complex, for example in using tenses, the learner should be
aware of the addition of the ending of the verb (-ed,- ing, -s)
correctly. Omit content morphemes are typically made by the
learner in the early stage. It happens because the learner still has
limitation of the vocabulary which is used in the sentences.
2) The Error of Addition
Addition is the opposite of omission. Addition is ”the
presence of an item that must not appear in well-formed
utterences”9. In addition, the learners add the utterance which is not
needed in a sentence, or the learners add some unnecessary
element.
For example: She didn’t studied yesterday
From the example above, the learner want to tell that she
didn’t study yesterday. She knows that to tell the past event, she
has to use the past verb, but she puts two items for the same
features; didn’t and studied.
8 Ibid., p. 155.
9 Rod Ellis, The Study of Second Language Acquisition, 2
nd Edition, (New York: Oxford
University Press, 2008), p. 52.
8
3) The Error of Selection
This error is made by the learner where the learner chooses
the wrong items in the right place. Different from omission where
the items are not supplied at all, in errors of selection, the learner
supplies something even though that is incorrect. For example;
I buyed a novel two days ago.
A past tense marker is put by the learner, but it is incorrect.
4) The Error of Ordering
Error of ordering is the error where the items presented are
correct but wrongly sequences.
For example, I have pen blue.
From the example above, the items are correct, but the
writer doesn‟t put the items in the appropriate order.
d. The Sources of Error
By determining the sources of error, the teacher will understand
how the learner made the errors. According to Brown, there are two
sources of error; interlingual transfer, intralingual transfer, context of
learning, and communication strategies10
.
1) Interlingual Transfer
Interlingual transfer is also known as the native language
transfer because the errors are caused by the learner‟s first
language. Like Brown said, “The beginning stages of learning a
second language are especially vulnerable to interlingual transfer
from the native language, or interference.”11
In this stage, before
10
Brown, op,cit., pp. 263-266. 11
Ibid.
9
the second language is familiar with the learner, the native
language is the only linguistic system that is mastered by the
learner. Because of this fact, it‟s easier for the teacher to analyze
the errors from the learner if the teacher has been familiar with the
learner‟s first language. For example,
I breakfast and then I go to the zoo yesterday. The sentence
supposed to write, I had breakfast and then I went to the zoo
yesterday.
To identify an interlingual error, researcher can translate the
grammatical form of the learner‟s phrase or sentence into the
learner‟s first language to see the similarity exist. From the
sentence above, it can be known that the learner didn‟t put had and
didn‟t change go to went because there‟s not rules in learner‟s first
language.
2) Intralingual Transfer
Intralingual transfer is the main factor in learning second
language. In this stage, the errors come from the partial learning
rather than the transfer itself. “Intralingual errors occur as a result
of learners‟ attempt to build up the concepts and hypotheses about
the target language from their limited experience with it. Learners
may commit errors due to this reason in many ways.” 12
In the
other hand, the error is a result of the fault‟s concept and
hypotheses of the learner in learning the second language.
Example: “She goed to the market”
From the example above, the learner is doing negative
intralingual transfer or overgeneralization. In learning the simple
past tense above, the learner knows about the rules of the simple
12
ERDOGAN, Op.cit., p. 266.
10
past tense itself; he/she knows that the rules of the simple past
tense use verb two by adding –ed, but she/he make wrong concept
and hypotheses because the partial learning. The verb go doesn‟t
become goed, but went The learner doesn‟t know that there are
irregular and regular verb. In short, the example above proves that
overgeneralization or negative intralingual transfer is done by the
learner because the learner overgenerates the rules in wrong
concept.
3) Context of Learning
Context of learning is the source of error that comes from
the teacher, the situation in the class, and also from the textbook.
“Context refers, for example, to the classroom with its teacher and
its material in the case of school learning or the social situation in
the case of untutored second language learning.”13
The teacher or a
textbook can be one of the sources of errors that made by the
learners in the classroom. It is caused by the learner make faulty
hypothesis about the language. The learners often make error
because of misleading explanation from the teacher, the faulty
presentation of the structure in textbooks, or the concept of item
that is memorized by drilling but it‟s not proper with the other
context.
4) Communication Strategies
Learners must have their own strategies in language
learning to enhance their message across, but these techniques can
be the source of errors. “A communication strategy is the conscious
employment of verbal or nonverbal mechanisms for
communicating an idea when precise linguistic forms are for some
13
H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey;
Prentice-Hall, Inc., Englewood Cliffs, 1980), p.174.
11
reason not readily available to the learner at a point in
communication.”14
Communication strategies caused by the
learners‟ learning techniques.
To sum up, there are some sources that may lead errors in learning
target language. Those sources may come from the interference of native
language to the target language, the lack of competence of the target
language, the learning environment and personal learning strategies.
e. The Stages of Error Analysis
In analyzing students‟ errors, there are some steps to be followed.
Many linguists have already discussed how to analyze students‟ errors in
their book. One of them is Corder; he suggests five steps in analyzing
students‟ errors, they are: collection of sample of learner language,
identification of errors, description of errors, explanation of errors and
evaluation of errors.15
1) Collection of Sample of Learner Language
The first step of analyzing errors which suggested by Corder is
collection of sample. In this step, the researcher must decide a number of
students which is being sample for the research. Then, they will be given
regular examination in order to get data.
2) Identification of errors
In this step the researcher must identify error from data
collection. For identifying error, the researcher must compare the
sentence that was produced by students to the correct sentence in the
target language. For examples,
Sherina watched TV, and Rudi sleeped in his room.
14
Ibid., p. 178. 15
Ellis, op.cit., p.46
12
The correct form in target language is
Sherina watched TV, and Rudi slept in his room.
By comparing two sentences it can be seen that the student
produced an error in constructing simple past tense sentence where
she used –ed after sleep instead of using irregular verb.
3) Description of Errros
After identifying errors, the next step is description of errors. In
this step, all errors that have been identified, then they would be
classified into the types of errors. In description of error James introduces
a table to make it easy. This table can be seen as below16
:
TABLE 2.1
Description of Errors
LEVEL
MODIFICATI
ON
SUBSTANCE
TEXT DISCOURSE
GRAMMAR LEXIS
Graphology
RANK:
Clause-Phrase-Word-
Morpheme
CLASS:
Noun,Verb,Adjective
,
Adverb,Preposition,
Conjunction,etc.
SENSE
RELATION
COLOCATIONS
COHESION
COHERENCE
GENDER-
FIDELITY
FELICITY
OMISSION
ADDITION
SELECTION
ORDERING
The horizontal columns indicate the levels of errors: substance,
text and discourse whereas the vertical columns show the types of errors
16
Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New
York: Wesley Longman Inc., 1998), p. 274.
13
which consist of omission, addition, Misformation/misselection, and
misorder.
4) Explanation of Errors
This step will explain why errors occur. This explanation
concerned on the sources of errors. From example above, the
researcher may consider that the student above does an error in
using –ed (regular verb) instead of using irregular verb whether
because of interlingual transfer/overgeneralization, ignorance of
the rule restriction, incomplete application of rules, or false concept
hypothesis.
5) Evaluation of Errors
In this step, the researcher must decide the criteria of errors
which will be corrected because some errors can be considered more
serious than other. The aim of evaluating errors is to distinct which errors
will be corrected so the learner, which made an error, will not be stress of
getting correction.
2. The Simple Past Tense
Elaine Kirn divides the simple past tense into three components. They
are “statement with past tense verb, yes/no questions and short answers and
information questions” 17
A. The Statement with Past Tense Verbs
The simple past tense is the tense that is used to complete events, states
or actions in a finished period of time. It is also used to tell story and to
describe the past events;
The simple past is one if the tenses we use to refer to completed
events, states or actions. We choose the simple past when we consider
that the event, state or action took place within a finished period of
17
Elaine Kirn, et all, Interactions 1 Grammar 4th Edition, (New York: McGraw-Hill,
2002), p. 107.
14
time, such as last week, at the weekend, etc. In telling stories and
describing what happened in the past we use the past simple as a „time
anchor‟ – to establish the key „time frame‟ of events.18
This statement is also supported by Betty Schrampfer Azar. She said that
“The simple past tense indicates that an activity or situation began and ended
at a particular time in the past”19
. The simple past tense can be used to give
the information of the time. In A Student’s Introduction to English
Grammar‟s book said that “Past time is understood as time proceeding the
time of speaking”20
. The simple past tense is also called “time anchor”
because the simple past tense can show the time when the action happen. The
simple past tense can be used to talk about completed past events and
activities.21
The way about how to tell activities in the past time, using this
tense is the right way.
The form of most verbs in the simple past tense by adding –ed in the
ending of the verbs in singular and also plural form, it is called by “regular
verbs” and “irregular verb” for which has changes in the verb. “Regular verbs
are those in which the past tense and the past participle are formed by adding
the suffix –ed (or in a few cases, -t) to the base form.”22
From that statement,
the regular verbs can be marked by the ending of the verb; suffix –ed. With
suffix –ed, it is easier to know this regular verbs. From A Student’s
Introduction to English Grammar’s book, regular verb is “one whose
inflectional forms are all predictable by general rule.”23
The form of all
regular verbs can be predicted because there is the general rule which can be
used as a reference.
18
Martin Parrot, Grammar for English Language Teachers Second Edition, (Britain:
Cambridge University Press, 2010), p. 219-210. 19
Betty Schrampfer Azar, Understanding and UsingEnglish Grammar 3rd
Edition, (New
York: Pearson Education, 1999), p. 27. 20
Rodney Huddleston, A Student’s Introduction to English Grammar, (Cambridge: Cambridge University Press, 2005) p. 44.
21 Ibid.
22 Martha Kolln & Robert Funk, Understanding English Grammar (Eight Edition), (New
York: Pearson Education Inc., 2010), p. 68. 23
Huddleston, op.cit., p. 33.
15
In the certain verbs, there are also changes in the verbs; they are
called “irregular verbs”. “An irregular verb, by contrast, is one where the
shape of at least one inflectional form has to be specified for the particular
verb.”24
The dictionary helps to find the irregular verbs because the form of
the verbs can‟t be predicted.
The writer may conclude that regular verbs have their clear rules, but
the irregular verbs don‟t have the rules, but they can be found in the list of
irregular verbs or dictionary. Like John Langan said in his book, “Almost
everyone has some degree of trouble with irregular verbs. When you are
unsure about the form of the verb, you can check the following list of
irregular verbs, or you can check a dictionary, which gives the principal parts
of irregular verbs.”25
The examples below show the rules of statement with simple past
tense.
1. We listened to music after dinner.
2. The teacher taught the student in the class yesterday.
The examples above show the rules of the regular and irregular verb.
The first example uses the regular verb “listened”. It is easy to identify
regular verb. As the explanation before, the regular verb can be known by the
ending of the verb; suffix –ed. The second example uses the irregular verb,
“taught”. It is quite hard to identify the irregular verb because the form of
irregular verb cannot be predicted. It is needed to see the list of irregular verb
on the dictionary to know about it. “If the verb is irregular, the dictionary will
list the principal for you. If there are no principal parts given, form the past
and past participle using the regular method”. On the other word, if the
24
Ibid., p. 34. 25
John Langan, Sentence Skills A Workbook for Writers 7th
Edition, (New York:
McGraw-Hill, 2003), p. 164.
16
dictionary can‟t show the principal or form of the irregular verbs, the
principal of regular verbs can be used with adding –ed at the end of the verbs.
In the negative past tense statement, the verbs can be added by “didn’t
or did not” before the simple form of the main verbs. The examples of
negative form of the simple past tense below, explain the rules clearer.
My roommate didn’t like that restaurant.
I didn’t live in a dorm last year.
The examples above show the rules of the negative past tense
statement. There are didn’t before the simple form of the main verb, like and
live. The past tense verb is not used in writing negative past tense statement
because to indicate the statement is past tense, it is marked by didn’t.
Beside the irregular verbs, there is also irregular be. “The only
English verb with more than five forms is be, the most irregular of our
irregular verbs. It is also the only verb with a separate form for the infinitive,
or base (be); it is the only one with three forms for present tense (am, is, are)
and two for past tense (was, were)….”26
The verb be in the past tense only
has two forms; they are was and were. Was for the singular, and were for the
plural.
There are many changes in spelling rules of the simple past tense that
should be known by everyone.
Spelling rules for the simple past tense verbs regular verb:
1. If a simple form of a verb ends in –y after a consonant, change the
–y to i and add –ed
Examples: try/tried carry/carried dry/dried
2. If the simple form of a one syllable verbs ends in a consonant + a
vowel + a consonant, double the consonant and add –ed.
Example: plan/planned
Exception: do not double final w, x or y. (example: row/rowed)
26
Kolln,, op. cit., p. 69.
17
3. If the simple form of a two syllable verb ends in consonant + a
vowel + a consonant, double the final consonant only if the last
syllable is stressed.
Example: permit/permitted
4. If the simple form of a verb ends in –e and only –d
5. Example: tie/tied
6. Add –ed to the simple form of all other regular verbs.
Example: want/wanted27
Beside the rules of the verbs (regular and irregular verbs), there are
other rules that should be known, one of them is spelling rules for the simple
past tense of regular verb. The table shows that every verb in the regular verb
has different spelling, and it depends on the ending sound of the verb whether
the verbs ending by consonant or vowel. They have different rules.
Beside the spelling rules, there are also rules in pronunciation of the –
ed verb ending.
The –ed ending is pronounced three ways, according to the end of the
verb:
1. /id/ after d and t endings Examples: existed, needed, wanted, traded
2. /t/ after the voiceless endings s, k, p, t, sh, ch, and x Examples: cooked, helped, washed, whatced
3. /d/ after the voiced endings, b, g, l, m, n, r, v, z, and all vowels Examples: robbed, listened, lived, sewed
28
Same as the rules of spelling in the regular verb, the pronunciation of
the regular verb depends on the ending sound of the verbs. Different ending
sound of regular verb can cause different sound.
Expression of past time is also needed to specify the time in the past
when an action was completed. “We often use an expression such as last
week, at the weekend, in 1972, 3 years ago, or when we were on holiday to
make it clear that the period of time is finished.”29
That statement prove that
in telling the past events, the time is very important to make the statements
clear, and to show that the events has finished.
27
Kirn, op. cit., p. 107. 28
Ibid., p.108. 29
Parrot, op. cit., p.219.
18
B. The Yes/No Questions and Short Answers
Yes/no simple past tense question is started by using did(not) in the
beginning of the question. Did(not) is followed by the verb, but the verb that is
used in the question is the simple form; it is not followed by regular or irregular
verb . “Simple past tense yes/no questions did(n’t) before the subject. Note that
the main verb in the question is in the simple form. There is no final –ed ending in
the question form.”30
In the yes/no question form, the principle of regular and
irregular verbs can be ignored because in yes/no question form only uses the
simple present form with didn’t before the main verb. Here are the examples:
Affirmative question:
1. Did your mother cook yesterday?
The possible answers are: Yes, she did or No, she didn’t.
2. Did you move to a new apartment?
The possible answers are: Yes, I did or No, I didn’t.
Negative question:
1. Didn’t she rent video last night?
The possible answers are: Yes, she did or No, she didn’t.
2. Didn’t he call you before you left your home?
The possible answers are: Yes, he did or No, he didn’t.
From the examples above, every question is begun by did (for affirmative
question; did your mother cook yesterday?) and didn’t (for negative question:
didn’t she rent video last night?). Did and didn’t are followed by the simple verb
form; cook, move, rent, and call.
C. The Informative Questions
Same with the previous explanation, in informative questions also use the
simple form in the main verbs, so there is no final –ed ending in the informative
questions. “Many simple past tense information questions use did before the
30
Ibid., p.110.
19
subject; why can also have didn’t before the subject. Note that when who or what
is the subject of the sentence, the main verb is in the simple past tense and did is
not used before the subject.”31
like shows in the table 2.2 below;
Table 2.2
Informative Question32
Examples Possible answers Notes
Who did you call?
What did you do
yesterday?
Where did you relatives
stay?
When did you relatives
visit?
How did she find her
apartment?
Why did you cook last
night?
Why didn‟t you order in
pizza?
I called my sister
I cleaned my house
They stayed in the
upstairs bedroom
The y visited last month
She looked in the paper
I wanted a home-cooked
meal.
I wanted to
In information questions
with did and didn’t, the
main verb is in the simple
form. There is no –ed
ending.
What happened last
night?
Who argued a lot?
We rent a video
My sister and I argued a
lot.
When who and what is
the subject, the main verb
is in the simple past tense
and did is not used before
the subject.
31
Kirn, op. cit., p. 111. 32
Ibid.
20
The table above explains about the examples of informative questions.
Every question is begun by WH-questions, did or didn’t and followed by the
simple verb form, except for who and what. Because when who and what is the
subject, did or didn’t is not used before it, and use the simple past tense as the
main verb.
If Elaine Kirn divides the simple past tense into three components;
statement with past tense verb, yes/no questions and short answers and
information questions, Marianne Celce-Murcia and Diane Larsen-Freeman divide
the simple past tense into six form, they are: (1) a definite single completed
event/action in the past, (2) habitual or repeated action/event in the past, (3) an
event with duration that applied in the past with the implication that it no longer
applies in the present, (4) with states in the past, (5) imaginative conditional in the
subordinate clause (referring to present time), (6) social distancing33
The first form is a definite single completed event/action in the past. It
means that the event or action had been finished in the past, or the event is no
longer in the present. The second form is habitual or repeated action/event in the
past. This statement means that the action or event has a repetition in the past, it
can be indicated by the using the expression, like every (every day, every week,
every weekend, etc.). For example: It rained almost every day last weekend. The
next form is an event with duration that is applied in the past with the implication
that it no longer applies in the present. It uses for the event that has a duration,
but still happened in the past. It is usually marked by the word for; for 3 weeks,
for a month, etc. the fourth is with state in the past. The event in this form stated
in the past. And then, the next form is imaginative conditional in the
subordinated clause. ”in clauses introduced by if, the simple past expresses an
unreal condition.”34
It is know by conditional sentence, but the action or the
event still happened in the past. Finally, is social distinction. “Particularly with
33
Marianne Celce-Murcia and Diane Larsen-Freeman, The Grammar Book An ESL/EFL
Teacher’s Course 2nd
Editon, (USA: Heinle & Heinle Publisher, 1999), p. 114 34
Ron Cowan, The Teacher’s Grammar of English”, (Cambridge: Cambridge University
Press, 2008), p. 359
21
requests and questions, the simple past tense is often used instead of the simple
present to express a more deferential”35
In giving an offer or a request by using
the past form, it is more polite than using the present form because by using the
present form, it gives the impolite statement or offer. For example: “Did you
want to come in?” is more polite that “Do you want to come in?”
3. Writing
a. The Definition of Writing
Writing is a skill that not easy to be done. The learner has to think about
the ideas and the details to connect them correctly. John Langan said that “writing
is a process of discovery that involves a series of steps, and those steps are very
often a zigzag journey.” 36
On the other hand, writing is a long process. There are
many steps in the writing process that should be mastered by the writer. Because
writing is a skill, someone should practice it for a better writing.
The four basic principles that must learn to write effectively, they are: (1)
start with a clearly started point, (2) provide logical, detailed support for your
point, (3) organize and edit connect your supporting material, and (4) revise and
edit so that your sentences are effective and error-free.37
From the four basic principles above show that writing is a chronological
process. The first principle is we have to know what we are going to write, and
then search the detail to support our idea, organize it, and the last is edit our
writing to make it perfect.
b. The Writing Process
According to John Langan in his book, Basic Principles of Effective
Writing, there are four steps in writing processes; prewriting, writing first draft,
35
Ibid. 36
John Langan, English Skills, (New York: McGraw-Hill, 2001), p.12. 37
Ibid., p.4
22
revising and the last is editing38
. The first step is prewriting. With this step, writer
is hoped to think about the topic and what is the writer going to write. After
thinking about the idea of the writing, the writer can start to write the first draft,
revising, and editing the writing, so the errors can be deleted in this last step.
1. Prewriting
Many people have trouble getting started writing, so in this first
step “they are five techniques that will help to think about and develop a
topic and get words on paper: freewriting, questioning, making a list,
clustering, and preparing a scratch outline.”39
These techniques help to do
the writing process and make writing easier.
In freewriting, the writer only writes what are the ideas come to the
writer‟s mind. The writer only keeps writing without stopping. The second
is questioning. In this technique, the writer can make the questions about
the subject that the writer wants to write. The third is making a list. In
making a list, the writer only has to write the list about the aspects that
relate to the topic. The next is clustering. This technique can be done by
stating the subject or the topic in the center of a paper. Then, the details or
the ideas can be put in the boxes or circles around the subject, and draw
lines to connect them each other. The last is preparing scratch outline. The
details that are not needed or not connected with the subject can be crossed
by the writer with this technique.
2. Writing a First Draft
After the writer does the prewriting, the next step is writing a first
draft. Writing a first draft must be hard to do without prewriting before
because in this step, the writer writes the ideas or the arguments into a text.
“While writing your first draft, focus on getting your meaning down on
paper; do not be overly concerned with grammatical correctness at this
38
Ibid., p. 17. 39
Ibid., p.18.
23
stage.” 40
In writing a first draft, the writer should more focus on the
meaning of his/her writing than the grammatical of the writing.
3. Revising
After writing a first draft has been done, the real work of the
writing begins because revising spends more time than writing a first draft
or doing prewriting. As a writer, revising is an important process in
writing. In this process, the writer needs to reread and correct all of the
ideas, connect with the topic or not. “Rewriting means that you rewrite a
paper, building upon what has already been done, in order to make it
stronger.”41
The writer has to rewrite what have already been written in
writing a first draft to a new paper to make it stronger than the first one.
4. Editing
In this last process, the writer should correct all of the errors and
mistakes that have been ignored in the previous process. Because it is the
last process, the writer should be very careful to check the whole of the
writing. The writer should make sure that every sentence is correct in
grammatical or mechanical aspect.
4. The Recount Text
A. The Definition of Recount Text
Recount text is used to retell the story that had happened in the past time.
According to Anderson “recount is a piece of writing that retells past events
usually in order in which they happened and the purpose of a recount is to give the
audience a description of what occurred and when it occurred”42
. In other source
tells that “the purpose of a recount is to tell the readers what happened in the past
40
Regina L. Smalley & Mark K. Ruetten, Refining Composition Skills (Rhetoric and
Grammar), (Boston: Heinle & Heinle Publisher,1995), p. 12. 41
Langan, op.cit., p.26. 42
Mark Anderson and Kathy Anderson, Text Types in English 3(South Yarra: MacMillan,
1997) , p.24.
24
through a sequence of events.”43
In other words, recount text is writing text type
which retells the past event chronologically. The purpose of recount text is to
describe what happened in the past time through sequence of the events to the
reader.
B. The Schematic Structure of Recount
Every text has a schematic structure. And according to Anderson, recount
has three schematic structures. They are, “orientation, events, and re-
orientation.”44
The orientation is the opening of the recount text. It is consists of
background information about recount text. Events tell about what happened in a
chronological order. Re-orientation is the conclusion of the recount text.
1) Orientation
In this part, the writer tries to introduce the recount writing to the
readers, so the readers know about the details of setting or background
information about the events. “The orientation is consists of background
information about who were involved in the story, what, when, and where
the events takes a place. It is in the first paragraph.”45
This orientation is in
the first paragraph as an opening of the recount text.
2) Events
The orientation is followed by the events of the recount text. The
function of the event is to “tell what happened in a chronological order.”46
Event is the main important part of recount text because those events are
the core of the story. This is followed by a series of paragraph that tell
about all of the past events that happened in the story.
43
Th.M. Sudarwati & Eudia Grace, Look Ahead An English Course for Senior High
School Students Year X, (Jakarta:Erlangga, 2006), p.30. 44
Anderson, loc.cit. 45
Ibid. 46
Sudarwati, op.cit., p.30.
25
3) Re-orientation (optional)
In this part, the writer can choose to give the conclusion for the
readers or not. Re-orientation is about the conclusion of the experience. It
is optional because some recounts are only consists of orientation, and the
series of events. The conclusion and comment of the story can be given in
this last part.
C. The Language Features of Recount Text
Anderson divides the language features of recount text into four, they are:
(1) proper nouns to identify those involves in the text, (2) descriptive words to
give details about who, what, when, where and how, (3) the use of the past tense
to retell the events, and (4) words that show the order of events47
In the other words, those language features above help to write the recount
text. The first is proper nouns to identify those involves in the text. It is useful to
show who, where and when the story took place, for example; Rina, at home,
South Africa, etc. The second is descriptive words. It is used to give details about
who what, when, where, and how the events happen. The next is the use of the
past tense. Because recount is retelling a story that happens in the past time, so the
using of the past tense is needed to make sure the readers that the events is happen
in the past time. The last is words that show the order of events, for example, first,
next, then, etc.
D. The Types of Recount Text
According to Anderson and Anderson there are many types of recount
text, they are: (1) eyewitness accounts, (2) letters, (3) conversations, (4)
newspaper Reports, (5) television, (6) interviews, and (7) speech.48
47
Anderson, op.cit., p.24. 48
Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra:
MacMillan, 1997) , pp. 56-75.
26
Firstly is the eyewitness account. The purpose of the eyewitness accounts
is to provide details about the past event chronologically, such as the accidents,
the explosion a flight, etc. The audience can be a reader of newspaper or can be a
police officer. Secondly, is letters. Letters is written for some reasons, one of them
is to tell the events that have happened in the past, for example writing about the
activities in last holiday to a friend. Thirdly, is conversations. The conversation is
spoken by two or more people to tell the listener about something. In this case, the
conversation tells about past event, for example, telling about what happen this
morning or last night. The next type is newspaper reports. In newspaper the reader
can read about some events that have happened in the order in which they occur,
for example how a robber stole some money in the bank last night, etc. The next
type is television interview. In television interview, there are reporter (who asking
the questions) and interviewee (person who being interviewed). The reporter asks
to recount part of the interviewee life. The last type is speech. ” Speech is a
spoken text that can have a variety of purposes. A recount speech would be one
where the speaker tells the audience about a past happening. The speaker would
recount the events in the order in which they took place.”49
On the other hand, a
speech has many purposes, but in recount speech, the speaker in speech is
someone who tells to the audience about a past event.
5. The Previous Studies
There are three previous studies that the writer takes about error analysis.
They are Nita Sugiarti and Dede Rosdiana. An Analysis on Students’ Grammatical
Errors in Writing Recount Text, and An Analysis Of Students’ Errors In Writing
Narrative Text.
The first previous study is about an analysis on students‟ grammatical
errors in writing recount text, case study in the first year student of SMAN 3
TangSel. The study focused on what the most grammatical error and causes of
error that made by the students in writing recount text. The result of the research
49
Ibid., p. 74.
27
is verb tense is the most grammatical error made by the students with 149 errors,
and the major source of the error is mother tongue interference.50
The second study is about an analysis of students‟ errors in writing
narrative text, a study case in second year of SMAN 3 Bekasi. The study focused
on what the commonest error and the source of error made by students in narrative
writing. The result of this research is the commonest error is in verb tense with 26,
212 % and the lowest percentage is in incomplete sentence with 0, 346%. The
major source of error that the writer found is intralingual transfer.51
The previous studies above can be a good a good reference for the writer
in doing her research. She will compare the result of the research. Beside the most
grammatical error, the writer will also focus on the source its error too.
50
Nita Sugiarti, “An Analysis on Students‟ Grammatical Error in Writing Recount Text,”
Skripsi of the Degree of Strata I UIN Syarif Hidayatullah Jakarta, Jakarta, 2012, p. 43,
unpublished. 51
Dede Rosdiana, “An Analysis of Students‟ Errors In Writing Narrative Text,” Skripsi
of the Degree of Strata I UIN Syarif Hidayatullah Jakarta, Jakarta, 2012, p. 39, unpublished.
28
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The form of this study is a qualitative research because the writer takes
place in the real situation about social phenomena. “Qualitative research is an
approach to social science research that emphasizes collecting descriptive data in
natural setting, uses inductive thinking, and emphasizes understanding the
subjects point of view.”52
Natural means that qualitative research is done in the
real setting as a direct source of data. The writer comes and spends the time in the
class, or other learning place about educational concern. In qualitative research,
the writer doesn‟t build any hypothesis to be proved or disproved, but accent the
writer‟s idea.
The writer does a case study because the writer chooses the possible places
and the pupils as a subject or the resource of the data. “Case study is a detailed
examination of one setting, or a single subject, a single depository of documents,
or a particular event”53
. The writer scouts for the place and people who can be the
source of the data. When the subject and the place have been chosen, the writer
begins to collect the data, and analyze it based on error analysis procedure.
The data analysis of this study is descriptive statistic. It is a statistic that
organizes and analyzes the data, so that can give the description about the
phenomenon and the situation which exist at the time of the study. “The data
collected take the form words or picture rather than the numbers. The written
results of the research contain quotations from the data to illustrate and
substantiate the presentation.”54
The data is not reduced to numerical symbols.
52
Robert, C. Bogdan, and Sari Knopp Biklen, Qualitative Research for Education 5th
Edition An Introduction to Theories and Methods, (Boston: Pearson Education, Inc., 2006), p. 274. 53
Ibid., p. 271. 54
Ibid., p.5.
29
This research is about analysis of students‟ errors at the first grade of MA
Al-Khairiyah Jakarta Selatan in using the simple past tense in writing recount text.
B. Place and Time of the Study
The writer does her research at the first grade of MA Al-Khairiyah Jakarta
which is located on. Jl. Mampang Prapatan IV, Jakarta Selatan. The writer does
her research on Desember 2012.
C. Subject of the Study
In this research, the writer takes the subject of the study in first grade
students of MA Al-Khairiyah Jakarta Selatan. The writer chooses all of the
students in X-1 class as the subject of study. The class consists of 31 students.
D. Research Instrument
The instruments of this research are a test and interview for the students
and the English teacher. The test is writing test, which the topic is given to the
students about “What Did You Do Last Weekend”. The students need to compose
a writing based on 10 questions given, on the blank paper that also is given. The
teacher‟s interview consists of 5 questions about the method that she/he uses in
teaching recount text, the problem that she/he faces in teaching recount text, and
how she/he solves it. The student‟s interview consists of 7 questions about their
problem in learning simple past tense in recount text.
E. Technique of Data Collection
To measure the ability of students, the writer takes writing in the blank
paper that is given as the test to the first grade student of MA Al-Khairiyah
Jakarta Selatan. The writing test that students made indicates their understanding
in using the simple past tense in recount text. Before the students do the test, the
writer gives the explanation and direction about what the students should do with
the test. The interview is used to get the information from the students and the
teacher about the students‟ comprehension about the simple past tense in writing
recount text and the errors that is made by the students in using it.
30
F. Techniques of Data Analysis
To analyze the interview data, the writer adopts from Miles and
Hubarman, there are three steps in qualitative data analysis; data reduction, data
display and verify conclusion.55
The writer reduces the data that she has collected
because not all of the data can be presented in this research to get the conclusion
at the end of this research.
The writer uses the formula by Annas Sudjono to have the frequency and
percentage of errors56
:
P =
x 100%
P = Percentage of error
F = Frequency of false answer
N = Number of students
55
Emzir, Metodologi Penelitian Kualitatif: Analisis Data, (Jakarta: PT. Raja Grafindo
Persada, 2010), p. 129-133. 56
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2010), Cet. 22, p. 4.
31
CHAPTER IV
RESEARCH FINDING
A. The Description of the Data
In the previous chapter, the techniques of completing the data have been
mentioned clearly. Furthermore, the results of collecting data could be seen as
below:
1. The result of Interview
The writer did interview twice, before and after giving the test to the
students. First, before giving test, she interviewed the teacher. The writer asked
five (5) questions. The first question talked about the method which was used in
teaching simple past tense in recount text writing (see appendix 1a no.1). The
teacher gave basic explanation and task about the simple past tense, after that she
explained about the usage of the simple past tense in recount text. She only asked
the students to make a simple sentence about the simple past tense, and she never
asked the students to write recount text. In learning recount text, the students only
read the example of recount text, and speak about their experience in the past.
The second question talked about the textbook which was used in teaching
and learning process in the class (see appendix 1a no.2). According to the teacher,
the textbook was good enough for helping the students in learning recount, but for
making recount writing, she thought that the students still faced difficulty in
writing recount text.
The third and fourth questions were about the students‟ difficulties and the
most difficulty in teaching the simple past tense in writing recount text (see
appendix 1a no. 3-4). According to the teacher, the most difficulty level in using
the simple past tense in writing recount was the students‟ difficulty in differentiate
among to be, verb (regular and irregular), noun, adjective and adverb, so they
still confused when they should use all of them in a sentence. Vocabularies that
they knew are limited. The last question asked to the teacher what she did with
32
those difficulties (see appendix 1a no. 5). The teacher gave the students basic
explanation about the usage of to be, verb (regular and irregular), noun, adjective
and adverb, and also explained about new vocabularies in a sentence.
Besides interviewed the teacher, she also interviewed the students which
conducted after they did the test. However, not all students interviewed; she only
took ten (10) students for this research. The writer asked the students some
questions about problem in learning simple past tense in writing recount text
which consisted of seven (7) questions. The questions were divided into two
categories. The first category talked about their knowledge and problem about the
simple past tense (see appendix 2a, no. 1-4). The second category talked about
usage of simple past tense in writing recount text (see appendix 2a, no. 5-7).
From the students‟ interview, the writer found that the most of the students
faced difficulty in determining and using past tense form and irregular verb. This
difficulty made the students did an error where some of them tended to use simple
past form for every verbs. Besides the simple past form, they also got difficulty in
determining irregular verb, so they applied regular pattern; by adding –ed, instead
of regular pattern. The errors occurred because they did not pay fully attention to
the teacher‟s explanation and because they did not understand in teacher‟s
explanation. It was also caused by the teacher never asked them to make a
complete recount text paragraph.
2. The Result of Test
The writer found a lot of errors in using the simple past tense in students‟
recount writing, and then she made the classifying of the students‟ error on
grammatical aspect. It has been mentioned in the previous chapter, the writer only
focused on the types of grammatical errors according to Corder, error of omission,
error of addition, error of selection, and errors of misordering.57
57
S. P. Corder, Error An-alysis and Interlanguage, (New York: Oxford University Pre-
ss, 1982), p. 36.
33
After gathering the data, then the writer counted the errors by using the
table and calculated the number of each error. Next, she processed the calculation
of the result of the writing task by using percentage. Then, the writer made a
graphic of writing error based on the calculation. Interpreting the data is done
after processing the result.
Table 4.1
The Recapitulation of Student’s Error of Omission
No. Students‟
Number
Omission
Substance Text
Discourse Grammatical Lexis
1 Student 1 - 5 - -
2 Student 2 - 2 - -
3 Student 3 - 2 - -
4 Student 4 - 4 - -
5 Student 5 - 2 - -
6 Student 6 - 6 - -
7 Student 7 - 6 - -
8 Student 8 - - - -
9 Student 9 - 1 - -
10 Student 10 - - 2 -
11 Student 11 - 1 - -
12 Student 12 - 1 - -
13 Student 13 - 4 - -
14 Student 14 - 2 - -
15 Student 15 - 2 - -
16 Student 16 - 5 - -
17 Student 17 - 3 - -
18 Student 18 - 3 - -
19 Student 19 - 2 - -
34
No. Student‟s
Number
Omission
Substance Text
Discourse Grammatical Lexis
20 Student 20 - 1 - -
21 Student 21 - 1 - -
22 Student 22 - 2 1 -
23 Student 23 - 1 - -
24 Student 24 - 1 1 -
25 Student 25 - 2 - -
26 Student 26 - - - -
27 Student 27 - - - -
28 Student 28 - 1 - -
29 Student 29 - - - -
30 Student 30 - 2 - -
31 Student 31 - 1 - -
TOTAL = 67 - 63 4 -
Table 4.2
The Recapitulation of Student’s Error of Selection
No. Students‟
Number
Selection
Substance Text
Discourse Grammatical Lexis
1 Student 1 2 1 1 -
2 Student 2 - 2 - -
3 Student 3 - 2 1 -
4 Student 4 - 4 2 -
5 Student 5 1 3 1 -
6 Student 6 1 3 1 -
35
No. Students‟
Number
Selection
Substance Text
Discourse Grammatical Lexis
7 Student 7 1 1 -
8 Student 8 - 1 1 -
9 Student 9 - 1 - -
10 Student 10 - 1 - -
11 Student 11 - - - -
12 Student 12 - - - 1
13 Student 13 - 1 - -
14 Student 14 - 2 - -
15 Student 15 - 4 2 -
16 Student 16 - 2 1 -
17 Student 17 - 1 - -
18 Student 18 - - 1 -
19 Student 19 - 4 - -
20 Student 20 - 6 - -
21 Student 21 - 4 - -
22 Student 22 - 4 - -
23 Student 23 - 5 - -
24 Student 24 - 1 - -
25 Student 25 - 1 - -
26 Student 26 - 3 - -
27 Student 27 - 3 2 -
28 Student 28 - 1 - -
29 Student 29 - 2 1 -
30 Student 30 - 1 - -
31 Student 31 - 3 - -
TOTAL = 87 5 67 14 1
36
Error of addition and misordering are only found in the text (grammatical),
8 errors for error or addition, and an error in misordering. Student number 5, 6, 7,
16, 19, and 20 did the error of addition, and student number 29 did error in
misordering.
Here are the data of students‟ error in using the simple past tense in
writing recount text
Table 4.3
The Recapitulation of Student’s Error
No. STUDENTS‟
NUMBER
Types of Error
Error of
Omission
Error of
Addition
Error of
Selection
Error of
Misordering
1 Student 1 5 - 4 -
2 Student 2 2 - 2 -
3 Student 3 2 - 3 -
4 Student 4 4 - 6 -
5 Student 5 2 1 5 -
6 Student 6 6 1 5 -
7 Student 7 6 1 2 -
8 Student 8 - - 2 -
9 Student 9 1 - 1 -
10 Student 10 2 - 1 -
11 Student 11 1 - - -
1 Student 12 1 - 1 -
13 Student 13 4 - 1 -
14 Student 14 2 - 2 -
15 Student 15 2 - 6 -
16 Student 16 5 2 3 -
17 Student 17 3 - 1 -
18 Student 18 3 - 1 -
37
No. Students‟ Number
Types of Error
Error of
Omission
Error of
Addition
Error of
Selection
Error of
Misordering
19 Student 19 2 1 4 -
20 Student 20 1 2 6 -
21 Student 21 1 - 4 -
22 Student 22 3 - 4 -
23 Student 23 1 - 5 -
24 Student 24 2 - 1 -
25 Student 25 2 - 1 -
26 Student 26 - - 3 -
27 Student 27 - - 5 -
28 Student 28 1 - 1 -
29 Student 29 - - 3 1
30 Student 30 2 - 1 -
31 Student 31 1 - 3 -
TOTAL = 163 67 8 87 1
As the calculation above, the writer describes the examples and the causes
why the errors occur as follow:
1. The Error of Omission =
41, 1 %
2. The Error of Addition =
3. The Error of Selection =
4. The Error of Misordering =
38
Table 4.4
The Recapitulation of Error Types, Frequency and its Percentage
No. LEVEL /
MODIFICATION SUBSTANCE
TEXT DISCOURSE
TOTAL OF
ERROR GRAMMAR LEXIS
1. OMISSION 63 =
38. 65 %
4 =
2. 45 %
67 = 41. 1%
2. ADDITION 8 =
4. 9 %
8 = 4. 9%
3. SELECTION 5 =
3. 1%
67 =
41. 1 %
14 =
8. 6 %
1 =
0. 6%
87 = 53. 4%
4. ORDERING 1 =
0.6%
1 = 0.6%
TOTAL 163 = 100%
Based on the calculation above, it can be concluded that the total errors of
omission are 67 errors or 41.1% (error of omission in grammar text level are 63
errors or 38.65% and in lexis text level are 4 errors or 2.45%), addition are 8 errors
or 4.9% in grammar text level, selection are 87 errors or 53.4% (error of selection
in substance level are 5 errors or 3.1%, in grammar text level are 67 errors or
41.1%, in lexis text level are 14 errors or 8.6%, and in discourse level is 1 error or
0.6%), and in ordering is 1 error or 0.6% in grammar text level. From the
calculation of the data, error of selection is the most frequent errors that done by
the first grade students of MA Al-Khairiyah Jakarta Selatan with the percentage
53.4%. Moreover, it is followed by error of omission with percentage 41.1%, and
error in addition and ordering fewer than 5%.
39
Table 4.5
The Recapitulation of Source of Student’s Errors
No.
The
Students‟
Number
Source of Error
Interlingual
Transfer
Intralingual
Transfer
Context of
Learning
Communication
Strategies
1 Student 1 6 3 - -
2 Student 2 2 2 - -
3 Student 3 2 3 - -
4 Student 4 6 4 - -
5 Student 5 2 6 - -
6 Student 6 10 2 - -
7 Student 7 6 3 - -
8 Student 8 - 2 - -
9 Student 9 1 1 - -
10 Student 10 - 3 - -
11 Student 11 1 - - -
12 Student 12 1 1 - -
13 Student 13 4 1 - -
14 Student 14 3 1 - -
15 Student 15 4 4 - -
16 Student 16 7 3 - -
17 Student 17 4 - - -
18 Student 18 3 1 - -
19 Student 19 4 3 - -
20 Student 20 3 6 - -
21 Student 21 2 3 - -
22 Student 22 3 4 - -
23 Student 23 3 3 - -
24 Student 24 2 1 - -
40
No.
The
Students‟
Number
Source of Error
Interingual
Tranfer
Intralingual
Transfer
Context of
Learning
Communication
Strategies
25 Student 25 2 1 - -
26 Student 26 1 2 - -
27 Student 27 3 2 - -
28 Student 28 1 1 - -
29 Student 29 1 3 - -
30 Student 30 2 1 - -
31 Student 31 3 1 - -
TOTAL
SOURCE OF
ERROR = 163
92 71 - -
1. Interlingual Transfer :
2. Intralingual Transfer :
3. Context of Learning : 0 %
4. Communication Strategies : 0 %
Table 4.6
The Recapitulation of Source of Error, Frequency, and its Percentage
No. Source of Error Frequency of
Error
Percentage
1. Interlingual transfer 92 56. 4%
2. Intralingual transfer 71 43.6%
3. Context of learning 0 0%
4. Communication strategies 0 0%
41
From the calculation of the data, source of errors of interlingual error is
the major source of errors that done by the first grade students of MA Al-
Khairiyah Jakarta Selatan with 92 errors or 53.4%. It is caused by the students
might be influenced by their mother tongue in terms of pattern, systems or rules. It
is followed by intralingual transfer with 71 errors or 43.6% it happen because the
students might attempt to derive the rules before the data to which has been
concerned by the students gradually and it may lead to the false hypotheses related
to neither their native language nor the target language. For source of error of
context of learning and communication strategies, the frequencies are 0%.
B. The Analysis of the Data
The writer analyzed the errors that are taken from the Data Description
and calculate them according to the formula as written below:
1) The Description of Errors
After identifying the data, the writer analyzed the errors and
classified them based on the Surface Taxonomy Categories to know
whether these errors involve in omission, addition, selection, or ordering.
a. The Error of Omission
There are 67 errors that made by the students with 63 errors are
made in grammatical level, and 4 errors in lexis level. Many students
made errors in forming the right utterance. It is caused by the grammatical
morphemes are more complex, for example in using tenses, the learner
should be aware of the addition of the ending of the verb (-ed,- ing, -s)
correctly. For example,
We walk until 12.30 am. While he supposed to write, We walked
until 12.30 a.m.
I arrive to the place at 09.00 a.m. While she supposed to write, I
arrived to the place at 09.00 a.m.
42
b. The Error of Addition
There are 8 errors in addition, and all of them are errors in
grammatical level. In this type, the students add some items that shouldn‟t
appear. The student knew about the using of verb 2 but they add to be
which is not needed in the sentence. The example is, “we are prayed”
instead of “we prayed”. The students add to be before the verb, and it isn‟t
needed. The students know that they should use simple past tense form in
their writing, but they don‟t know when they should add to be in the
sentence.
c. The Error of Selection
In the error of selection, the writer found 87 errors with 67 errors
happen in grammatical level, 14 errors in lexis level, 5 errors in substance
level, and 1 error in the discourse level. It is the most frequent error that
made by the students. For example, the students use “go”, “take”, and
“is/am” in their writing, instead of “went”, “took”, and “was”.
Before we go, we had breakfast. While he supposed to write,
before we went, we had breakfast.
I take a bath, while he supposed to write, I took a bath.
I broke in the home, while she supposed to write, I took a break in
the house.
d. The Error of Ordering
There is only an error in ordering. It means only 0.6% who did
error in ordering. The student wrote “we late to arrived home” instead of
“we arrived home late”.
2) The Explanation of Errors
In this step, the errors are classified based on the source of their
errors. In this analysis, the writer would not consider that learner‟s errors
are caused by the context of learning and communications strategies; she
wanted to analyze these errors based on the differences between Indonesian
43
language system and English, and the target language system itself
(intralingual).
1) Interlingual Transfer
This error is caused by the influence of their native language which
is Bahasa. The student translated the Bahasa into English directly. For
example,
Students wrote “I back to home” while they supposed to write “I
was back home”.
Students wrote “after lunch, I prayed Dzuhur” while they supposed
to write “after having lunch, I prayed Dzuhur”
Students wrote ”before I went, I breakfast” while they supposed to
write “before I went, I had breakfast”
They omit the items that should appear. This happened because
the pattern of Both Bahasa – which is their mother tongue- and English are
totally different. The students omitted “was”, “having”, and “had”
because Bahasa doesn‟t have those rules. The teacher‟s interview also said
that the students didn‟t know about the usage of to be and verb. These
errors occurred because the students had not clearly understood of the
structure of the sentence. The source of this error is from the interlingual
transfer. It happens because are still influenced by their mother tongue.
2) Intralingual Transfer
Negative intralingual transfer or overgeneralization is done by the
learner because the learner overgenerates the rules in wrong concept. The
example is the students overgeneralized in using –ed in their writing. For
example, they wrote, After arrived, I played together, instead of after
arriving, I played together. It happened because the students think that
every verb in recount text writing always use the simple past form. The
source of this error is intralingual transfer because they overgenerates the
rules in wrong concept.
44
3) The Evaluation of Errors
If the purpose of the error analysis is to help students to study
second language, it is important to evaluate the errors. Some errors can be
considered more serious than others because they could hinder the
message of the communication. In this research, the writer considered that
the errors which are caused by mother tongue interference are the most
serious errors because English and Bahasa’s structure are totally different.
For example:
I went there by busway, before it I breakfast and prepared.
If the sentence above is translated to be Bahasa, it will become
“Saya pergi kesana naik busway, sebelumnya saya sarapan dan bersiap-
siap.” In Bahasa it will be accepted, but in English it cannot be accepted.
Therefore, this error should be treated intensively because this error will
hinder the message to be understood.
C. The Interpretation of the Data
In this Part, the writer will interpret some errors that students made as
follow:
Table 4.7
The Recapitulation of Error Types, Frequency and its Percentage
NO TYPES OF ERROR FREQUENCY OF
ERROR
PERCENTAGE OF
ERRORS
1 Error of Omission 67 41. 1%
2 Error of Addition 8 4. 9%
3 Miselection 87 53. 4%
4 Error of Ordering 1 0.6%
45
As shown on the table above, error of selection is the most frequent errors that
done by the first grade students of MA Al-Khairiyah Jakarta Selatan with the
percentage 53.4%. They did it because some students found difficult in
distinguishing between the simple past tense and other tense.
Table 4.8
The Recapitulation of Source of Error, Frequency, and its Percentage
No. Source of Error Frequency of
Error
Percentage
1. Interlingual transfer 92 56. 4%
2. Intralingual transfer 71 43.6%
3. Context of learning 0 0%
4. Communication strategies 0 0%
As shown on the table above, the most frequent sources of the errors are
interlingual transfer and intralingual transfer; with 92 errors or 56.4% for
interlingual transfer, and 71 errors or 43.6% for intralingual transfer. It is caused
by the students might be influenced by their mother tongue in terms of pattern,
systems or rules. They also translated the Bahasa into English directly which have
not the same at all. On the other word, students often generalized what they know
from their mother tongue to the new language, which is English, that known as
Intralingual Transfer. From the percentage above, the major source of error is
interlingual transfer.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation and the description in the previous chapter, the
writer concluded that the types of error that were made by the students of the first
year of MAN Al-Khairiyah Jakarta Selatan in their English writing from the
highest percentage to the lowest are error of selection, error of omission,
misformation and error of ordering.
The data also indicate that Interlingual transfer is the major source of the
error. These errors are caused by mother tongue interference. Students often
translated what they wanted to deliver in their writing from their mother tongue to
the new language. In the simple past tense, for instance, they were misslection
between The Simple Present and The Simple Past Tense in writing Recount Text.
All the errors that they made occur when they tried to tell their experience in
English based on the comprehension and vocabularies they had in their mind.
B. Suggestion
Errors in teaching learning process of foreign language are something
unavoidable. Although it seems natural, students should learn more about both
enhance vocabularies and grammatical function in order to improve their writing
skill. The writer intends to give some suggestions as follow:
1. The teacher has to keep giving students writing tasks regularly. By these tasks,
the students will be familiar to write and this is good for their writing skill
because they used to write.
2. The teacher has to give the very simple topic and very familiar with their
environment and their favorite. This will make students more enjoy and
motivate them to keep writing. Afterwards, the topic can be expanded to the
difficult one to give challenge and enhance their vocabularies.
47
3. The teacher has to make the students aware of their mistakes by letting them
correct their errors with partner. Besides, this will make students find out their
own mistakes; this also will motivate them in teaching learning process by
doing it in pair.
4. The students have to pay more attention to some aspects that are difficult for
them in writing. After knowing their mistakes, the students should be able to
learn from it, so they will not do the same mistakes.
48
BIBLIOGRAPHY
Anderson, Mark and Kathy Anderson. Text Types in English 1, South Yarra:
MacMillan, 1997.
-----, Text Types in English 3, South Yarra: MacMillan, 1997.
Badan Standar Nasional Pendidikan (BNSP). Standar Isi Untuk Satuan
Pendidikan Dasar dan Menengah, Jakarta: BNSP, 2006.
Bogdan, Robert, C. and Sari Knopp Biklen. Qualitative Research for Education:
An Introduction to Theories and Methods, Boston: Pearson Education, Inc.,
2006.
Brown, H. Douglas. Principles of Language Learning and Teaching, New Jersey:
Prentice-Hall, Inc., Englewood Cliffs, 1980.
-----, Principles of Language Learning and Teaching, 4th
Edition, New York:
Addison Wesley Longman,2000.
-----, Principles of Language Learning and Teaching, 5th
Edition, New York:
Pearson Education, Inc., 2007.
Celce-Murcia, Marianne and Diane Larsen-Freeman. The Grammar Book An
ESL/EFL Teacher’s Course, 2nd
Editon, USA: Heinle & Heinle Publisher,
1999.
Corder, S. P. Error Analysis and Interlanguage, New York: Oxford University
Press, 1982.
Cowan, Ron, The Teacher’s Grammar of English, Cambridge: Cambridge
University Press, 2008.
Dulay,Heidi., et al., Language Two, New York: Oxford University Press, 1982.
Ellis, Rod. The Study of Second Language Acquisition, 2nd
Edition, New York:
Oxford University Press, 2008.
Emzir. Metodologi Penelitian Kualitatif: Analisis Data, Jakarta: PT. Raja
Grafindo Persada, 2010.
ERDOGAN, Vacide. Contribution of Error Analysis to Foreign Language
Teaching. Mersin University Journal of the Faculty of Education,1, 2005.
49
Fisiak, Jacek. Contrastive Linguistics and the Language Teacher, Oxford:
Pergamon Press, 1981.
Huddleston, Rodney. A Student’s Introduction to English Grammar, Cambridge:
Cambridge University Press, 2005.
Kirn, Elaine., et al., Interactions 1 Grammar, 4th
Edition, New York: McGraw-
Hill, 2002.
Kolln, Martha and Robert Funk. Understanding English Grammar, 8th
Edition,
New York: Pearson Education Inc., 2010.
Langan, John. English Skills, New York: McGraw-Hill, 2001.
-----, Sentence Skills A Workbook for Writers, 7th
Edition, New York: McGraw-
Hill, 2003.
Parrot, Martin. Grammar for English Language Teachers, 2nd
Edition, Cambridge:
Cambridge University Press, 2010.
Smalley ,Regina L. & Mark K. Ruetten, Refining Composition Skills (Rhetoric
and Grammar), Boston: Heinle & Heinle Publisher,1995.
Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2010.
50
Appendix 1a: Interview for the English Teacher
1. Bagaimana cara (metode yang digunakan) bapak/ibu dalam mengajar
simple past tense pada tulisan recount?
2. Menurut pendapat bapak/ibu, apakah textbook yang digunakan dapat
menjelaskan secara rinci mengenai simple past tense pada tulisan recount?
3. Apa saja kesulitan atau kendala bapak/ibu dalam mengajar simple past
tense pada tulisan recount?
4. Apa kesulitan atau kendala terbesar yang bapak/ibu hadapi dalam
mengajar simple past tense pada tulisan recount?
5. Bagaimana bapak/ibu mengatasi kesulitan tersebut?
51
Appendix 1b: The Result of English Teacher Interview
1. Sebelum saya mengajarkan bagaimana menggunakan past tense dalam
menulis recount, saya terlebih dahulu mengajarkan teori dasar dari simple
past tense itu sendiri karena siswa umumnya sudah lupa tentang materi ini
walaupun telah diajarkan sejak SMP. Saya juga hanya menyuruh mereka
untuk membuat kalimat sederhana saja karena saya rasa, mereka belum
mampu untuk membuat karangan recount lengkap. Mereka juga membaca
contoh-contoh teks recount dan berbicara mengenai pengalaman-
pengalaman di masa lampau mereka.
2. Menurut saya, buku pelajaran yang digunakan dalam pembelajaran teks
recount ini sudah cukup baik, tetapi untuk menuliskan teks recount secara
lengkap, saya rasa itu masih sulit.
3. Kesalahan-kesalahan yang muncul adalah siswa masih tidak dapat
membedakan part of speech antara to be, verb (regular dan irregular),
noun, adjective, dan adverb. Kosa kata Bahasa Inggris merekapun terbatas,
sehingga sulit untuk membuat kalimat dama Bahasa Inggris, apalagi
membuat sebuah karangan.
4. Kesalahan utama yang dilakukan oleh siswa adalah dalam menentukan
part of speech tadi. Mereka sering sekali tidak tahu mana yang harus
ditambah –ed, mana yang harus menggunakan to be, dan mana yang
regular, mana yang irregular.
5. Cara saya mengatasi masalah tersebut adalah dengan memberikan
penjelasan dasar mengenai bagian-bagian yang sering kali salah, seperti
bagaimana penggunaan part of speech, bagaimana menggunakan to be dan
verb, serta menjelaskan kosa kata baru. Kadang, saya juga menyuruh
mereka menghapalkan regular dan irregular verbs.
52
Appendix 2a: Structure Interview for the Students
1. Apa yang kamu tahu tentang simple past tense?
2. Tahukah kamu tentang regular dan irregular verb yang digunakan dalam
simple past tense? Dapatkah kamu membedakan keduanya?
3. Bentuk penggunaan simple past tense yang manakah yang menurut kamu
paling sulit? Regular atau irregular verb? Kenapa?
4. Apa yang kamu ketahui tentang recount text?
5. Bagaimana cara guru menjelaskan tentang penggunaan simple past tense
pada penulisan recount text di kelas? Dan dapatkah kamu mengerti melalui
cara tersebut?
6. Apakah textbook yang digunakan sudah menjelaskan secara rinci dan
dengan disertai contoh-contoh yang menarik mengenai simple past tense
pada penulisan recount text?
7. Menurut kamu, sulitkah menulis recount text? Kenapa?
53
Appendix 2b: The Result of Students Interview
Student A
1. Kata kerja bentuk lampau.
2. Regular adalah bentuk kata kerja beraturan, irregular adalah bentuk kata
kerja tidak beraturan. Saya belum terlalu bisa membedakannya
3. Irregular verb, karena di dalam irregular verb kata kerjanya tidak
beraturan sehungga sulit dalam menentukan verb 2 nya.
4. Recount text merupakan sebuah paragraph yang dibuat untuk menceritakan
pengalaman seseorang.
5. Guru menjelaskan kepada saya tentang susunan simple past tense dan
recount text. Tetapi saya kurang mengerti dengan cara tersebut.
6. Belum
7. Tidak, karena recount teks merupakan text yang menceritakan pengalaman
pribadi/diri sendiri. Tetapi itu menjadi agak sulit karena menggunakan
past tense.
Student B
1. Kalimat yang menggunakan V2, to be = was, were, keterangan waktu
yang lampau, seperti last month, a go.
2. Regular verb, kata kerja beraturan, irregular verb kata kerja yang tidak
beraturan.
3. Irregular verb, karena kata kerjanya tidak beraturan
4. Paragraph yang menceritakan pengalaman seseorang.
5. Dari keterangan waktunya dan verb 2. Iya, mengerti.
6. Tidak.
7. Sulit, karena kalau kata kerjanya irregular tidak tahu verb 2-nya.
54
Appendix 3: Unstructured Interview for the Student (student 5)
1. Bagaimana pendapat kamu mengenai materi recount text?
Lumayan susah, kak.
2. Kesulitan apa yang sering kamu hadapi dalam materi ini?
Saya masih ga tau, kak. Yang mana harus pakai regular atau irregular
verb.
3. Tingkat mana yang kamu pikir paling sulit?
Yang irregular kak.
4. Kenapa kamu merasa itu sulit?
Soalnya kan itu kata kerja tidak beraturan, saya ga tau perubahan-
perubahannya.
5. Nah, dijawaban kamu, kakak menemukan kata-kata after arrived, after
finished, to prayed dan beberapa kata kerja yang serupa. Bagaimana
pemahaman kamu? (pewawancara menyerahkan jawaban anak kepada
yang bersangkutan)
Yaa kan, recount pakai past tense, kak. Jadi yaa, saya tambah –ed saja.
55
Appendix 4a: The Specification of the Test Instrument
Standard of
Competencies
Basic
Competencies Indicators
Taxonomy
Bloom Instrument Item
Writing
Expressing
the meaning
of short
functional
written text
and simple
essay in
recount,
narrative, and
procedure
form in the
context of
daily life.
Expressing the
meaning and
rhetorical steps
accurately,
fluently, and
acceptably by
using variety
of written
language in the
context of
daily life in
recount,
narrative and
procedure text.
Using
grammar,
vocabulary,
punctuation
, spelling,
and
structure
accurately.
Producing
short
functional
text.
Stage 6:
Creating
(C6)
Tell about
your
experience at
last weekend
in a
paragraph by
answering
the questions
below!
1 to 10
56
Appendix 4b: Instrument of the Research (Test)
Name:
Tell about your experience at last holiday in a paragraph use the following
the questions as your guidance!
1. Where did you go last weekend?
2. With whom did you go?
3. What did you do before you go?
4. What time did you go and arrive to that place?
5. How did you go?
6. What did you do at that place?
7. What did you do after having lunch?
8. What time was you back to home?
9. What did you do after arriving at home?
10. How was your feeling at that day?
.
57
Appendix 5: Description of Students’ Error
No. Students’
Number
Type of Error Source of
Error Omission addition selection ordering
1 Student 1
(1,8) I a breakfast/ I
had breakfast
(3) I a lunch/ I had
lunch
(4) after lunch/ after
having lunch
(5) I pray Lohor/ I
prayed Lohor
(2) I want to that place/ I
went to that place
(6) I went bact/ I went
back.
(7) after arrived at
home/ after arriving at
home
(9) my very happy/ I
very happy
1. Interlingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Intralingual
8. Interlingual
9. Interlingual
2 Student 2
(2) we walk until
12.30/ we walked until
12.30
(4) I felt very happy
but so tired/ I felt very
happy but I was so
tired
(1) before we go, we
had breakfast/ before we
went, we had breakfast
(3) after arrived home, I
prayed ashar/ after
arriving home, I prayed
ashar
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
3 Student 3
(1) I took bath and
breakfast/ I took bath
and had breakfast.
(2) after lunch, I went
to Curug / after having
lunch, I went to
(3) I prepared to came
back/ I prepared to come
back.
(4) After arrived home, I
had dinner/ after
arriving home, I had
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Intralingual
58
Curug.
dinner.
(5) I went to bad/ I went
to bed.
4 Student 4
(1) we breakfast/ we
had breakfast
(3) I tired/ I was tired.
(6) we lunch / we had
lunch
(7) after we lunch, I
prayed/ after we had
lunch, I prayed.
(2 ) I entered my items/
I put my items
(4, 8) after arrived, I
prayed in the mosque/
after arriving, I prayed
in the mosque
(5,9) I sleeping / I slept
(10) experienced very
happy/ the experience
was very interesting
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Intralingual
9. Interlingual
10. Intralingual
5 Student 5
(3) after that, lunch
with my family/ after
that, I had lunch with
my family
(4) after lunch, I
prayed. after having
lunch, I prayed
(5) we stopped to
prayed/ we
stopped to pray
(1) I prepared my items
to needed/ I prepared the
things that I need.
(2) after arrived, I
played together/ after
arriving, I played
together
(6) after finished, I
continued a trip/ after
finishing, I continued a
trip
(7) I am is very happy/ I
was very happy.
1. Intralingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Intralingual
6. Intralingual
7. Intralingual
6 Student 6 (2,5) before it,
breakfast and
(10) we are
prayed/ we
(1) I go to the zoo/ I
went to the zoo
1. Interlingual
2. Interlingual
59
preapared/ before it, I
had breakfast and
prepared all the things
(3) I arrive to the place
at 09.00 am./ I arrived
to the place at 09.00
a.m.
(7,8) after lunch, we to
Sholat Zuhur/ after
having lunch, we
prayed Zuhur.
(9) before back to
home…/ before going
back home…
prayed. (4) I preapared/ I
prepared
(6) I give eat to animals/
I feed the animals
(11) I take a bath/ I took
a bath
(12) I feeling happy fun/
I felt happy.
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Interlingual
9. Interlingual
10. Intralingual
11. Interlingual
12. Interlingual
7 Student 7
(3) I and family
prepare/ my family
and I prepared all
things.
(4) I happy fun/ I was
happy.
(5) after lunch, we are
prayed/ after having
lunch, we prayed.
(7,8) I back to home/ I
was back home
(9) I happy/ I was
happy.
(6) we are prayed/
we prayed
(1) I want to the beach/ I
went to the beach
(2) before went to the
beach, I and family
prepare/ before going to
the beach, my family
and I prepared all the
things
1. Intralingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Interlingual
8. Interlingual
9. Interlingual
8 Student 8 (1) we enjoyed them/ we 1. Intralingual
60
enjoyed the trip
(2) it was very happy/ I
was very happy
2. Intralingual
9 Student 9
(1) after lunch, I
bought souvenir/ after
having lunch, I bought
souvenir
(2) after arrived at
home, I prayed/ after
arriving home, I prayed.
1. Interlingual
2. Intralingual
10 Student 10
(1) I prepared with
family/ I prepared all
the things with my
family
(3) arriving home, I
slept/ after arriving
home, I slept
(2) I am have fun/ I had
fun.
1. Intralingual
2. Intralingual
3. Intralingual
11 Student 11 (1) we back to home/
we was back home
1. Interlingual
12 Student 12
(1) before, I take the
items/ before it, I took
the things.
(2) I went to lunch/ I
had lunch
1. Intralingual
2. Interlingual
13 Student 13
(1,2) we breakfast and
prepare myself/ we
had breakfast and
prepared myself
(3) after lunch, we
prayed/ after having
lunch, we prayed
(5) I so very happy/ I
was very happy
(4) we prayer/ we
prayed
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
5. Interlingual
61
14 Student 14
(2,3) after lunch, we
back to home/ after
having lunch, we was
back home.
(1) I swimming/ I swam
(4) I broke in the home/
I took a break in the
home
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
15 Student 15
(4) after lunch, I
prayed/ after having
lunch, I prayed
(5) I am back home/ I
was back home
(1) I to reach 12.45 am/
I arrived at 12.45 am
(2)i and my family to
drive/ my family and I
went by…
(3,6)I am break / I took
a break
(7) I sleep/ I slept
(8) I am happy/ I was
happy
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Intralingual
8. Intralingual
16 Student 16
(1) I breakfast/ I had
breakfast
(3) I happy/ I was
happy
(5) we lunch together/
we had lunch together
(6) we back to our
camp/ we was back to
our camp.
(9) I prepared my bag
to back to my home/ I
prepared my bag to be
back to my home.
(4) I can got new
friends/ I got new
friends
(2) we are received
some food/ we got some
food
(7) I sleep there/ I slept
there
(8) we are gymnastic
together/ we had a sport
(10) we are very happy/
we were very happy
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Interlingual
9. Interlingual
10. Intralingual
62
17 Student 17
(1) I breakfast with
family/ I had breakfast
with my family
(2) after lunch, we are
pray/ after having
lunch, we prayed.
(4) I back to home/ I
was back home
(3) we are pray/ we
prayed.
1. Interlingual
2. Interlingual
3. Interlingual
4. Interlingual
18 Student 18
(1) I breakfast/ I had
breakfast
(2,4) after lunch, I
prayed with my friend
and back to played
until 06.00 pm/ after
having lunch, I prayed
with my friend and
was back to play until
06.00pm
(3) I was back to played
until 06.00 pm/ I was
back to play until 06.00
pm
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
19 Student 19
(3) after lunch, I am a
back to home/ after
having lunch, I was
back home
(7) I very happy/ I was
very happy
(2) I am swimed/
I swam.
(1) I am breakfast/ I had
breakfast
(4) I am a back to home/
I was back home
(5) I take a bath/ I took a
bath
(6) I am a break/ I took a
break.
1. Intralingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
63
20 Student 20
(5) I prayed after
lunch/ I prayed after
having lunch.
(3) I am arrived to
that place/ I
arrived to that
place
(4) I am swimed/
I swam
(1) I am breakfast/ I had
breakfast
(2) I go at 07.00 am/ I
went at 07.00 am
(6) I am back to home/ I
was back home
(7) I take a bath/ I took a
bath
(8) I have a rest/ I took a
rest
(9) after arrived at
home/ after arriving at
home
1. Intralingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Interlingual
6. Intralingual
7. Interlingual
8. Intralingual
9. Intralingual
21 Student 21
(1) after lunch, I went
to mushola/ after
having lunch, I went
to mushola
(2) I went to Mushola
for pray Zuhur/ I went to
Mushola for praying
Zuhur
(3) I went to Busway
halte to went back
home/ I went to Busway
halte to go back home
(4)after arrived at home/
after arriving at home
(5) I went to slept/ I
went to sleep
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Intralingual
64
22 Student 22
(1) my mother
prepared/ my mother
prepared all the things
(3) after lunch, I
prepared to pray/ after
having lunch, I
prepared to pray
(6) I break/ I took a
break
(2) I am lunch/ I had
lunch
(4) I am back to home/ I
was back home
(5) after arrived at home
/ after arriving at home
(7) I had experience
went Puncak/ I had
experience going to
Puncak
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Intralingual
6. Interlingual
7. Intralingual
23 Student 23
(2) after lunch, I and
my brother praying/
after having lunch, my
brother and I prayed.
(1) I and my brother to
breakfast/ my brother
and I had breakfast
(3) I and my brother
praying/ My brother and
I prayed.
(4) I and my brother is
back to home/ My
brother and I was back
home
(5) after arrived at
home/ after arriving at
home
(6) I am so happy/ I was
very happy
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
5. Intralingual
6. Intralingual
24 Student 24
(1) I prepared/ I
prepared all the things
(2) I lunch with my
(3) after arrived at
home, I slept/ after
arriving at home I slept.
1. Interlingual
2. Interlingual
3. Intralingual
65
family/ I had lunch
with my family
25 Student 25
(1) I shopped and
lunch/ I shopped and
had lunch
(2) after lunch, I
prayed/ after having
lunch, I prayed
(3) after arrived at
home, I slept/ after
arriving at home I slept.
1. Interlingual
2. Interlingual
3. Intralingual
26 Student 26
(1) I am picnic at the
place/ I had picnic at
that place
(2) after arrived at
home, I slept/ after
arriving at home I slept.
1. Intralingual
2. Intralingual
3. Interlingual
27 Student 27
(1) an prepare myself/ I
prepared my self
(2) we look and view/
we looked the scenery
(3) we was pray/ we
prayed
(4) we are back to home/
we were back home
(5) I want a break/ I
took a break
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Interlingual
28 Student 28
(1) after lunch, I
prayed/ after having
lunch, I prayed
(2) after arrived at
home, I took a rest/ after
arriving at home, I took
a rest.
1. Interlingual
2. Intralingual
66
29 Student 29
(1) after we had lunch,
we bought some
souvenir/ after we
having lunch, we bought
some souvenir
(3) after arrived home, I
took a shower/ after
arriving home, I took a
shower
(4) I back to bed/ I went
to bed
(2) we late to arrived
home/ we arrived
home late
1. Intralingual
2. Intralingual
3. Intralingual
4. Interlingual
30 Student 30
(1) before I went,
prepared/ before I
went, I prepared all
the things
(2) after lunch, I
prayed/ after having
lunch, I prayed.
(3) after arrived at
home, I took a rest/ after
arriving home, I took a
rest
1. Interlingual
2. Interlingual
3. Intralingual
31 Student 31
(1) after lunch I
walked the coast/ after
having lunch, I walked
to the coast
(2) I come back to
home/ I came back
home
(3) after arrived home, I
took a rest/ before
arriving home, I took a
rest
(4) it was so happy/ I
was so happy
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
57
58
59
60
61
62
