AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE
IN STUDENTS’ NARATIVE WRITING
(A Case Study at First Grade Students of SMA Dua Mei Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillmentof the Requirements for the Degree of Strata 1 (Bachelor of Arts) in the Department
of English Education
By
Saipul Anwar108014000076
DEPARTMENT OF ENGLSIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
2014
AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE
IN STUDENTS’ NARATIVE WRITING
(A Case Study at First Grade Students of SMA Dua Mei Ciputat)
By
Saipul Anwar108014000076
DEPARTMENT OF ENGLSIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
2014
iv
ABSTRACT
Saipul Anwar, 2014, An Error Analysis on the Use of Simple Past Tense inStudents’ Narrative Writing (A Case Study at First Grade Students ofSMA Dua Mei Ciputat)”. ‘Skripsi’ of English Education Department atFaculty of Tarbiyah and Teachers’ Training of State Islamic UniversitySyarif Hidayatullah Jakarta.
Advisors : 1. Drs. AM. Zainuri, M.Pd2. Dadan Nugraha, M.Pd
Key Words : Error Analysis, Simple Past Tense, Narrative Writing
The objective of this study was to know and explain the most frequent errors
made by the first grade students of SMA Dua Mei Ciputat in writing narrative
focused on simple past tense. The classification of errors in this study is divided into
four categories; they are omission, addition, misformation, and misordering. The
subject of this study consists of 20 students of the first grade of senior high school
who have more than 100 words writing.
The method used in this study was descriptive analysis method to describe
students’ errors and analyze the data by using formula: = × %, P=Percentage,
F=Frequency of errors made, N=Total of students’ errors. The data was taken from
the test; it was written test.
The findings showed that there are 152 errors made by the students. The most
frequent errors made by the students in their narrative writing focused on the use of
simple past tense is misformation which consists of 82 errors or 54%, it is followed
by omission with 40 errors or 26%. The next is misordering which consists of 21
errors or 14%. And the last is addition with 9 errors or 6%.
v
ABSTRAK
Saipul Anwar, 2014, An Error Analysis on the Use of Simple Past Tense inStudents’ Narrative Writing (A Case Study at First Grade Students of SMADua Mei Ciputat)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, FakultasTarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah,Jakarta.
Pembimbing : 1. Drs. AM. Zainuri, M.Pd.2. Dadan Nugraha, M.Pd.
Kata Kunci : Analisa kesalahan, Simple Past Tense, Tulisan Narrative
Peneltian ini bertujuan mengetahui dan menjelaskan kesalahan yang
dilakukan oleh siswa kelas satu SMA Dua Mei Ciputat dalam menulis narrative yang
difokuskan pada Simple Past Tense. Kategori kesalahan yang digunakan terbagi
menjadi empat yaitu omission, addition, misformation, dan misordering. Sumber data
dalam penelitian ini adalah 20 siswa SMA kelas satu yang mempunyai tulisan lebih
dari 100 kata.
Metode yang digunakan dalam penelitian ini adalah analisa deskriptif untuk
menggambarkan kesalahan siswa serta menganalisis data dengan menggunakan
rumus: = × %. P=Presentase, F=Banyaknya kesalahan yang dibuat, N=Jumlah
keseluruhan kesalahan siswa. Data diambil dari tes; tesnya merupakan tes tertulis.
Temuan menunjukkan bahwa ada 152 kesalahan yang dibuat oleh siswa. Jenis
kesalahan yang paling banyak dilakukan oleh siswa dalam menulis narrative yang
difokuskan pada penggunaan simple past tense adalah misformation yang terdiri dari
82 kesalahan atau 54%. Diikuti pula oleh omission yang terdiri dari 40 kesalahan atau
26%. Kemudian kesalahan pada misordering yang terdiri dari 21 kesalahan atau 14%.
Dan terakhir adalah addition yang terdiri dari 9 kesalahan atau 6%.
vi
An Error Analysis on the Use of Simple Past Tense in Students’Narrative Writing
(A Case Study at First Grade Students of SMA Dua Mei Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of Requirement for the Degree of Strata 1 (Bachelor of Art) in
English Language Education
By:
Saipul Anwar108014000076
Approved by:
Advisor I Advisor II
Drs. AM. Zaenuri, M.Pd.NIP. 1953 0304 1979 03 1 001
Dadan Nugraha, M.Pd.NIP. -
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
vii
SYARIF HIDAYATULLAH
JAKARTA
1435 H/2014 M
LEMBAR PENGESAHAN PEMBIMBING SKRIPSI
“Skripsi” berjudul An Error Analysis on the Use of Simple Past Tense in Students’Narrative Writing (A Case Study at First Grade Students of SMA Dua MeiCiputat) disusun oleh Saipul Anwar, NIM. 108014000076, Jurusan PendidikanBahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam NegeriSyarif Hidayatullah Jakarta telah melalui proses bimbingan skripsi serta dinyatakansah sebagai karya ilmiah yang berhak untuk diujikan pada sidang munaqasah sesuaiketentuan yang ditetapkan oleh fakultas.
Jakarta, 30 April 2014 2012
Yang mengesahkan,
Pembimbing I Pembimbing II
Drs. AM. Zaenuri, M.Pd.NIP. 1953 0304 1979 03 1 001
Dadan Nugraha, M.Pd.NIP. -
viii
vi
ACKNOWLEDGEMENT
In the name of Allah the Beneficent the Merciful
In the name of Allah, the Beneficent and the Merciful. Praise be to Allah,
Lord of the world who has blessed the researcher in completing this “skripsi"
entitled An Error Analysis on the Use of Simple Past Tense in Students’ Narrative
Writing (A Case Study at First Grade Students of SMA Dua Mei Ciputat). Peace
and Blessing be upon the Prophet Muhammad SAW, his family, companion, and
followers.
In this opening, the researcher would like to express his greatest gratitude,
honor and thanks to his beloved parents, Tarjuki and Kamilah, who have given the
greatest love, prayer, moral and financial support to him. It also will be expressed
to the whole members of his family for their biggest love and kindness to support
him in finishing this “skripsi".
Also, the researcher would like to address his greatest thanks to his
advisors Drs. AM. Zainuri, M.Pd. and Dadan Nugraha, M.Pd. for their time,
valuable guidance, helps, correction, suggestion and kindness during completing
this “skripsi."
The researcher realized that without support and motivation from people
around him, he could not finish this “skripsi." Therefore, he would like to give his
deepest appreciation for:
1. All lecturers in English Education Department who always give motivation
and valuable knowledge and also unforgettable experience during his study at
Faculty of Tarbiyah And Teachers Training of State Islamic University Syarif
Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., as the chairman of English Education Department.
3. Zahril Anasy, M.Hum., as the secretary of English Education Department.
4. Dra. Nurlena, M.A, Ph.D., as the Dean of Faculty of Tarbiyah and Teachers
Training of State Islamic University Syarif Hidayatullah Jakarta.
5. Yayat Ruhiyat, M.Pd., as the principal of SMA Dua Mei Ciputat who has
allowed the researcher to do research at that school. Also, all the English
teachers for helping the researcher to do this research, especially for Miss.
vi
Murni, S.Pd., and all the first grade students at SMA Dua Mei Ciputat,
especially X-2 who helped the researcher by doing the test given.
6. His beloved best friends of English Education Department Class C and B for
academic year 2008 who have always been in the researcher side in the facing
all the laughter and tears during his study.
7. To any other persons who are named cannot be mentioned one for their
contribution to the researcher during finishing his “skripsi”.
Hopefully, this “skripsi" can be useful to the readers, particularly to the
researcher. Also, the researcher realized that this “skripsi" is far from being
perfect. It is a pleasure for him to receive constructive critics and suggestion from
everyone who reads his “skripsi" for valuable improvement.
Jakarta, 28 April 2014
The Researcher
Saipul Anwar
NIM. 108014000076
viii
TABLE OF CONTENTS
Page
COVER
ENDORSEMENT SHEET…………………………………………………. i
ENDORSEMENT SHEET BY THE EXAMINATION COMMITTE….. ii
SURAT PERNYATAAN KARYA SENDIRI…………………….……….. iii
ABSTRACT…………………………………………………………………. iv
ABSTRAK ………………………………………………………………….. v
ACKNOWLEDGEMENT ……………………………………………….... vi
TABLE OF CONTENTS…………………………………………………… viii
LIST OF TABLES…………………………………………………………. xi
LIST OF FIGURES………………………………………………………... xii
LIST OF APPENDICES…………………………………………………... xiii
CHAPTER I: INTRODUCTION………………………………………….. 1
A. Background of the Study……………………………….. 1
B. Research Focus and Research Formulation…………….. 5
C. Objective of the Study…………………………………… 5
D. Theoretical Significances Practical………………………. 5
CHAPTER II: THEORETICAL FRAMEWORK ………………………. 6
A. Error Analysis…………………………………………… 6
1. Definition of Error Analysis………………………….. 6
2. Distinction between Error and Mistake………………. 7
3. Procedures in Error Analysis…………………………. 8
4. Types of Error………………………………………… 9
a. Error Based on Linguistic Category Taxonomy….. 10
b. Error Based on Surface Strategy Taxonomy……... 10
c. Error Based on Communicative Effect Taxonomy.. 13
5. Sources of Errors……………………………………… 13
6. The Goal of Error Analysis………………………….... 15
B. Simple Past Tense ……………………………………….. 16
ix
1. Definition of Simple Past Tense……………………… 16
2. The Form of Simple Past Tense .................................. 17
3. Some Difficulties in Simple Past Tense ...................... 18
C. Writing............................................................................... 22
1. Definition of Writing................................................... 22
2. Kinds of Writing.......................................................... 23
3. Types of Writing ......................................................... 24
D. Narrative Writing .............................................................. 25
1. Definition of Narrative Writing................................... 25
2. Purposes of Narration .................................................. 26
3. Elements of Narration ................................................. 27
4. Narrative Time Signals................................................ 27
5. Taking Point of View .................................................. 28
CHAPTER III: RESEARCH METHODOLOGY……………………… .. 29
A. Place and Time of Research .............................................. 29
B. Population and Sample...................................................... 29
C. Method of the Research ………………………………… 29
D. Instrument of Research...................................................... 30
E. Procedures of the Research ……………………………... 30
F. Data Analysis Technique................................................... 30
CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION … 31
A. Findings ............................................................................. 31
1. Error Identification ………………………………….. 31
2. Error Description and Explanation …………………. 33
B. Data Interpretation............................................................. 41
CHAPTER V: CONCLUSION AND SUGGESTION …………………… 43
A. Conclusion......................................................................... 43
B. Suggestion ......................................................................... 43
x
REFERENCES .............................................................................................. 44
APPENDICES ................................................................................................ 47
xi
LIST OF TABLES
Page
Table 2.1: Examples of Irregular Verb ............................................................. 17
Table 2.2: The Variations of Irregular Verb .................................................... 19
Table 4.1: Recapitulation of Types of Error in Narrative Writing
Focused on Simple Past Tense........................................................... 31
xii
LIST OF FIGURES
Chart 4.1: Recapitulation of Students’ Error Based on Dulay ........................ 32
xiii
LIST OF APPENDICES
Page
Appendix 1: Instrument of guided writing test ............................................... 47
Appendix 2: The Specific Description of Errors in Using Simple Past Tense. 49
1
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, many people want to learn English for many reasons. For
instance, the students want to learn English because it is in the school curriculum.
They have to learn it whether they like it or not. In different case, some people
want to study English because it offers a chance for advancement in their
professional lives. In addition, many people want to learn it because they live in
target language community; so they have to learn it in order they can
communicate with the others.1
Many students in Indonesia also learn English because it is in the school
curriculum. Based on Permendiknas tahun 2006 about Kurikulum Tingkat
SatuanPendidikan (KTSP) or School-Based Curriculum, it is attaching that
English is the one of the compulsory subject in middle schools and Senior high
Schools.2 That’s why, English language teaching is important to get the goal of
curriculum.
English language teaching includes four language skills such as Listening,
Speaking, Reading, and Writing. According to Jeremy Harmer in his book,
“speaking and writing involve language production and are therefore often
referred to as productive skills. Listening and reading, on the other hand, involve
receiving messages and are therefore often referred to as receptive skills.”3
Productive skills need actions to produce the language. While in receptive skills
do not need actions, they only receive the messages from the language.
1 Jeremy Harmer, The Practice of English Language Teaching New edition, (New York:Longman Publishing, 1991), p. 1.
2 Kemendiknas, Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22Tahun 2006 Tentang Standar Isi Untuk Satuan Pendidikan Dasar Dan Menengah, (Jakarta:Kemendiknas, 2006), p. 13.
3 Jeremy Harmer, op. cit., p. 16.
2
Listening was traditionally seen as a passive process by which the listener
receives information sent by a speaker.4 It means that listening only needs ability
to understand the message from the speaker. Listening also the first language skill
which is learned by the people naturally. They have started to listen to the
language since they were born. It also becomes the foundation for other skills.
Speaking is the system of language which is manifested through the use of
the organ of speech.5 Speaking is the second skill that language learner mastered
after listening. It requires an action to produce; hence it is called a productive
skill. Someone can speak after they hear about the language. It does not matter
whether he knows about the spelling or he does not.
Another skill is reading, Geoffrey Broughton has a notion “reading is
essentially an intellectual skill; this is the ability to correlate the black marks on
the paper by way of the formal elements of language.” 6 It shows that reading is
the ability to recognize the messages from written language. It requires readers’
ability to translate the meaning from formal language into informal language.
The last skill is writing, According to Robert M. Gorrell and Charlton
Laird in their book Modern English Handbook, “Writing requires thinking, and
thinking is always complicated and hard. Writing is complicated also because the
writer needs to do everything at once. The writer produces words, sentences,
paragraphs, and extended compositions all at the same time; words must be
spelled, sentences punctuated, and paragraphs unified”.7 Writing is a complete
skill among Listening, Speaking, and Reading. Writing is the most difficult skill
to learn because it needs hard thinking and produces words, sentences, paragraphs
at the same time. That’s why writing is the highest order thinking.
Based on my experience, one of the language skills which is very difficult
to learn is writing. English writing is a subject that learns about how to express
4 I. S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:Routledge, 2008), p. 39.
5H.G. Widdowson, Teaching Language as Communication, (New York: Oxfor UniversityPress, 19778) p, 57.
6Geoffrey Broughton et al., Teaching English as a Foreign Language, (New York:Routledge, 1978 and 1980) p, 90.
7 Robert M. Gorrell and Charlton Laird, Modern English Handbook, (New Jersey:Prentice Hall, Inc., 1964), p. 1.
3
our ideas in writing form. In writing, there are so many components that should be
mastered by students in order they are able to write well. The difficulty in writing
starts when the students have to establish the subject, verb (either transitive or
intransitive), object, tense, active and passive voice, also logical thinking. This
statement is supported by James C. Raymond in his book, “Writing is more than a
medium of communication. It is a way of remembering and a way of thinking as
well.”8
Writing in their first language can be something difficult for them,
whereas they often write in their first language in schools. Moreover if they are
asked to write in their target language, it can be something more difficult. Writing
English for a foreign learner is difficult because English is different from
Indonesian language in its structure, spelling and lexical meaning. Although
students have been studying English from elementary school until senior high
school, even university, they cannot write easily as we thought before.
Narrative writing is a kind of writings which becomes one of the lesson
which is taught in Senior High School. According to syllabus Kurikulum Tingkat
Satuan Pendidikan (KTSP) 2006, in Indonesia, Senior High School students have
to master some types of paragraphs. The first grade students have to master
recount, narrative, procedure, descriptive and news item text. The second grade
students need to master narrative, report, and analytical exposition text.
Meanwhile, the third grade students have to master narrative, spoof, and hortatory
exposition text.9 In writing narration, the students have to pay attention about
simple past tense because it is commonly used in writing narrative. Hence,
narrative writing is also the reason why writing becomes difficult for students.
In this case, students who are learning to write narration may produce
many errors. Such as in structure, they often make errors in forming simple past
tense. Based on writer’s experience when teaching English at SMA Islam Harapan
Ibu Jakarta for four months; most of them also get difficult when they have to
8 James C. Raymond, Writing is an Unnatural Act, (New York: Harper & RowPublisher, 1980), p. 2.
9 Anonymous, Silabus KTSP(Kurikulum Tingkat Satuan Pendidikan) 2006, (Jakarta:Departemen Pendidikan Nasional, 2006), p. 33-44.
4
make the correct form of simple past tense in writing narrative. They make errors
because they do not master the grammar well, especially in simple past tense.
They also make errors because their way of thinking is still affected by their first
language. For example:
- Tono goes to Bandung yesterday, it should be Tono went to Bandung
yesterday.
- The gardener cutted the grass yesterday, it should be the gardener cut the
grass yesterday.
Most students commonly make error in their learning, but it is logically
acceptable. The teacher should be aware of this problem and prevent students
from making some errors by analyzing the learners’ error itself. According to
Corder in his book, “The major contribution of the error analysis to language
teaching was seen as an inventory of the areas of difficulty* which the learner
would encounter and the value of this inventory would be to direct the teacher's
attention to these areas so that he might devote special care and emphasis in his
teaching to the overcoming, or even avoiding, of these predicted difficulties.”10
Therefore, an error analysis has an important role to solve the students’
problems in writing narrative, to know the causes of the errors and to know how
the students can learn from their mistakes in writing narrative. Thus, the students
will not do the same error or make some errors repeatedly. Those are the reason
why the writer is interested in analyzing students’ narrative writing. In this case,
the writer wants to find out the grammatical errors that were made by the first
grade of senior high school in their narrative writing. By knowing the students’
errors which are obtained from the test of their narrative writing focused on
simple past tense, the writer will know what kind of errors and its causes
commonly made by the students.
Based on the reasons above, the writer is interested in analyzing the error
in writing focused on simple past tense, under the title: “An Error Analysis on
10 S. P. Corder, Error Analysis and Interlangauge, (London: Oxford University Press,1981), p. 5.
5
the Use of Simple Past Tense in Students’ Narrative Writing (A Case Study
at First Grade Students of SMA Dua Mei Ciputat)”.
B. Research Focus and Research Formulation
To clarify this study, the writer has formulated the problems. This research
is intended to answer these following question, namely:
1. What types of errors are made by the first grade students of SMA Dua Mei
Ciputat in using Simple Past Tense in writing narrative?
C. Objectives of the Study
The objective of the study is to analyze type of errors made by the first
grade students of SMA Dua Mei Ciputat in using Simple Past Tense in writing
narrative.
D. Theoretical Significances Practical
The objective of the study is to find the students’ error in using simple past
tense applied in narrative writing and to highly encourage the students to commit
less error in it.
Hopefully, this research can give both students and teachers an
improvement in teaching and learning narrative writing and its components.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
Learning a target language is a process which involves errors. Errors for
the learner are something common in learning, but for the teacher errors are
something that should be corrected. Learning a target language and making errors
are inseparable. In the process of learning a target language, errors are inevitable.
However, it is not something horrible for committing error in learning a language,
any language, is something normal. Even, the errors can be important to both
students and teachers.
Errors cannot always be easily identified and analyzed; it is important to
know more about error analysis, and the explanation will be discussed in the
following area:
1. Definition of Error Analysis
The definition of Error Analysis came from Carl James in his book, “Error
analysis is the process of determining the incidence, nature, causes, and
consequences of unsuccessful language.”1 Another opinion comes from Susan M.
Gas and Larry Selinker, “error analysis is a type of linguistic that focuses on the
errors learners make in producing the target language and the target language
form itself”.2Meanwhile, Douglas Brown defines error analysis as a study of
learners’ error which is based on the fact that learners do make errors, and that
these errors can be observed, analyzed, and classified to reveal the system
operating within the learners.3
When the students write in English, most of them are potential in making
errors. It is something unavoidable since it is a natural process of language
learning. Error is related to the students’ knowledge about the target language.
1Carl James, Error in Language Learning and Use, (New York: Longman, 1998), p. 1.2Susan M. Gass and Larry Selinker, Second Language aqusition, (Ney York: Routledge,
2008), p. 102.3H. Douglas Brown, Principles of Language Learning and Teaching,4thEd., (New Jersey:
Prentice Hall Regents, 1994), p. 218.
6
7
Douglas Brown said, “…an error is noticeable deviation from adult grammar of a
native speaker reflecting the interlanguage competence of the learner”.4 Someone
who is learning a foreign language can indicate his or her level of proficiency in
learning foreign language by knowing his or her own errors.
It means that Error Analysis was born because there were problems in
learning a new language. The researchers will find errors because the learners
have learned unsuccessful language. It shows that error analysis is a study dealing
with language learners’ errors through the process of determining, analyzing and
classifying the errors as the devices to know the system operating within the
learners.
2. Distinction between Error and Mistake
Error and mistake are two different things. Carl James mentioned that
intention played a decisive role in the error and mistake definition. According to
him, error is unintentionally deviant and is not self-corrigible by its author. A
mistake is either intentionally or unintentionally deviant and it is self-corrigible by
its author.5 He adds that error cannot be self corrected by the learner until further
relevant input that has been provided and converted into intake by the learners. In
other words, the learner needs to be provided the further relevant learning before
they can correct themselves. Meanwhile, mistakes can be corrected by the learners
by simply pointing out to them. 6
On the other hand, Pit Corder has another definition of error and mistake
as stated in Carl James’ book. He upholds the competence versus performance
distinction. According to him, mistakes are of no significance to the process of
language learning since they ‘do not reflect a defect in our knowledge’ but are
traceable to performance failure, such as memory lapses, spelling pronunciations,
tiredness, strong emotion, etc. The learner is normally aware of them immediately
and can correct them with more or less complete assurance. On the contrary,
4Ibid., p. 217.5James, op. cit., p. 78.6Ibid., p. 83.
8
errors are everything that mistakes are not: they are significance; they do reflect
knowledge; they are not self-correctable; and only learners of an L2 make them.7
Based on the definition above, it can be said that error is systematic
deviance which is made by the learner intentionally; it reflect his knowledge since
it is not caused by performance failure, and it cannot be self-corrected by the
learner. Meanwhile, mistake is not systematic deviance which is made by the
learner either intentionally or unintentionally; it is caused by performance failure,
such as fatigue, memory lapses, etc., and it can be self-corrected by the learner.
3. Procedures in Error Analysis
There are many kinds of procedures in error analysis. One of them was
proposed by Gass and Selinker in their book “Second Language Acquisition” that
consists of six steps:
a. Collect data. Although this is typically done with written data, oraldata can also serve as a base.
b. Identify errors. What is the error (e.g., incorrect sequence of tenses,wrong verb form, singular verb form with plural subject)?
c. Classify errors. Is it an error of agreement? Is it an error of irregularverbs?
d. Quantify errors. How many errors of agreement occur? How manyirregular verb form errors occur?
e. Analyze source. The researcher analyzes the source of errors based onthe findings. Why the students made errors?
f. Remediate. Based on the kind and frequency of an error type,pedagogical intervention is carried out.8
Another concept given by Carl James, there are five steps in analyzing
learners’ error; they are:
a. Error Detection.
Detecting errors means that we are aware of their presence. We can spotthem.
7Ibid., pp. 78—79.8 Gass and Selinker, op. cit. 2008, p. 103.
9
b. Error Location.
To locate an error is to identify it in some other way, such as by sayingthat it is in the middle part of a sentence or simply by pointing it out.However, error location is not always straightforward. Not all errors areeasily localizable in this way: some errors are diffused throughout thesentence that contains them. These are what we are known as globalerrors. The sentence does not simply contain an error, but it is erroneous orflawed as a sentence.
c. Error Description.
In describing learners’ errors, the system used must have two essentialcharacteristics. First, the system must be well-developed and highlyelaborated, since many complex errors made not only by advance learnersbut also the beginner ones. The second characteristic is that the descriptionmust be as simple and comprehensive as possible.
There are three main purposes of describing learners’ errors. The first is tomake learners’ errors explicit. The next is that error description is theprerequisite for counting errors. And the last purpose is tocreatecategories.
d. Error Classification.Classifying errors means that we put the errors into categories.
e. Error Count.Counting errors is the last step to do in error analysis procedure. Theanalyst count the errors made by the students.9
4. Types of Error
The classification is given by Corder. He classifies the errors into four
main categories; they are:10
a. Omission
Error of omission is where some element is omitted which should be present.
In other word, omission errors occur when learners omit necessary items from an
utterance.
9James, op. cit., pp. 91—114.10S.P. Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press,
1981), p. 36.
10
b. Addition
Error of addition is where some element is present which should not be there.
It is the opposite of omission error. Learners do not only omit element which they
regard as redundant but they also add redundant element.
c. Selection
Error of selection is where the wrong item has been chosen in place of the
right one.
d. Misordering
Error of ordering is where the elements presented are correct but wrongly
sequenced.
Meanwhile, HeidyDulay gave his point of view about the types of error.
He said that there are three types of error.11
a. Error Based on Linguistic Category Taxonomy
Many error taxonomies have been based on the linguistic item, while is
effected by an error, these linguistics category taxonomies classify errors
according to either or both the language component and the particular linguistic
constituent the error effects.
Language components include phonology (pronunciation), syntax and
morphology (grammar), semantic and lexicon (meaning and vocabulary), and
discourse (style). Constituents include the element that comprises each language
components. For example, within syntax one may ask whether the error is in the
main or subordinate clause; within a clause, which constituent is affected, e. g. the
noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the
adjective and so forth.
b. Error Based on Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface a structure is
altered: students may omit necessary items (omission) or add unnecessary ones
11HeidyDullay, Language Two (New York: Oxford University Press, Inc, 1981), pp.146—192.
11
(addition) they may misinformation items (selection) or miss order them
(misordering).
1. Omission
Omission errors are characteristic by absence of an item that must appear
in a well-formed utterance, although any morpheme or word in a sentence is a
potential candidate for omission, some types or morphemes are omitted more than
others.
For example: Tony know about Indonesia. It should be Tony knows about
Indonesia.
2. Addition
Addition errors are the opposite of omissions. They are characterized by
the presence of an item, which must not appear in a well-formed utterance.
For example: he doesn’t knows my name. It should be he doesn’t know my name.
3. Misformation
Misformation errors are characterized by the use of the wrong form of the
morphemes or structure. While in omission errors happen unconsciously. On the
other hand, misformation errors happen consciously. The students supply
something, although it is incorrect.
There are three types of misformation namely
a. Regularization errors
It is that all under the misformation category are those in which a regular
marker is used in a place of an irregular one. For example: ruined for run or goose
for geese.
b. Arch forms
The selection of one number of a class of forms to represents others in the
class is a common characteristic of all stages of second language acquisition. We
have called the form selected by the students an arch-form. For example: a learner
may select one member of the class of personal pronoun to function for several
others in the class, me hungry, give me that!
12
c. Alternating forms
As the student’s vocabulary and grammar grow, the use of arch forms
often gives way to the apparently fairly free alternation of various members of a
class with each other. For example: this cats.
4. Misordering
Misordering is a wrong placement of morpheme or a group of morphemes
in an utterance. For example: I don’t know what that is?
There are three types of misordering:
a. Error based on comparative taxonomy
The classification of error in a comparative taxonomy is based on
comparison between the structure of second language errors and certain others
types of constructions.
b. Development error
These errors are similar to errors made by the students learning the target
languages as their first language. For example: Santi go to school.
c. Interlingua errors
Interlingua errors are similar in structure to a semantically equivalent
phrase or sentence in students’ native. For example: he has a book green.
Interlingua errors are divided in two types:
1. Ambiguous errors
These errors reflect the students’ native language is called ambiguous
error. For example: Santi no go to school.
2. Other errors
Other errors are the errors made by the students native using their native
language structure on their second language developmental form, such as “she do
her homework”, where “do” as verb for presents tense must add “s/es” for subject
“she”.
The writer used these categories of error to classify the error constructions
which were made by the students.
13
c. Error Based on Communicative Effect Taxonomy
a. Global error
Global error hides communication; it prevents the learners for
comprehending some aspects of message. For example: they amused that film
very much.
b. Local error
Local error itself doesn’t interfere with understanding at an utterance,
usually because there is only a minor violation of one segment of a sentence. “I
hungry” will be local error since the meaning of apparent.
The writer uses the classification of errors given by HeidyDulay. In error
based on surface taxonomy, he describes that there are four types of error:
omission, addition, misformation and misordering. These types of error are used
in this research.
5. Sources of Errors
In errors analysis, the important part is to know the source of errors which
are made by students. According to Ratnah on her journal “Error Analysis on
Tenses Usage Made by Indonesian Students”there are two sources of error:12
a. Interlingual TransferInterlingual transfer is a significant source for language learners. It is theerror which is caused by the learner’s first language. However, this shouldnot be confused with behaviouristic approach of language transfer. Erroranalysis does not regard them as the persistence of old habits, but rather assigns that the learner is internalizing and investigating the system of thenew language. Interlingual errors may occur at different levels such astransfer of phonological, morphological, grammatical and lexica-semanticelements of the native language into the target language.
b. Intralingual TransferIntralingual errors result from faulty or partial learning of the targetlanguage rather than language transfer. They may be caused by theinfluence of one target language item upon another. For example, learnersattempt to use two tense markers at the same time in one sentence since
12Ratnah, Error Analysis on Tenses Usage Made by Indonesian Students, Journal ofEducation andPractice ISSN, 2013, p. 161.
14
they have not mastered the language yet. When they say: * “He is comeshere”, it is because the singularity of the third person requires “is” inpresent continuous, and “-s” at the end of a verb in simple present tense. Inshort, intralingual errors occur as a result oflearners’ attempt to build upconcepts and hypotheses about the target language from their limitedexperiencewith it. Learners may commit errors due to this reason in manyways as in the following examples:
* He made me to smile. * I want learning English.* The meat smells freshly. * Doctors always give us good advices.* I don’t know why did he go.
According to Rod Ellis, the sources of error are:13
a. Omission
For example, they leave out the article a andthe and leave the-s off plural
nouns.
b. Overgeneralization
The example, the use of eatedin place of ate.
c. Transfer
Transfer is reflecting learners’ attempts to make use of knowledge. For
example, the no what-what refers to it’s ok.
The writer
In addition, Rod Ellis and Gary Barkhuizen classify the source of errors
into two: interlingual and intralingual transfer.14These are the classifications:
a. Interlingual transfer
Interlingual transfer means interference from learners’ mother tongue. The
clearest proof of mother tongue interference is when L1 nonstandard features get
transferred to L2. For example, an Indonesian learner says *I have a book blue.
This error is caused by interlingual transfer. The student is interferred by his
native language, that is Indonesian language, in which an adjective comes after
the noun it modifies. Hence, he produces such error.
13Rod Ellis, Second Language Acquisition, (New York, Oxford University Press, Inc,1997), p. 19
14Rod Ellis and Gary Barkhuizen, Analysing Learner Language, (Oxford: OxfordUniversity Press, 2005), p. 65.
15
b. Intralingual transfer
Intralingual transfer means the transfer which occurs within the target
language itself.For example, an English language learner produces an utterance
like the following: *He goed to the market two days ago. In this case, the learner
has known that in English, an action done in the past should be written in the past
form which is usually characterized by the suffix –ed. He has not known that go is
an irregular verb. Therefore, he simply put –ed after the verb go.
In this research, the writer uses the sources of error defined by Rod Ellis
and Gary Barkhuizen. The writer thinks that those sources of error are generally
affecting the students committing the errors.
6. The Goal of Error Analysis
According to Selinker and Gass “the goal of error analysis is clearly one of
pedagogical remediation”.15 It implies that the aim of error analysis is evidently
education remediation.
John Norris states that “error analysis can give a picture of type of
difficulty learners are experiencing. If carried out on a large scale such a survey, it
can be helpful in drawing up a curriculum”.16 It means that error analysis can give
benefit information to fix students’ problems in learning English. It can indicate
problems to a big group or a particular group.
Moreover, Dulay, Burt, and Krashen make a clear purpose of error
analysis. According to them, there are two major purposes of error analysis:
1. It provides data from which inferences about the nature of the language
learning process can be made.
15Gass and Selinker, op. cit., p. 103.16 John Norrish, Language Learners and their Errors, (London: Macmillan Press, 1983),
p. 7.
16
2. It indicates to teachers and curriculum developers which part of the target
language students have most difficulty producing correctly and which error types
detract most from a learner’s ability to communicate effectively.17
Error analysis is very useful for students and teachers in learning a target
language. The teachers can make a prevention in the same error in order the
students do not repeat it.
B. Simple Past Tense
Simple past tense is a tense that often used in writing narrative texts. The
students need to understand the structure and how to use it correctly in writing a
narrative text.
1. Definition of simple past tense
Some grammarians define the simple past tense with many ways. Betty
SchramferAzar said “simple past tense indicates that an activity or situation began
and ended at particular time in the past”.18Douglas Bieber and friends in Grammar
of Spoken and Written English stated that, “ Past tense most commonly refers to
past time via some past point of reference, especially in fictionally narrative and
description, where the use of the past to describe imaginary past happening is a
well- established convention”.19This opinion is supported by the statement of
Betty SchramferAzar in her book, Fundamental English Grammar that “the simple
past is used to talk about activities or situations that began and ended in the past
(e.g yesterday, last night, two days ago, in 1990)”.20
Example:
a. John Played football yesterday.
b. I studied English last night.
c. She visited me two days ago.
17Dullay, op. cit., p. 138.18Azar, op. cit., p. 24.19Douglas Biberet al., Grammar of Spoken and Written English, (Edinburg: Longman,
1999), p, 456.20 Betty SchramferAzar, Fundamentals English Grammar, (New Jersey: Prentice Hall,
inc, 1992), 2nd ed. p. 42.
17
d. My sister was born in 1990.
Based on the definition above, it shows that the simple past tense is used to
express a definite event in the past. And also the simple past is used to define the
situation in the specific time. The simple past shows the situations or activities
that began and ended in the past.
2. The Form of Simple Past Tense
English verbs are divided into two classes; they are regular form and
irregular form. These classifications come from the way the verb forms, its simple
past and past participle. Regular verbs have predictable past tense form, ie-d or –
ed is added to the end of the base form.21
Yesterday I worked in Jakarta.
He agreed about the price.
He applied a job in a Malaysian company.
Irregular verbs do not have past tense forms that can be predicted by rules:
Table 2.1
Examples of Irregular Verbs
Base form Past form
Catch Caught
Read Read
Cut Cut
Drink Drank
Furthermore, Nasrun Mahmud in English for Muslim University Students
argued that “Simple past tense is formed with past form of the verbs which may
21KamChuan and Kam Kai Hui, Longman Dictionary of Grammar and Usage,(Singapore: Addison Wesley Longman, Inc, 1999), p. 297.
18
be either regular, e.g. by adding –edto the infinitive (incidentally, most verbs are
regular) or irregular must be learned in each case.22
A.J. Thompson and A.V. Martinet said, “The simple past tense in regular
verbs is formed by adding ed to the infinitive…., verbs ending in e only added by
d, the negative of regular verbs is formed with…, the did not(didn’t) and the
infinitive…, the interrogative of regular verbs is formed by did + subject
infinitive.”23
3. Some Difficulties in Simple Past Tense
Many students usually have some difficulties in forming simple past, they
are confused about regular and irregular form because they do not memorize all of
the verbs changing. That’s why, the writer divides the difficulties of simple past
tense into two parts. There are difficulties in the forms and in the usages.
a. Difficulties in the form
According to Scott Thornbury, “typically, learners go through four,
possibly five, stages in their acquisition of these forms:”24
1. They use the one form for both present and past eat (eating)
2. They start to produce correct past forms of are
3. They attach the regular past ending to the verb eated
4. They may even produce a mixture of regular and irregular ated
5. They consistently produce the correct form ate
In other words, many students have some difficulties in forming simple
past tense especially in forming irregular verb. To produce the correct form, they
need to analyze the changing of the verb. Sometimes they over generalized the
rule by adding –edat the end of the verb which can cause an error. This theory is
similar with Rod Ellis’s theory about sources of error; she said that in the second
22Nasrun Mahmud, English for Muslim University Students, (Jakarta: PT.SiwinaktiDarma, 2003), p. 88.
23Thompson and Martinet, op. cit., p. 161.24Scoot Thornbury, Uncovering Grammar, (New York: Macmillan Publishers Limited,
Inc, 2001), p. 46.
19
point in her theory that generalization is one of error sources in explanation
before.
John East Wood stated, “We do not use a past form such as stopped or
rang in negatives and questions. Not (the car didn’t stopped) and not (did you
rang?)”.25
Mark S. Le Tourneau said about suffix – (e) d. A word that can be in
fleeted for past tense with- (e) d is a main verb: for example, appear-edis a verb,
but appearance–d is not inflected for past tense by suffixations is called irregular
verbs.26
Randolph Quirk and Sidney Greenbaum have opinion that:
Irregular verbs typically, but not necessary, have variation in their base
vowel:
Find-found-found Write-wrote-written
Irregular verbs have a varying number of distinct forms. Since the –s and –
ing forms are predictable for regular and irregular verbs alike, the only
forms that need to be listed for irregular verbs are the base (v), the past (V-
ed1), and the past participle (v-ed2). Most irregular verbs have, like
regular verbs only one common form for the past and the-ed participle, but
there is considerable variation in this respect, as the table shows:27
Table 2.2
The Variations of Irregular Verbs
Base V-ed 1 V-ed 2
All alike
V-ed 1 = V –ed 2
V = V –ed 2
Cut
Meet
Come
Cut
Met
Came
Cut
Met
Come
25John Eastwood, Oxford Practice Grammar, (New York: Oxford University Press, Inc,1999), p.18.
26Mark S. Le Tourneau, English Grammar, (Orlando: Harcourt College Publishers, 2002),p.36.
27Randolph and Greenbaum, loc. Cit.
20
All different Speak Spoke Spoken
From several opinions above, it seems that most of students, they get
confused about simple past tense, especially in the form of irregular verbs because
they are different from regular verbs in forms. The students have to know the form
of simple past tense, and they have to memorize the irregular forms because there
are many changes in forms cannot be predicted.
b. Difficulties in The Usage
When the students learn Indonesian Language, they did not find the tenses,
but when they study English, they will find the tenses. This will be a big problem
for them. Therefore, they have to be able to distinguish every tense in English,
especially simple past tense. Based on the writer’s experience in teaching,
sometimes it will be difficult to differ between simple past tense and present
perfect tense in usages.
In addition, Thomson and Martinet stated that the simple past tense is used for
express:
1). Completed action in the past at a definite time
It is used for actions completed in the past at a definite time, it is thereforeused for a pat action when the time is give, for example: I met himyesterday, or when the time is asked about, for example: when did youmeet him?, or when the action clearly took place at the definite time eventhough this time is not mentioned, for example: I bought this car inJakarta.
2). Action that occupied or occurred at a moment period of past time nowterminated. It is used for an action whose time is not given but whichoccupied a period of time now terminated, for example: She lived in Romafor a long time, or occurred at a moment period of past time nowterminated, for example: My grandmother once saw Queen Victoria.
3).Past habit action
The simple past tense is also used for a past habit, for example: he alwaysdrank wine.
4). Unreal past.
21
The use of simple past tense is used in conditional tense that is used unrealpast after if and tough so forth.28
Meanwhile, Marcela Frank also gives the similar statements about the use
of the past tense. The past tense may refer to:29
1. One event completed in the past:
I saw him last night.
They left two hours ago.
The word ago requires the use of the past tense, even if the time indicated
comes almost up to the present.
2. Repeated events completed in the past and no longer happening:
When I was young, I went swimming every day.
3. Duration of an event completed in the past:
He lived in New York for thirty years and then he decided to return to
France.
In addition, Nasrun Mahmud said that “the simple past tense refers to a
complete action, activity or state that happened or that was true at certain point or
at a certain period of time in the past.”30
Based on the above discussions, the writer concludes that the usages of
simple past tense are for stating the activities or events that have started and
finished in the past. So, there is a particular time when someone or people doing
the activities. Usually, there is the specific time signals such as, last, …ago,
yesterday, and so on. Sometimes, the students get confused when the time they
have to use the simple past tense.
28Thomson and Martinet, loc. Cit.29Marcela Frank, Modern English/A Practical Reference Guide, (New Jersey: Prentice
Hall, Inc., 1972), p. 73.30Nasrun Mahmud, English for Muslim University Students, (Jakarta: SiwibaktiDarma,
2005), p.69
22
C. Writing
1. Definition of Writing
According to Barnet and Stubbs “Writing as a physical act, it requires
material and energy. And like most physical act, to be performed fully, to bring
pleasure, to both performer and audience, it requires practice”.31 In writing,
writers are asked to present their works powerfully; they have to make the readers
satisfy with their writing. It is important for writers doing practice to improve
their writing skill, not only that they also have to expand their knowledge to
develop their skill in writing because more knowledge is for better writing.
Based on Rise B. Axelrodand Charles R. Chooper, "Writing makes a
special contribution to the way people think. When we write, we compose
meanings, we put together facts and ideas and make something new...".32 It means
that writing can make people reconstruct their thought, and then they will make
new thoughts through facts and ideas that have occurred; they try to combine and
compare both of them until they are getting new conclusion as a new thought.
In addition, James C. Raymond said that “Writing is more than a medium
of communication. It is a way of remembering and a way of thinking as well.
Writing is a way of finding out what we know and what we need to learn. Spoken
words disappear as soon as they are spoken; but writing freezes our thought,
makes them visible and permanent so we can examine and test their quality.
Writing is also a way of learning. None of us can write much of interest without
thinking, probing, observing, asking questions, experimenting, and reading.33
To sum up, writing can be said as a media for students to develop their
language skill because from writing they can use their knowledge of the target
language that they have been learnt. Writing is the most difficult skill because it
31Barnet and Stubbs’s, Practical Guide to Writing, (Canada: Brown company, 4th edition1983), p. 3.
32 Rise B. Axelrod and Charles R. Chooper, The ST. Marline's Guide to Writing, (Boston:Houghton Mifflin Company, 1986), p. 1.
33James C. Raymond, Writing is an Unnatural Act, Harper & Row Publisher, New York,1980, p. 2.
23
combines receptive skills and productive skills. Writing is also the way to make
spoken language permanently.
2. Kinds of writing
Generally, there are three kinds of writing; those are Free Writing,
Controlled Writing, and Guided Writing as explained by experts below:
a. Free Writing
According to John Lagan, “Free Writing is just sitting down and writing
whatever comes to your mind about a topic”. 34 This opinion also almost the same
as Peter and Pat said “Free Writing means writing privately and writing without
stopping. Just write whatever words come to your mind or whatever you want to
explore at this moment”. 35
It means that in free writing, the students just write anything what they
want to write, without worrying about spelling or grammar, and do not stop until
they run out of something to say in their writing.
b. Controlled Writing
Based on Ann Raimeswho stated that “Controlled writing is all the writing
your students do for which a great deal of the content and/ or form supplied”.36She
also explained that in controlled writing, the students are focused on getting words
down on paper and in concentrating on one or two problems at a time; and the
technique which is considered by her is the students are given a task to work such
as an outline to complete, a paragraph to manipulate, a model to follow, or a
passage to continue.
34 John Lagan, Sentence Skills: work Book for Writers, (Boston: McGraw-Hill, 2003), p.17.
35 Peter Elbow and Pat Belanoff, A Community of Writers; A Workshop Course inWriting, 3rd Ed, (Boston: McGraw-Hill, 2000), p. 6.
36 Ann Raimes, Technique in Teaching Writing, (New York: Oxford University Press,1983), p. 95.
24
c. Guided Writing
Ann Raimes stated also that “Guided writing is an extension of controlled
writing.”37 She explained that guided writing is less control than controlled
writing. In this kind of writing the students are given a first sentence, a last
sentence, an outline to fill out, a series of question to respond to, or information to
include in their writing.
3. Types of Writing
According to James A. W. Heffernan and John E. Lincoln in their book
“Writing A College Handbook”, there are three types in writing development:
a. Description
Description is writing about the way persons, animals, or things appear. It
normally takes one of three forms. Description is divided into three parts:
1) Informative description
An informative description simply enables the readers to identify an
object.
2) Analytical or Technical Description
An analytical or technical description enables the reader to understand the
structure of an object.
3) Evocative Description
Evocative description re-creates the impression made by an object. It can
appeal not just to the eye but to all the other senses.
37Ibid, p. 103.
25
b. Narration
Narration or story telling is writing about a succession of events. The
simplest kind of narration follows chronological order: the order in which the
narrated events actually occurred or could have occurred. The writer can use
events out of the chronological. It means that the writer uses the flash back story.
c. Exposition
Exposition is writing with a referential aim. It seeks to explain someone or
something in the world outside the writer. The exposition gives the reader
information or explains something.38
D. Narrative Writing
1. Definition of Narrative Writing
Betty MattixDietsch says “narration is used not only in fiction writing but
also to relay news of a neighborhood or news of a nation, to share research data,
to write reports and other documents. Histories, biographies, journals, college
papers, magazines, and even advertisements include narrative. Narration is a
powerful tool that can captivate an audience – stirring the imagination, eliciting
empathy, and lending weight to opinion”.39
James A. W. Heffernan wrote in his book Writing A College Handbook,
“narration or storytelling is writing about a succession of events. The simplest
kind of narration follows chronological order: the order in which the narrated
events actually occurred or could have occurred”.40
In addition, James Burl Hogins stated “narration tells story, the story of a
sequence of events. Something happens over period of time”.41 Meanwhile,
38James A. W. Heffernan & John E. Lincoln, Writing a College Handbook, (W. W.Norton & Company, 1982), pp. 422—424.
39Betty MattixDietsch, Reasoning & Writing English Well, (New York: Mc Graw-Hill,2003), p. 123.
40James A. W. Heffernan , op. cit., p. 86.41James Burl Hogins,Contemporary Exposition, (J. B. Lippincott Company,1978), p. 66.
26
Axelrod and Cooper gave their opinion about narration, “narration is a basic
writing strategy for presenting action. Writers use narration for a variety of
purposes: they illustrate and support their ideas with anecdotes, entertain readers
with suspenseful stories, predict what will happen with scenarios, and explain how
something should happen with process narrative”.42
Based on discussions above, the writer concludes that narrative writing is a
writing which tells about the story of events in a period of time. Narrative writing
is not only about fiction writings, but also about scientific writing can be written
in a narration. It presents action with variety of purposes.
2. The Purpose of Narration
Every kind of writing has a purpose, narration also has a purpose.
According to Barbara Fine Clouse, “obviously, a narration can entertain because a
good story can amuse readers and help them forget about themselves for a time.”43
This statement is supported by Mark Anderson and Kathy Anderson, they said
that “the purpose of narrative that is to present a view of the world that entertains
or informs the reader or listener”.44 In addition, Barbara gave three purposes of
narration:
a) To express your feeling, you could narrate an account of your final visit
with your grandfather for example.
b) To inform your readers, you could narrate an account of a typical day for
your grandfather, pointing out the advantages he enjoyed because he lived
at the retirement home for example.
42Rise B. Axelrod and Charles R. Cooper, Guide to Writing, (New York: St. Martin’sPress, Inc., 1985), p. 386.
43Barbara Fine Clouse, Patterns for a Purpose: A Rhetorical Reader,(New York:McGraw-Hill, 2003), p. 160.
44Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra;Macmillan, 1977), p. 3.
27
c) To persuade your readers, you could narrate an account of one or more of
your own experiences, tell the benefits you and the residents enjoyed as a
result.45
To sum up, actually the purpose of narration is to amuse and entertain the
readers. Make them feel including in the story while they are reading and also to
inform and persuade the readers about the story.
3. Elements of Narration
Betty said that “every narrative has six elements – the who, where, when,
what, why, and how of the event. The point of view from which the story is told
also influences its effect on the audience. Who was involved? Where did the
action take place? When? What happened? How did it happen? Why did it
happen? Who is the narrator?”46 It means that in writing narration, we have to
consider those things. It will make us easier in writing narration. And also it
makes us easier in analyzing the narrative writing.
4. Narrative Time Signals
The writers use three methods to signal shifts in narrative time: clock time,
temporal transitions, and verb tense. Those things are important to make narrative
writings are easy to understand and read.47
a. Clock time
Many writers use clock time to orient readers and to give a sense of
duration. The clock time serves the writer’s purpose by making readers aware of
the speed with which actions were taken. Ex: 9: 10 P. M. John came to my house,
a split second later, within seconds, etc.
45Barbara ,loc. Cit.46MattixDietsch, op. cit., p. 124.47 Rise B. Axelrod and Cooper, op. cit., pp. 390—391.
28
b. Temporal transitions
Temporal transitions mean the words and phrases that locate a point in
time or relate one point to another. Some familiar ones include then, when, at that
time, before, after, while, next, later, first, and second.
c. Verb tense
Verb tense also plays an important role in presenting time in narrative. It
indicates when the actions occur and whether they are complete or in a progress.
For example, “when my son and I arrived at the pig yard, … the pig had
emerged from his house and was standing in the middle of his yard ..”. it shows
that there are three past tenses in one sentence, simple past, past perfect, and past
progressive.
5. Taking a point of view
In narrative writing, a point of view is an important part in narrative
writing. It refers to the narrator’s relation to the action at hand. Basically, writers
use two points of view:
a. First person
First person is used to narrate action in which the writer participated. For
instance, Tommy came at me and we talked each other. Typically, the writers use
the first-person pronoun I in first person point of view.
b. Third person
On the other hand, third person is used to narrate action in which people
other than the narrator were involved. The writers use the third-person pronouns
he, she, and they instead of the first person I or we.48
48Ibid., pp. 399—400.
29
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and Time of Research
The place of this research is SMA Dua Mei Ciputat, Jl. H. Abdul Ghani
No. 135 Ciputat Timur, Tangerang Selatan. The writer chooses the first grade
students of SMA Dua Mei Ciputat to obtain the data which is used as object of
this study. The research was started from 19th of March 2013 to the 20th of March
2013.
B. The Population and Sample Taking
The population of this research is the first grade students of SMA Dua Mei
Ciputat, Tangsel that consists of 60 students who are distributed into two classes,
X-1 and X-2. In this research, the writer took the purposive clustering sample
technique. The sample of this research is class X.2 which consists of 30 students.
The writer takes 20 students who have written texts more than 100 words because
the writer gave the limitation of writing. The writer creates the writing so that the
students produce similar writing.
C. Method of the Research
In this study, the writer used the descriptive qualitative method. The writer
did some procedures to have the result of the research. First, the writer gave the
written test to the students of X-2 of SMA Dua Mei; then he collected the paper
test from the students as the data. Second, he identified the errors of the tenses
which are made by the students. Third, he described and classified the errors of
the tenses based on types of errors from Heidi Dulay, those are Addition,
Omission, Misformation, and Misordering. The next, he counted those errors to
find out which types of error which the students make the most. Last, he
interpreted the data and concluded the result of the research.
30
D. The Instrument of Research
To collect the data of this research, the writer gave a test to the first grade
students of SMA Dua Mei Ciputat. The writer used a guided writing for the test in
order the students know what should be written. Then the students’ assignments
are collected by the writer. From this, the writer will know the common errors and
the sources of error made by students in narrative writing focused on simple past
tense.
E. Procedures of the Research
The first, the writer prepared the instrument of the test. Second, the writer
asked permission to the principal of SMA Dua Mei Ciputat to do the research.
Next, he made a schedule with the English teacher of SMA Dua Mei Ciputat to
conduct the test. After collecting the data, the writer analyzed it based on Carl
James’ procedures of error analysis; they are error detection, error location, error
description, error classification, and error count.
F. Data Analysis Technique
The technique of data analysis which is used by the writer in this research
is qualitative analysis technique which function is to describe and interpret the
result of quantitative data. For getting the quantitative data, it will describe in the
table of percentage and formula as follows:
P = F X 100%
N
Notes: P: Percentage
F: Frequency
N: Number of cases (total of frequency)1
1 AnasSudjiono, PengantarStatistikPendidikan, (Jakarta: PT. Raja GrafindoPersada,2005), p.43.
31
31
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Findings
1. Error Identification
In this section, the writer identified the errors found in the use of Simple
Past Tense in narrative text written by the students. The writer presented the
identification of errors in the form of table below:
Table 4.1
Recapitulation of Types of Errors in Narrative Writing Focused on
Simple Past Tense
Students Addition Omission Misformation Misordering
Student 1 - 2 4 2
Student 2 - 1 4 1
Student 3 - 2 5 -
Student 4 1 2 3 -
Student 5 - 2 4 1
Student 6 - - 5 3
Student 7 1 4 5 -
Student 8 - 1 4 -
Student 9 - - 4 1
Student 10 - 4 4 -
Student 11 - 2 5 2
Student 12 - 3 5 -
Student 13 - 1 5 2
32
Students Addition Omission Misformation Misordering
Student 14 - 2 4 3
Student 15 - 3 4 1
Student 16 3 2 2 3
Student 17 2 3 4 -
Student 18 1 - 3 -
Student 19 - 3 4 1
Student 20 1 3 4 1
Total 9 40 82 21
Total (N) 152
The chart below presents the highest level to the lowest of errors mostly made by
the students:
6%
26%
54%
14%
Percentage of Students' ErrorsAddition
Omission
Misformation
Misordering
Chart 4.1: The Recapitulation of Students’ Error Based on Dulay
The table shows percentage of each error based on classification of Heidy
Dulay, and the writer found that error of Misformation is the most frequent error
made by the first grade students of SMA Dua Mei Ciputat, Tangsel with 82 of
total errors or 54%. The second is Omission with 40 of total errors or 26%. The
33
next is Misordering with 21 of total errors or 14%. The last is Addition with 9 of
total errors or 6%.
2. Error Description and Explanation
After presenting the error into types of errors which are written by Heidi
Dulay, the writer would like to talk more about the errors of the use of Simple
Past Tense in the students’ narrative text. The students’ errors are classified into
four: omission, addition, misformation, and misordering.
Lastly, regarding the writing format, the writer explained the table of each
student’s error constructions consisting types of errors (see appendix 2) in the
following paragraph. Here is the complete description of the students’ errors:
1.) Student 1
There are three types of error found in the student’s writing. The name teen is tono
and tini and Tini comes from a very rich family are classified as misformation
error since the student used incorrect verb forms in those constructions. They are
supposed to be The name of teens were Tono and Tini and Tini came from a very
rich family.
Meanwhile, another error construction made by the student considered as
omission error. The student omitted a word or a morpheme. In construction Tini
very sad, I love him dad. The student missed to put a verb was in the construction
and omitted a verb inflection. They are supposed to be Tini was very sad, I loved
him dad. The last, the student committed misordering error such as my father
agreed relationship tini and tono. It should be her father agreed their relation.
2) Student 2
There are three error constructions made by the student which are
considered as omission error, such as they live in small village, it is supposed to
be they lived in a small village. The student omitted the verb inflection –ed.
Another error type found in the student’s writing is misformation error.
They are they have a relationship and tini’s parents are very upset. The student is
supposed to use had as past verb rather than have. Also in tini’s parents are very
34
upset, the student should have used were not are. The last, the students committed
a misordering error too. It is the mother’s tini, it supposed to be Tini’s mother.
3) Student 3
The error constructions which were made by the student are classified as
omission error due to the lack of an auxiliary verb was as in because he rich and a
suffix –ed as in tini’s parents agree with their relation. It is should be Tini’s
parents agreed with their relation.
Meanwhile, the other three constructions used incorrect auxiliary or verb
form. Hence, these error constructions are classified as misformation error, they
are she have a good heart, tini’s parents doesn’t like tono, and they both have two
child which used incorrect past verb have instead of had whereas the sentence is
in simple past tense, and negative form of doesn’t rather than didn’t. The sentence
are supposed to be she had a good heart and Tini’s Parents didn’t like Tono.
4) Student 4
The student made three types of errors. They live in different states and
any problems that plague them contain omission errors since the student did not
put the suffix -ed. While the sentence they realized if they were life degree is very
different is classified as addition and misformation error.
The student put unnecessary auxiliary were in the sentence and put
incorrect verb of simple past. The student used is rather than was. It is supposed to
be they realized if their life degree was very different.
5) Student 5
Error constructions found in the student’s writing are considered as
omission, misformation, and misordering errors. The student omitted the the verb
inflection –ed such in Tini want to go leaving the parents, it should be Tini wanted
to go leaving her parents. Another error which is found is misformation error. The
student wrongly chose the verbs for past tense. Instead of is, has, and are, it
35
should be was, had and were. Beside that, the student wrote misordering error
such as family that is very-very simple refers to poor family.
6) Student 6
In the student’s writing, there are two types of error which is made by the
student. Most of errors belong to misformation error, the student commited five
times. For instance, the student wrote they are a loving person, it is not as
beautiful as they are, someone who comes from a wealthy family, their relation is
not approved, and Tono is not rich. She didn’t change the past forms of the verbs.
They are supposed to be were, was, came, was and was.
Another error found in student’s writing is the order of the words that are
suitable with the sentences. Hence, it is misordering error. The student wrote more
like instead of preffered and parents Tini for Tini’s parents.
7) Student 7
The student’s writing shows error constructions that classified as omission,
misformation, and addition errors. She born from rich family, they care and love
each other, tini’s parents also still disagree with their relation, and finally them
agree for Tini and Tono relation contain omission error since the lack of suffix –
ed and the writer omitted past auxiliary of was. The word needs to be added with
suffix –ed because those sentences are in past tense. They should be she was born
from a rich family, they cared and loved each other, Tini’s parents also still
disagreed with their relation, and finally, they agreed for Tini and Tono relation.
Beside omission, the student made some misformation errors as well. The
misformation errors happen in Tono have special relationship, Tini try to defend
her love to Tono, he causes Tini went from home and they have two childs. The
sentences are supposed to use had, tried, caused and had since it is past tense
form. The student missed to write a well form of past simple.
The sentence her parents can received Tono well belongs to addition error.
It is recognized by the addition of suffix-ed after modal auxiliary. It is supposed to
be her parents could receive Tono well.
36
8) Student 8
Almost all of error constructions in the student’s writing are classified as
misformation errors. The student committed four misformation errors and one
omission error. Tono and tini is very romantic couple, Tono is a man, Tini is a
women, and Tini’s parents really do not approve used incorrect verbs since the
constructions are not in past form. The student is supposed to use were, was,
didn’t. They should be Tono and Tini were a very romantic couple, Tono was a
man, Tini was a woman, and Tini’s parents really didn’t approve.
The student also commited a omission error such in Tono and tini who
really love each other. The student didn’t put the verb inflection –ed. Hence, the
error belongs to omission error.
9) Student 9
The student made two types of error. The first error is classified as
misformation error due to the student used incorrect verbs in those constructions
since the constructions are supposed to be in past tense. For instance, the student
wrote Tono is a man of the family is quite simple, Tini is a women from a posh
family. They are supposed to be Tono was a man from the family which was quite
simple, and Tini was a woman from a posh family.
Meanwhile, another error is misordering error. The student used improper
verb in the sentence they are married. It is supposed to be they got married.
10) Student 10
The first type of error found in the student’s writing is omission error. It is
classified as omission due to the lack of an auxiliary was and the suffix-ed or d in
sentences he rich, kinds and handsome, Tono too much rich, Tini’s parents agree
with their relation. they are supposed to be he was rich, kinds and handsome,
Tono was too much rich, Tini’s parents agreed with their relation
The next type of error is misformation error. The student put incorrect verb
for simple past tense. Instead of have, doesn’t, and makes the student should have
37
used had as the past form of have, the student is supposed to use didn’t than
doesn’t, and made for makes.
11) Student 11
Most error committed by the student is misformation. Such as in they have
good relation, Tini parents do not approve, Tono is young man, they are not
allowed, and wealth does not guarantee happiness. Those sentences are supposed
to be in past tense; so the student needs to change the verb forms. Hence, these
constructions contain misformation error. Then, the second errors are classified as
omission error. Man who poor and Tono prove that wealth missed the past
auxiliary was and suffix –ed or -d.
Meanwhile the last error shows error constructions containing misordering
error. The student put wrong arrangements of possessive nouns. Instead of couple
Tini and parents Tini’s, the student should have used Tini’s couple and Tini’s
parents
.
12) Student 12
The error constructions the student made are classified as omission error
and misformation error. The sentences such they live in a small village, their
parents worry about them, their parents agree the marriage. Three constructions
lack of suffix –ed. Hence, they are omission error. They should be they lived in a
small village, their parents worried about them, and their parents agreed the
marriage.
Another error type found in the student’s writing is misformation errors.
They are in they meet a witch, the witch says, Tono and Tini get old, they go to the
forest, and they come back to the village. The student is supposed to write they
met a witch, Tono and Tini got old, they went to the forest, and they came back to
the village. They are classified as misformation error because the student missed
to write the correct past forms.
38
13) Student 13
The error constructions the student made are classified as misformation
error, misordering, and omission error. The sentences such in Tini is a rich, Tini’s
parents do not approve, Tono is the young, they are not allowed, and wealth does
not guarantee happiness. The constructions are classified as misformation error
because the student used incorrect auxiliary verbs in those constructions and
negative forms since the constructions are supposed to be in past tense.
The second errors belong to misordering error. For example, couple Tini
and parents tini’s. They are supposed to be Tini’s couple and Tini’s parents. The
student missed to arrange the correct order. The last, the student committed
omission error. It is classified as omission due to the lack of suffix –ed. The
student need to write proved than prove because the student need to write in the
past tense.
14) Student 14
There are three types of error found in the student’s writing. They are
misformation, misordering, and omission errors. The student committed
misformation error since the student put incorrect verb and auxiliary verb for past
tense. Instead of is, do not, separates and does not, the student should have put
was, did not, separated and did not.
The next error constructions are classified as misordring error. The student
committed misordering error two times. For instance, Tini is a rich, beautiful girl,
kind and gentle. It is supposed to be Tini was a rich, beautiful, kind and gentle
girl. The student just missed the correct order of girl.
Another error committed by the student is omission error. The student
committed omission error since the sentences miss an auxiliary was as in Tini
beautiful and rich and a suffix –ed as in Tono prove.
15) Student 15
Three constructions of the student’s miss suffix -ed. As in they love each
other, Tono and Tini play to the park, and they have children. Hence, these
39
constructions contain omission error. Then, the sentences such Tini is the richest,
they do it in secret, Tini come with the boy, and they have children are classified
as misformation error. The student failed to write the correct past simple verbs
and auxiliary. They are should be Tini was the richest, they did it in secret, Tini
came with the boy, and they had children.
Meanwhile, the last error construction is containing misordering error. The
student put incorrect arrangement. Instead of her friend Tini, the student should
have write Tini’s friend.
16) Student 16
There are four error types found in the student’s writing. They are
misformation, addition, misordering and omission errors. The first, the error
constructions are classified as omission since the sentences miss a verb do as in
Tini, what did you in park?, it is supposed to be what did you do in the park? and
miss a verb lived as in they happily. It is supposed to be they lived happily.
Another error that the student committed is misformation error. The
student put incorrect verbs for past tense. The sentences such they have good
relation, Tini goes to bridge, and Tono and Tini haved baby. Instead of putting
verbs have, goes, and haved, the student should have put had, went, and had.
The third error is misordering error. The student failed to put the suitable
verbs such in after Tini backed to her house and sorry me. They are supposed to
be after Tini came back to her house and forgave me. The last, the student
committed addition error. The student add unnecessary suffix –ed such in Tini
went jumped from bridge and Tini didn’t jumped. They are supposed to be Tini
jumped from the bridge and Tini didn’t jump.
17) Student 17
The error constructions the student made are classified as omission,
misformation, and addition error. It is classified as omission due to the lack of an
auxiliary suffix –ed as after word dance, want and missed an auxiliary verb were
40
in Tini’s parents very angry. They are supposed to be danced, wanted, and Tini’s
parents were very angry.
Another error is misformation error. The student put incorrect verbs for
simple past tense. Instead of using come, see, is, goes, and thinks, the student
should have used came as the past form of come; and rather than see, is, goes, and
thinks the student is supposed to use saw, was, went and thought.
The last error type is addition error. The student added unnecessary (‘s) in
the sentence Tini’s talked to her parents. It is supposed to be Tini talked to her
parents.
18) Student 18
The most error that the student committed is misformation error. The
sentences they are matching pair, Tono is responsible, and they lived and have
children show that the student put incorrect verb forms. Due to it is supposed to
be in simple past tense, so they should be they were a matching pair, Tono was
responsible, and they lived and had children.
The next error made by the student is addition error. The student added an
unnecessary verb keep. Such in Tini’s parents keep didn’t agree about their
relation. The student supposed to omit keep. It is supposed to be like this Tini’s
parents didn’t agree about their relation.
19) Student 19
The student made error constructions which are classified as omission,
misformation, and misordering errors. Two error constructions contain omission
error since they lack of suffix –ed or -d as in Tini at the same time hear a scream
and they all live very happy. They should be Tini at the same time heard a scream
and they all lived very happy.
Beside omission, the student committed some misformation errors as well.
The student made errors in using verbs in past form. Instead of using is, see,
deserves, and have, it is supposed to use was, saw, deserved, and had. As in the
41
sentences he is handsome, they always see the garden, Tini is not a woman, and
they have three children.
The last error is misordering error. The student failed to put the suitable
order of verb there. As in Tini women not stupid or ugly, it is supposed to be Tini
was not stupid or ugly.
20) Student 20
The student made error constructions which are classified as omission
errors, they are they want Tono, their children very cute, and Tini’s parents happy
miss a suffix –ed in wanted while their children very cute and Tini’s parents
happy miss auxiliary were.
Another error type found in the student’s writing is misformation error.
The student used incorrect verbs, negative form, and modal auxiliary in past tense.
Rather than using can buys, does not, can, and have, the student should have used
could buy, did not, could and had. Such in Tini can buys anything, this old man
does not approve it, Tono can be people, and they have two children. They are
supposed to be Tini could buy anything, this old man did not approve it, Tono
could be a person, and they had two children.
The last is misordering error. The student committed misordering error
such in the sentence Tono should hard work to fulfil their life. The student is
supposed to write the correct order of the verb place. It is supposed to be Tono
should work hard to fulfil their life.
B. Data Interpretation
Based on the data analysis of the research findings, it can be seen that the
most common error is misformation error with 82 errors or 54%. The writer
concludes that the use of past forms is main aspect that causes this type of error.
The students did not pay attention of these aspects when they made the writings.
Especially in irregular verbs, they did not know how to change it in the past forms.
It happens because in irregular verb so many rules that they have not known. In
addition, when they produced a sentence in simple past, they often generalize the
42
past forms rules. They are still confused to differ between regular and irregular
verbs. It means the teacher needs to pay more attention to this problem.
The second common error which is committed by the students is omission
with 40 errors or 26%. The students committed this error because they omit a
word or verb that should be present in correct constructions in Simple Past tense.
They often omit the suffix –ed, whereas they need to put it due to they have to
write in past forms. They did it because they were still confused how to write a
correct sentence in Simple Past Tense. Therefore, the teacher should give more
explanation about how to write a correct sentence in Simple Past Tense.
Another error which is committed is misordering error with 21 errors or
14%. . The students committed this error because they are still influenced by their
first language in writing a sentence in English, especially in narrative text. The
writer interprets that the students have not understood how to write a good
sentence in English. They have difficulties in arranging a good sentence since they
have to write a subject, predicate, object, and adverb in the correct order.
The last error is addition error with 9 errors or 6%. The students made
addition errors because they put the words that should not present in a correct
sentence. The writer interprets that the students committed the error due to they
did not pay attention of this aspect. They wrote because they did not realize that
they should write Simple Past Tense. They are still confused to differ when they
have to use Simple Past tense and when they have to use Simple Present Tense.
That’s why the teacher should give a clear distinction between them.
Regarding the classification of types of error, it is theoretically based on
Dulay’s surface taxonomy classification. They are omission, addition,
misformation, and misordering.1
1 Heidi Dulay, loc.cit.
43
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
As it has been stated in the background of the study, the writer limited this
study into the analysis on the errors made by the first grade students of SMA Dua
Mei Ciputat in using simple past tense in writing narrative text. The writer asked
the students to write narrative texts as data.
Based on the research, it can be concluded that misformation is the most
frequent error made by the first grade students of SMA Dua Mei Ciputat with 82
of total errors or 54%. The second is omission with 40 of total errors or 26%. The
next is misordering with 21 of total errors or 14%. The last is addition with 9 of
total errors or 6%.
B. Suggestion
After the writer carried out the research, he would like to give some
suggestions related to this result of the research. Therefore, it can improve the
teaching and learning activities in writing narrative texts. Here are some
suggestions that hopefully can be useful for students and teachers:
1. The teachers give more explanation about simple past tense because it is
very important in writing narrative. They have to teach the students when
the time to use it and the most important thing is the form of reflection of
verbs in past form.
2. The students have to pay attention to some aspects that are difficult for
them, especially in the past form of regular and irregular verbs.
3. The students need to do more exercises in writing narrative text. In order
they get used to write it well.
43
44
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47
APPENDIX 1: INSTRUMENT
NAME :CLASS :DATE :
Once upon a time, there lived a couple named Tono and Tini.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………One day, Tono and Tini knew that Tini’s parents didn’t agree about their relation.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Finally, Tono and Tini got married and they lived happily………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Orientation
Com
plicationR
esolution
48
Narrative text
Purpose: to entertain or amuse and teach the readers, moral values.
Structure:
1. Orientation : tell about who are the characters involved in the story,where and when the events happen.
2. Complication : a series of problems that arise and are experienced by thecharacters.
3. Resolution : tell about how the characters solve the problems.4. Using past tense (Simple Past Tense, Past Continuous Tense, Past Perfect
Tense
Snow white
Once upon a time, there lived a little girl named Snow White. She livedwith her aunt and uncle because her parents were dead.
One day, she heard her uncle and aunt talking about leaving Snow Whitein the castle because they both wanted to go to America and they didn’t haveenough money to take Snow White. Snow White didn’t want her uncle andaunt to do this, so she decided it would be best if she ran away. The nextmorning, she ran away from home when her uncle and aunt wee havingbreakfast. She ran away into the woods. She was very tired and hungry. Thenshe saw this little cottage. She knocked but no answered, so she went insideand fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They wentinside. They found Snow White was sleeping. The Snow White woke up. Shesaw the dwarfs. The dwarfs said, “What is your name? Snow White said, “Myname is Snow White.”
The dwarfs said, “If you wish, you may live here with us.” Snow Whitesaid, oh, could I? Thank you.” Then Snow White told the dwarfs the wholestory and she and the dwarfs lived happily ever after.
Orientation
Com
plicationR
esolution
49
APPENDIX 2: Table of Students’ Errors
The specific descriptions of errors in using simple past tense
No Students Error
Identifications
Error
Corrections
Type of errors
1. Student 1 a. The name
teen is tono
and tini.
b. Tini comes
from a very
rich family.
c. One night,
tini
listening
conversation
his parents.
d. Tini very
sad.
e. I love him
dad.
f. My father
agreed
relationship
tini and
tono.
g. Her father
thinks he
indebted to
a. The name
of teens
were Tono
and Tini.
b. Tini came
from a very
rich family.
c. One night,
Tini
listened to
her
parents’
conversati
on.
d. Tini was
very sad.
e. I loved him
dad.
f. Her father
agreed
their
relations.
g. Her father
thought
that he
Misformation
Misformation
Misformation
and
Misordering
Omission
Omission
Misordering
Misformation
50
tono. indebted to
Tono.
2. Student 2 a. They live in
small
village.
b. They have a
relationship
which is not
known by
the
mother’s
tini.
c. Tini’s
parents are
very upset.
d. They get a
miracle
from the
god.
e. They were
given a
beautiful
daughter
that makes
them a very
happy life.
a. They lived
in a small
village.
b. They had a
relation
which was
not known
by Tini’s
mother.
c. Tini’s
parents
were very
upset.
d. They got a
miracle
from the
God.
e. They were
given a
beautiful
daughter
who made
them a very
happy life.
Omission
Misformation
and
Misordering
Misformation
Misformation
Misformation
3. Student 3 a. Tono was a
famous boy
in village
a. Tono was a
famous boy
in the
Omission
51
because he
rich.
b. She have a
good heart
and inner
beauty.
c. Tini’s
parents
doesn’t like
tono.
d. Tini never
get happy.
e. How makes
tini’s
parents
agree with
their
relation.
f. Them both
have 2
child, the
daughter
and son is
name angel
and dante.
village
because he
was rich.
b. She had a
good heart
and inner
beauty.
c. Tini’s
parents
didn’t like
Tono.
d. Tini never
got happy.
e. How made
Tini’s
parents
agreed
with their
relations.
f. They both
had two
Children,
the
daughter
and the son
were
named
Angel and
Dante.
Misformation
Misformation.
Misformation
Misformation
and Omission
Misformation
52
4. Student 4 a. They live in
different
states.
b. Tono come
from
underprivile
ged families
who have to
work hard in
order to earn
money.
c. They
realized if
they were
life degree is
very
different.
d. Tono trying
as hard as
possible to
get a decent
job.
e. They lived
happily
without any
problems
that plague
them.
a. They lived
in the
different
states.
b. Tono came
from
underprivil
eged family
who had to
work hard
in order to
earnmoney.
c. They
realized if
their life
degree was
very
different.
d. Tono tried
as hard as
possible to
get a decent
job.
e. They lived
happily
without any
problems
that
plagued
them.
Omission
Misformation
Addition and
Misformation
Misformation
Omission
53
5. Student 5 a. Tini is a
flawless girl,
she was a
princess.
b. She has a
boyfriend.
c. Tono a man
born into a
family that
is very-very
simple.
d. He is a hard
working
man.
e. Tono are
categorized
as a Duke.
f. Tini want to
go leaving
the parents.
a. Tini was a
flawless
girl, and
she was a
princess.
b. She had a
boyfriend.
c. Tono was a
man who
was born
from a
poor
family.
d. He was a
hard
working
man.
e. Tono was
categorized
as a Duke.
f. Tini
wanted to
go leaving
the parents.
Misformation
Misformation
Omission and
Misordering
Misformation
Misformation
Omission
6. Student 6 a. They are a
loving
person.
b. It is not as
beautiful as
they are
going to
a. They were
loving
persons.
b. It was not
as beautiful
as they
expected
Misformation
Misformation
and
Misordering
54
expect it.
c. Parents tini
more like
someone
who already
has a job
and
someone
who comes
from a
wealthy
family.
d. Their
relation is
not
approved by
parents tini.
e. Tono is not
rich.
before.
c. Tini’s
parents
preferred
someone
who
already
had a job
and came
from a
wealthy
family.
d. Their
relation
was not
approved
by Tini’s
parents.
e. Tono was
not rich.
Misordering
and
Misformation
Misformation
and
Misordering
Misformation
7. Student 7 a. She born
from rich
family.
b. Tono have
special
relationship
since two
months ago.
a. She was
born from a
rich family.
b. Tono had a
special
relation
since two
months
ago.
Omission
Misformation
55
c. They care
and love
each other.
d. Tini try to
defend her
love to
Tono.
e. She will
continue try
to her
parents can
received
Tono well.
f. Tini’s
parents also
still
disagree
with their
relation.
g. He causes
Tini went
from home.
h. Finally them
agree for
Tini and
Tono
relation.
c. They cared
and loved
each other.
d. Tini tried
to defend
her love to
Tono.
e. She would
continue to
persuade
her parents
could
receive
Tono well.
f. Tini’s
parents also
still
disagreed
with their
relation.
g. He caused
Tini went
from home.
h. Finally
they
agreed for
Tini and
Tono
relation.
Omission
Misformation
Misformation
and Addition
Omission
Misformation
Omission
56
i. They have
two childs.
i. They had
two
children.
Misformation
8. Student 8 a. Tono and
Tini is a
very
romantic
couple.
b. Tono is a
man of the
family is
quite simple.
c. Tini is a
women from
a posh
family.
d. Tini’s
parents
really do
not approve
of the
relationship.
e. Tono and
Tini who
really love
each other
and
a. Tono and
Tini were a
very
romantic
couple.
b. Tono was a
man of the
family
which was
quite
simple.
c. Tini was a
woman
from a posh
family.
d. Tini’s
parents
really
didn’t
approve of
their
relationship
e. Tono and
Tini who
really
loved each
other and
Misformation
Misformation
Misformation
Misformation
Omission
57
maintain
a good
relationship.
maintaine
d a good
relationship
9. Student 9 a. Tono and
Tini is a
very
romantic
couple.
b. Tono is a
man of the
family is
quite simple.
c. Tini is a
women from
a posh
family.
d. Tini’s
parents
really do
not approve
of the
relationship.
e. They are
married and
living
together.
a. Tono and
Tini were a
very
romantic
couple.
b. Tono was a
man of the
family
which was
quite
simple.
c. Tini was a
woman
from a posh
family.
d. Tini’s
parents
really
didn’t
approve of
their
relationship
e. They got
married
and living
together.
Misformation
Misformation
Misformation
Misformation
Misordering
58
10. Student 10 a. He rich,
kinds and
handsome.
b. She have a
good heart
and inner
beauty.
c. Tini’s
parents
doesn’t like
Tono.
d. Tono too
much rich.
e. Tono
wanted to
find how
makes
Tini’s
parents
agree with
their
relation.
f. They both
have two
child. Them
daughter
and son is
name Angel
and Dante.
a. He was
rich, kind
and
handsome.
b. She had a
good heart
and inner
beauty.
c. Tini’s
parents
didn’t like
Tono.
d. Tono was
too much
rich.
e. Tono
wanted to
find how
made
Tini’s
parents
agreed
with their
relation.
f. They both
had two
children.
Their
daughter
and son
were
Omission
Misformation
Misformation
Omission
Misformation
and Omission
Misformation
and Omission
59
named
Angel and
Dante.
11. Student 11 a. They have
good
relation, so
time goes by
they loved.
b. Tini parents
do not
approve of
their
relation.
c. Tono is
young man
who poor
and do not
deserve to
be couple
Tini.
d. Parents
Tini’s
separates
them and
even they
are not
allowed to
see each
a. They had
good
relation, so
time went
by their
love.
b. Tini’s
parents
didn’t
approve of
their
relation.
c. Tono was a
young man
who was
poor and
did not
deserve to
be Tini’s
couple.
d. Tini’s
parents
separated
them and
even they
were not
allowed to
see each
Misformation
Misformation
Misformation,
Omission and
Misordering
Misordering
and
Misformation
60
other.
e. Tono prove
that wealth
does not
guarantee
happiness.
other.
e. Tono
proved that
wealth did
not
guarantee
happiness.
Omission and
Misformation
12. Student 12 a. They live in
a small
village.
b. Their
parents
worry about
them.
c. At the
forest, they
meet a
witch.
d. The witch
says, “I can
help you
guys with
your
problem but
I need some
payment”.
e. Their
parents
agree the
marriage.
a. They lived
in a small
family.
b. Their
parents
worried
about them.
c. At the
forest, they
met a
witch.
d. The witch
said, “I can
help you
guys with
your
problem
but I need
some
payment”.
e. Their
parents
agreed the
marriage.
Omission
Omission
Misformation
Misformation
Omission
61
f. Tono and
Tini get old
very fast.
g. They go to
the forest
and killed
the witch.
h. Then they
come back
to the
village.
f. Tono and
Tini got
old very
fast.
g. They went
to the
forest and
killed the
witch.
h. Then they
came back
to the
village.
Misformation
Misformation
Misformation
13. Student 13 a. Tini is a rich
beautiful
girl.
b. Tini’s
parents do
not approve
of their
relationship.
c. Tono is the
young who
are poor and
do not
deserve to
be a couple
Tini.
a. Tini was a
rich and
beautiful
girl.
b. Tini’s
parents
didn’t
approve of
their
relationship
c. Tono was a
young man
who was
poor and
did not
deserve to
be Tini’s
couple.
Misformation
Misformation
Misformation
and
Misordering
62
d. Parents
Tini’s
separates
them and
even they
are not
allowed to
see each
other.
e. Tono prove
that wealth
does not
guarantee
happiness.
d. Tini’s
parents
separated
them and
even they
were not
allowed to
see each
other.
e. Tono
proved that
wealth did
not
guarantee
happiness.
Misordering
and
Misformation
Omission and
Misformation
14. Student 14 a. Tini is a
rich
beautiful
girl, kind
and gentle.
b. Tini
beautiful
and rich.
c. Parents
Tini’s
separates
them and
even they
are not
allowed to
see each
a. Tini was a
rich,
beautiful,
kind and
gentle girl.
b. Tini was
beautiful
and rich.
c. Tini’s
parents
separated
them and
even they
were not
allowed to
see each
Misformation
and
Misordering.
Omission
Misordering
and
Misformation
63
other.
d. Tono prove
that wealth
does not
guarantee
happiness
e. Tono often
helps
families
Tini.
other.
d. Tono
proved that
wealth did
not
guarantee
happiness.
e. Tono often
helped
Tini’s
family.
Omission and
Misformation
Misformation
and
misordering.
15. Student 15 a. They love
each other.
b. Tini is the
richest.
c. They do it
in secret
because they
are afraid of
Tini’s
parents
knowing
their
relationship.
d. Tono and
Tini play to
the park.
e. One day,
her friend
Tini come
with the boy
a. They loved
each other.
b. Tini was
the richest.
c. They did it
secretly
because
they were
afraid of
Tini’s
parents
knew their
relationship
d. Tono and
Tini played
to the park.
e. One day,
Tini’s
friend
came with
Omission
Misformation
Misformation
Omission
Misordering
and
Misformation
64
to be
introduced
to Tini.
f. They have
children and
live happily.
the boy to
be
introduced
to Tini.
f. They had
children
and lived
happily.
Misformation
and Omission
16. Student 16 a. They have
good
relation, so
time goes by
they loved.
b. After Tini
backed to
her house,
Tini’s
parents
angried
Tini.
c. Tini, what
did you in
park?
d. Tini goes to
bridge.
e. Tini went
jumped
from bridge.
a. They had a
good
relation, so
time went
by their
love.
b. After Tini
came back
to her
house,
Tini’s
parents
scolded
Tini.
c. Tini, what
did you do
in park?
d. Tini went
to the
bridge.
e. Tini
jumped
from the
Misformation
and Addition
Misordering
Omission
Misformation
Addition
65
f. Tini didn’t
jumped and
sorry me.
g. Tono and
Tini haved
baby and
they
happily.
bridge.
f. Tini didn’t
jump and
forgave
me.
g. Tono and
Tini had a
baby and
they lived
happily.
Addition and
Misordering
Misformation
and Omission
17. Student 17 a. They were
very
enjoying
their
favorite
song and
dance
together.
b. Tini’s
parents
come to that
bar and see
that Tini is
so drunk.
c. Tini’s
parents very
angry and
disappointed
.
a. They were
very
enjoying
their
favorite
song and
danced
together.
b. Tini’s
parents
came to
that bar and
saw that
Tini was so
drunk.
c.Tini’s
parents
were very
angry and
disappointed
Omission
Misformation
Omission
66
d. He cannot
do anything,
he just left
the bar and
go home.
e. Tono goes
to Church
and he was
so feel
excited
because he
seeing Tini
and her
family.
f. Tini’s
parents
thinks about
it and
forgive him.
g. Tini’s
talked to
her parents
that she
want marry
him, and
Tini’s
parents is
agree.
d. He could
not do
anything;
he just left
the bar and
went home.
e. Tono went
to Church
and he was
so excited
because he
saw Tini
and her
family.
f. Tini’s
parents
thought
about it and
forgave
him.
g. Tini talked
to her
parents that
she wanted
to marry
him, and
Tini’s
parents
agreed.
Misformation
Misformation
and Addition
Misformation
Addition and
Omission
67
18. Student 18 a. They are a
matching
pair.
b. Tono is
responsible
and sincere.
c. Tini parents
keep didn’t
agree about
their
relation.
d. They lived
and have
children.
a. They were
a matching
pair.
b. Tono was
responsible
and sincere.
c. Tini’s
parents
didn’t
agree
about their
relation.
d. They lived
and had
children.
Misformation
Misformation
Addition
Misformation
19. Student 19 a. He is
handsome
and good.
b. They always
see the
garden.
c. Tini is not a
woman who
deserves to
be loved.
d. Tini at the
same time
hear a
scream of
a. He was
handsome
and good.
b. They
always saw
the garden.
c. Tini was
not a
woman
who
deserved
to be loved.
d. Tini at the
same time
heard a
scream of
Misformation
Misformation
Misformation
Omission
68
the queen.
e. Tini women
not stupid or
ugly.
f. They have
three
children.
g. They all live
very happy.
the queen.
e. Tini was
not a stupid
or ugly
woman.
f. They had
three
children.
g. They all
lived very
happy.
Misordering
and Omission
Misformation
Omission
20. Student 20 a. Tono
should hard
work to
fulfill their
life.
b. Tini can
buys
anything.
c. This old
man does
not approve
it.
d. They want
Tono can be
people who
have a rich
treasure.
a. Tono
should
work hard
to fulfill
their life.
b. Tini could
buy
anything.
c. This old
man did
not
approve it.
d. They
wanted
Tono could
be person
who had a
rich
treasure.
Misordering
Misformation
and Addition
Misformation
Omission and
Misformation
69
e. They have
two
children.
f. Their
children
very cute
and
handsome.
g. Tini’s
parents
happy to see
their
children.
e. They had
two
children.
f. Their
children
were very
cute and
handsome.
g. Tini’s
parents
were happy
to see their
grand
children.
Misformation
Omission
Omission