i
ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yusta Dwi Novita Rini
Student Number: 031214101
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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A Thesis on
ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES
By
Yusta Dwi Novita Rini
Student Number: 03 1214 101
Approved by
Made Frida Yulia, S.Pd., M.Pd. 25 July 2009
Sponsor
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
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SSttuuddeenntt NNuummbbeerr :: 0033 11221144 110011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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I dedicate this thesis to
My beloved father, mother, and sisters
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v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, 25 July 2009
The Writer
Yusta Dwi Novita Rini
03 1214 101
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata
Dharma:
Nama : Yusta Dwi Novita Rini
Nomor Mahasiswa : 03 1214 101
Demi pengembangan ilmu pengetahuan, saya memberikan kepada
Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES”
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-
ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 22 Agustus 2009
Yang menyatakan
(Yusta Dwi Novita Rini)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRACT
Rini, Yusta Dwi Novita. 2009. ELESP Students’ Errors in Using English
Tenses. Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The students of the English Language Education Study Program are being
prepared to be qualified teachers. As teacher candidates, they should be able to
communicate well in English. Grammar provides rules to produce correct
utterances. Therefore, as teacher candidates, it is important for them to be
proficient in using grammar, especially the tenses. Measuring their ability in using
tenses is important because in learning English, tense cannot be avoided. The
study discussed two problems. They were (1) What are the errors that the students
of the English Language Education Study Program of Sanata Dharma University
Yogyakarta make in using tenses? (2) What is the mastery of tenses of the
students of the English Language Education Study Program of Sanata Dharma
University Yogyakarta?
There were ten tenses used in this study. They were simple present tense,
present progressive tense, simple past tense, past progressive tense, present
perfect tense, present perfect progressive tense, past perfect tense, past perfect
progressive tense, simple future tense, and future progressive tense. To answer the
first problem formulation, the errors made by the students were classified into
three categories. They were context-related errors, form-related errors and other
errors. Those three categories were then divided into sub categories based on the
errors that the writer found in each tense. Context-related errors consisted of the
students’ answers that deviated from the context or function in a given tense.
Form-related errors consisted of the students’ answers that deviated from the form
or pattern in a given tense. Other errors consisted of the students’ answers that did
not belong to two previous categories because they deviated from the intended
context and form. To answer the second problem formulation, the mean score of
the test was calculated. The results of the research showed that the students’ mean
score was 53 out of 100. The score was below the minimum standard of mastery
which is 56% from the maximum score. Based on the scoring category, it was
categorized into Insufficient (D).
The study was a survey research. To answer those questions, a test was used
as the instrument to gather the data. The test was administered to three classes of
the third semester students in the academic year of 2008/2009. They were chosen
because they had learned the tenses at the first semester, in Structure 1.
Based on the research results, the writer proposes some suggestions. First,
the students of the English Language Education Study Program should participate
actively in learning tenses, study by themselves by practicing more in order to
understand not only the context and functions of each tense but also the form, and
to be more aware of their errors. Second, the lecturers of Structure class of the
English Language Education Study Program need to review about English tenses
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
at the beginning of the semester, they should teach from the basic, be aware of the
difficult tenses and parts of the tenses, give drills or exercises, and give the
attention not only to the most frequently used but also to the less frequently used
tenses. Third, future researchers should develop the research by conducting class
observation to gather data to obtain more accurate data, may improve and modify
the test or specify the tenses, find out the significance of tenses in building the
mastery of English related to the four basic skills; listening, speaking, reading,
and writing.
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ABSTRAK
Rini, Yusta Dwi Novita. 2009. ELESP Students’ Errors in Using English
Tenses. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Mahasiswa Program Studi Pendidikan Bahasa Inggris disiapkan untuk
menjadi guru yang berkualitas. Sebagai calon guru mereka disiapkan untuk
mampu berkomunikasi dalam bahasa Inggris dengan baik. Tata bahasa
menyediakan aturan-aturan agar menghasilkan ucapan yang benar. Oleh karena
itu, sebagai calon guru, penting bagi mereka untuk pandai dalam menggunakan
tata bahasa, khususnya tenses. Mengukur kemampuan mereka dalam
menggunakan tenses adalah penting karena dalam belajar bahasa Inggris, tense
tidak bisa dihindari. Penelitian ini membahas dua permasalahan. Permasalahan
tersebut adalah (1) Apa saja kesalahan yang dibuat oleh mahasiswa Program Studi
Pendidikan Bahasa Inggris Universitas Sanata Dharma? (2) Bagaimana
kemampuan mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas
Sanata Dharma?
Ada sepuluh tenses yang digunakan dalam penelitian ini, yaitu simple
present tense, present progressive tense, simple past tense, past progressive tense,
present perfect tense, present perfect progressive tense, past perfect tense, past
perfect progressive tense, simple future tense, and future progressive tense. Untuk
menjawab rumusan masalah pertama, kesalahan yang dibuat mahasiswa
dikelompokkan menjadi tiga kategori. Kategori tersebut adalah kesalahan yang
berkaitan dengan konteks, kesalahan yang berkaitan dengan bentuk, dan kesalahan
lain-lain. Ketiga kategori tersebut kemudian dibagi menjadi sub kategori
berdasarkan kesalahan yang penulis temukan pada setiap tenses. Kesalahan yang
berkaitan dengan konteks terdiri dari jawaban mahasiswa yang menyimpang dari
konteks atau fungsi dari tenses yang dimaksud. Kesalahan yang berkaitan dengan
bentuk terdiri dari jawaban mahasiswa yang menyimpang dari bentuk atau pola
dari tenses yang dimaksud. Kesalahan lain-lain terdiri dari jawaban mahasiswa
yang tidak termasuk ke dalam dua kategori sebelumnya karena kesalahan tersebut
menyimpang dari konteks atau bentuk yang dimaksud. Untuk menjawab rumusan
masalah kedua, rerata nilai dari hasil tes dihitung. Hasil dari penelitian
menunjukkan bahwa rerata nilai mahasiswa adalah 53 dari 100. Nilai tersebut
berada di bawah standar minimum penguasaan, yaitu 56% dari nilai maksimum.
Berdasarkan kategori penilaian, nilai tersebut dikategorikan sebagai tidak cukup
(D).
Studi ini merupakan penelitian survei. Untuk menjawab kedua pertanyaan
tersebut, tes digunakan sebagai alat untuk mengumpulkan data. Tes dilaksanakan
terhadap tiga kelas pada mahasiswa semester tiga tahun akademik 2008/2009.
Mereka dipilih karena telah belajar tenses pada awal semester, di kelas Structure
I.
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Berdasarkan hasil penelitian, penulis mengajukan beberapa saran. Pertama,
mahasiswa Program Studi Pendidikan Bahasa Inggris seharusnya berpartisipasi
secara aktif dalam belajar tenses. Mereka sebaiknya belajar sendiri dengan lebih
banyak berlatih agar memahami konteks dan fungsi tiap tenses, tidak hanya pada
bentuk, serta menjadi lebih sadar akan kesalahan mereka. Kedua, dosen kelas
Structure Program Studi Pendidikan Bahasa Inggris perlu mengulang kembali
tentang tenses bahasa Inggris pada awal semester. Mereka seharusnya
mengajarkan tenses dari dasar, menyadari bagian-bagian yang sukar, memberikan
drills atau latihan-latihan, dan memberikan perhatian tidak hanya pada tenses
yang paling sering digunakan tapi juga pada tenses yang sedikit digunakan.
Ketiga, para peneliti di masa yang akan datang seharusnya mengembangkan
penelitian dengan melaksanakan observasi kelas untuk memperoleh data yang
lebih akurat. Mereka dapat meningkatkan dan memodifikasi tes atau menetapkan
tenses, mencari pentingnya tenses dalam mengembangkan kemampuan bahasa
Inggris terkait dengan empat kemampuan dasar; mendengarkan, berbicara,
membaca, dan menulis.
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ACKNOWLEDGEMENTS
There is no biggest love except from Jesus Christ. I would like to express
my greatest gratitude to Jesus Christ for everything that He has given me. With
His love, wonderful blessing, loyalty, finally I could finish this thesis. I thank
Mother Mary for accompanying me every single time.
My deepest gratitude goes to my sponsor, Made Frida Yulia, S.Pd., M.Pd.,
for her willingness to spend her time to read and check my thesis thoroughly. Her
advice and suggestions are useful for me in writing this thesis. I also thank her for
her patience and willingness to guide me during the consultation.
I would like to express my sincere appreciation to Drs. J.B. Gunawan,
M.A., and Yohana Veniranda, S.Pd., M.Hum., for the permission to administer
the test in their classes. I would like to thank the third semester students who
joined Structure classes in the academic year of 2008/2009 for their willingness to
be the respondents of this research.
I also thank all lecturers of the English Language Education Study Program
of Sanata Dharma University for guiding me and providing me with knowledge
and experience during my study. I also thank Mbak Dhanniek and Mbak Tari for
all their help during my study.
I would like to express my deepest appreciation and love to my beloved
parents, Ignatius Iskandar, S.Pd. and Christiana Mujilah. I could not have
finished this thesis without all their love, supports, patience, and never ending
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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prayers. My sincere gratitude goes to my beloved sisters, Dhita and Sari, Lulu
and my big family for always encouraging me to finish my study.
My special thanks go to my best friends Eko, Ratih, Bamz, Dika, Tere,
Ayu, Sevi, Siska, Ngoreyan Lor family for the beautiful, unforgettable moments,
encouragement, and support. My special thanks also go to Grace, Linda
Marbun, Ana, Mbak Nica, Mbak Indri, Irsa, 2003 PBI students, LINK (Datu,
Utik, Anas, Nina, Wiwid, Linda), Mas Deddy, Tomo, Brojowikalpo 1 family
(Mas Bebe, Mas Goez, and others) for their sharing, friendship, and support. I
also express my big thanks to Sr. Margareth, Dono, Widya, Tika, Edu, Upi,
Putri, Tuti for their willingness to help me in writing my thesis. I express my
gratitude to my friends during consultation time: Gabo, Ratri, Mbak Ayuk,
Anas, Danti, Toni, Nita, I thank them for their sharing.
I would also like to express my deepest gratitude to Stephanus Tri
Ariwibowo, S.Pd. and Pandan family who always give me support, happiness,
togetherness and prayers. My special thanks also go to Dr. Susento, M.S., Dra.
Sri Prapti J., P4 staff, Dialogue staff, who have given me precious experiences,
knowledge, support and prayers.
Finally, I would like to express my gratitude to everyone I could not
mention here one by one, who has helped and supported me during the process of
writing the thesis. May God bless them all.
Yusta Dwi Novita Rini
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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TABLE OF CONTENTS
TITLE PAGE .................................................................................................. i
APPROVAL PAGES ...................................................................................... ii
DEDICATION PAGE ...................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ................................................ v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI................................. vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ......................................................................................................... ix
ACKNOWLEDGEMENTS ............................................................................ xi
TABLE OF CONTENTS ................................................................................ xiii
LIST OF TABLES .......................................................................................... xix
LIST OF FIGURES ........................................................................................ xx
LIST OF APPENDICES ................................................................................. xxi
CHAPTER I. INTRODUCTION
A. Background of the Study ................................................... 1
B. Problem Formulation ......................................................... 3
C. Problem Limitation ............................................................ 4
D. Objectives of the Study ..................................................... 5
E. Benefits of the Study ........................................................ 5
F. Definition of Terms........................................................... 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .................................................... 9
1. A Brief Review on Language Errors ............................. 9
a. Definition of Errors ................................................... 9
b. Mistakes and Errors .................................................. 10
2. Mastery of a Language .................................................. 11
a. Definition .................................................................. 11
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b. Criteria of Mastery .................................................... 12
3. Tenses ........................................................................... 12
a. Simple Present Tense ............................................... 13
b. Present Progressive Tense ....................................... 16
c. Simple Past Tense ..................................................... 19
d. Past Progressive Tense ............................................. 21
e. Present Perfect Tense ................................................ 22
f. Present Perfect Progressive Tense ............................. 24
g. Past Perfect Tense ..................................................... 25
h. Past Perfect Progressive Tense ................................. 26
i. Simple Future Tense .................................................. 26
j. Future Progressive Tense........................................... 29
B. Theoretical Framework ..................................................... 30
CHAPTER III. METHODOLOGY
A. Research Method ............................................................ 32
B. Research Participants ...................................................... 33
C. Research Instrument ....................................................... 34
1. Validity ......................................................................... 34
a. Face Validity .......................................................... 35
b. Content Validity ..................................................... 35
c. Construct Validity .................................................. 36
2. Reliability .................................................................... 36
D. Data Gathering Techniques ............................................ 38
E. Data Analysis Techniques ............................................... 38
F. Research Procedure ......................................................... 40
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Data Presentation ........................................................... 43
1. The Students’ Achievement in the Test ..................... 43
a. The Students’ Achievement in Each Tense ........... 46
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B. Discussion ................................................................. 47
1. The Errors Made by the Students ................................ 48
a. Errors in Simple Present Tense .............................. 48
1) Context-Related Errors ....................................... 49
a) Wrong Choice of Tenses ................................. 49
b) The Use of Passive in Active Sentence........... 50
2) Form-Related Errors ............................................ 51
a) The Use of be with Ordinary Verb .................. 51
b) Omission of -s ................................................. 51
c) Problem in Using be ........................................ 51
d) Subject and Verb Disagreement...................... 52
e) Wrong Order of Adverb of Frequency ............ 52
3) Other Errors in Simple Present Tense ................ 53
a) Wrong Verb Form in Auxiliary have .............. 53
b) Mixed Tenses .................................................. 53
b. Errors in Present Progressive Tense ....................... 53
1) Context-Related Errors ....................................... 54
a) Wrong Choice of Tenses ................................. 54
2) Form-Related Errors ............................................ 56
a) Omission of be ................................................ 56
3) Other Errors in Present Progressive Tense .......... 56
a) Subject and Verb Disagreement ...................... 56
b) The Use of be with Ordinary Verb ................. 56
c) Wrong Verb Form in Auxiliary has ................ 57
d) The Use of Passive in Active Sentence .......... 57
e) The Use of Negative
in Affirmative Sentences ..................................... 57
c. Errors in Simple Past Tense .................................. 58
1) Context-Related Errors ....................................... 58
a) Wrong Choice of Tenses............................... 58
2) Form-Related Errors .......................................... 60
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a) Problem in Using used to .............................. 60
b) Wrong Use of Verb ...................................... 60
c) Subject and Verb Disagreement ................... 60
d) Mixed Tenses ................................................ 61
3) Other Errors in Simple Past Tense .................... 61
a) Omission of Verb (Verbless) ........................
b) Wrong Verb Form in Auxiliary have ........... 61
c) Wrong Context and Word Order .................. 62
d. Errors in Past Progressive Tense ............................ 62
1) Context-Related Errors ...................................... 63
a) Wrong Choice of Tenses............................... 63
b) The Use of Passive in Active Sentence ........ 64
2) Form-Related Errors .......................................... 64
a) Subject and Verb Disagreement ................... 64
b) Omission of be .............................................. 65
c) Wrong Spelling ............................................. 65
3) Another Error in Past Progressive Tense .......... 65
a) Subject and Verb Disagreement ................... 65
e. Errors in Present Perfect Tense ............................ 65
1) Context-Related Errors ...................................... 66
a) Wrong Choice of Tenses............................... 66
b) The Use of Passive in Active Sentence ........ 67
2) Form-Related Error ........................................... 67
a) Wrong Verb Form in Auxiliary have ............ 67
f. Errors in Present Perfect Progressive Tense ......... 67
1) Context-Related Errors ...................................... 68
a) Wrong Choice of Tenses............................... 68
b) The Use of Passive in Active Sentence ........ 70
2) Form-Related Errors .......................................... 70
a) Wrong Verb Form in Auxiliary have ............ 70
b) Wrong Spelling ............................................. 70
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c) Subject and Verb Disagreement ................... 71
3) Other Errors in Present Perfect
Progressive Tense .............................................. 71
a) Subject and Verb Disagreement ................... 71
b) The Use of be with Ordinary Verb ............... 71
c) The Use of Passive
and Subject and Verb Disagreement............. 72
g. Errors in Past Perfect Tense ................................... 72
1) Context-Related Errors ...................................... 73
a) Wrong Choice of Tenses............................... 73
b) The Use of Passive in Active Sentence ........ 73
2) Form-Related Errors .......................................... 73
a) Wrong Verb Form in Auxiliary had ............. 73
3) Other Errors in Past Perfect Tense .................... 74
a) Subject and Verb Disagreement ................... 74
b) Wrong Verb Form in Auxiliary have ........... 74
c) The Use of Passive in Active Sentence ........ 75
h. Errors in Past Perfect Progressive Tense ................ 75
1) Context-Related Errors ...................................... 75
a) Wrong Choice of Tenses............................... 75
2) Other Errors in Past Perfect
Progressive Tense .............................................. 76
a) Subject and Verb Disagreement ................... 76
b) Wrong Verb Form in Auxiliary had ............. 77
c) The Use of Passive in Active Sentence ........ 77
d) The Use of be with Ordinary Verb ............... 77
i. Errors in Simple Future Tense ............................... 78
1) Context-Related Errors ..................................... 78
a) In Simple Present to Express Future Time ... 78
b) The Use of will in Prior Plan Activity .......... 78
c) Simple Present in Prior Plan Activity ........... 79
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d) The Use of Passive in Active Sentence ........ 79
2) Form-Related Errors .......................................... 80
a) Wrong Verb Form in Auxiliary will ............. 80
b) The Use of be with Ordinary Verb ............... 80
c) Subject and Verb Disagreement ................... 80
j. Errors in Future Progressive Tense ......................... 81
1) Context-Related Errors ...................................... 81
a) Wrong Choice of Tenses............................... 81
2) Form-Related Errors .......................................... 82
a) Wrong Order of Adverb still ......................... 82
b) Omission of be .............................................. 83
c) The Use of be with Ordinary Verb ............... 83
3) Other Errors in Future Progressive Tense ......... 83
a) Subject and Verb Disagreement ................... 83
b) Wrong Verb Form in Auxiliary has ............. 84
c) Misuse of be going to ................................... 84
d) The Use of Passive in Active Sentence ........ 85
e) Wrong Verb Form in Auxiliary will ............. 85
2. The Students’ Mastery on Tenses .............................. 85
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ..................................................................... 87
B. Suggestions ..................................................................... 89
1. Suggestions for the Students of the English Language
Education Study Program of Sanata Dharma University .. 89
2. Suggestions for the Lecturers of the English Language
Education Study Program of Sanata Dharma University .. 90
3. Suggestions for Future Researchers .............................. 91
REFERENCES ............................................................................................. 92
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LIST OF TABLES
Table Page
3.1 The Classification of Reliability Coefficient ................................... 37
4.1 The Students’ Scores in the Test ...................................................... 44
4.2 The Students’ Scores in Relation to the Category ............................ 45
4.3 The Students’ Achievement in Each Tense ..................................... 46
4.4 Errors in Simple Present Tense ......................................................... 49
4.5 Errors in Present Progressive Tense .................................................. 54
4.6 Errors in Simple Past Tense .............................................................. 58
4.7 Errors in Past Progressive Tense ....................................................... 63
4.8 Errors in Present Perfect Tense ......................................................... 66
4.9 Errors in Present Perfect Progressive Tense ..................................... 68
4.10 Errors in Past Perfect Tense ............................................................ 72
4.11 Errors in Past Perfect Progressive Tense ........................................ 75
4.12 Errors in Simple Future Tense ........................................................ 78
4.13 Errors in Future Progressive Tense ................................................. 81
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LIST OF FIGURES
Figure Page
2.1 The Summary of Formulation of the Simple Present Tense ............. 14
2.2 The Summary of Formulation of Present Progressive Tense............ 17
2.3 Non-Progressive Tense Verbs ........................................................... 18
2.4 The Summary of Formulation of Simple Past Tense ........................ 20
2.5 The Summary of Formulation of Past Progressive Tense ................. 22
2.6 The Summary of Formulation of Present Perfect Tense ................... 23
2.7 The Summary of Formulation
of Present Perfect Progressive Tense ................................................ 24
2.8 The Summary of Formulation of Past Perfect Tense ........................ 25
2.9 The Summary of Formulation of Simple Future Tense .................... 27
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LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian .................................... 95
Appendix B: The Test ............................................................................. 96
Appendix C: Key to the Test .................................................................. 100
Appendix D: The Sample of the Students’ Sheets ................................. 102
Appendix E: The Students’ Test Scores.................................................. 110
Appendix F: The Content and Distribution of the Test
in Each Number................................................................. 114
Appendix G: The Students’ Erroneous Answers .................................... 117
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1
CHAPTER I
INTRODUCTION
This chapter consists of six parts which present the introduction of the
study. It includes background of the study, problem formulation, problem
limitation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
English is widely used around the world. It is used for communicating and
interacting among nations because English is an international language.
Furthermore, in globalization era, people are demanded to be able to use English
in many aspects. Therefore, they need to learn English.
In learning English, the students learn the four basic skills namely listening,
speaking, reading, and writing. In addition to learning the four basic skills, the
students also learn the elements of language namely vocabulary, grammar, and
pronunciation. These elements of language give a contribution to the four basic
skills. The examples are vocabulary as in speaking, writing, reading and listening;
pronunciation as in speaking; and grammar as in writing and speaking. Having
good vocabulary, grammar, and pronunciation helps people to communicate well.
Those four basic skills and three elements of language are important in building
the mastery of English.
Grammar is one of the important elements in building the mastery of a
language. By learning grammar, the students know the rules of the language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
When the students want to convey information, grammar is one of the important
things to be considered in order that the information can be understood well. It is
supported by Nunan (1991: 153), he states that grammar is present to make us
understand and possible to communicate beyond a rudimentary level. Using
grammar, people are able to communicate appropriately, correctly, and
meaningfully. Ur (1988), as cited in (Nunan, 1991: 154), also argues that the
elements of a language, be they lexical, phonological or grammatical, are essential
toward the ability to communicate in the language. It means that grammar is one
of the elements that should be paid attention to in communication. Purpura (2004,
ix) also argues that grammar is the rule of language, the heart of language use,
which is used in speaking, listening, reading or writing.
There are a lot of aspects in grammar. One of them is tense. In learning
grammar, English tense is important because in English, tense or time cannot be
avoided. According to Nesfield as cited in Mas‟ud (2005: 18), “tense is a form of
a verb that shows time of happening of an event or an action and it shows the level
of perfection of an action at the time it happened.” According to Jackson (1982:
74), time is divided into past, present and future. In English, each tense indicates
the time; therefore it is clear whether he spoke in the past, he speaks in the present
or he will speak in the future.
The study discusses the ELESP students‟ errors and mastery in using tenses.
ELESP stands for the English Language Education Study Program. The students
of the English Language Education Study Program are prepared to be qualified
English teachers. To be a teacher, people should be able to communicate well,
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3
moreover for a language teacher, in this case an English teacher. S/he is expected
to communicate well in English. To communicate well and correctly, it needs
rules. Grammar provides rules to produce communicative and effective utterances.
Therefore, as teacher candidates, it is important for them to be proficient in using
grammar, especially the tenses. It is needed, for example in teaching learning
processes, when the teacher explains the lesson in the past, present, or future time.
Based on the writer‟s experience, the students of the English Language
Education Study Program still have difficulties in mastering English tenses.
Considering that English tenses are essential, measuring the students‟ ability on
tenses is important. The study is conducted to find out the students‟ mastery of the
tenses of ELESP students. This study is conducted to the third semester students
of the English Language Education Study Program students in the academic year
of 2008/2009. The third semester students are considered to have enough
knowledge about tenses during the learning processes for one semester at the first
semester in the English Language Education Study Program. In addition to
finding out the students‟ mastery, the writer also tries to find out the students‟
errors on tenses. Since their errors are recognized in the early stage of the study
program, the lecturer will be able to do remedial actions.
B. Problem Formulation
The questions of the research are formulated as follows.
1. What are the errors that the students of the English Language Education Study
Program of Sanata Dharma University Yogyakarta make in using the tenses?
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4
2. What is the mastery of tenses of the students of the English Language
Education Study Program of Sanata Dharma University Yogyakarta?
C. Problem Limitation
The study aims to find out the ELESP students‟ errors and mastery in using
tenses. The subjects of the study are the third semester students of the English
Language Education Study Program in the academic year of 2008/2009. The
reason why the writer chooses the third semester students is because they have
enough knowledge about tenses during the learning processes at the first semester
in the English Language Education Study Program.
In the study, the writer limits the discussion on the mastery of the ten
tenses. It is based on the consideration of the syllabus used in the English
Language Education Study Program. The ten tenses that are taught in the first
semester are simple present tense, present progressive tense, simple past tense,
past progressive tense, present perfect tense, present perfect progressive tense,
past perfect tense, past perfect progressive tense, simple future tense, and future
progressive tense. The study focuses on the use of each tense in relevance to its
functions.
To find out the students' errors and mastery, the writer administers a test to
the third semester students of the English Language Education Study Program in
the academic year of 2008/2009. The study emphasizes on the ability of the
students in using the tenses. It focuses on the use of each tense in relevance to its
functions. In other words, it emphasizes on the functions rather than the form of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
each tense. However, forms or patterns of each tense are included in the error
analysis.
D. Objectives of the Study
This research aims to answer the research questions formulated in the
problem formulation. The objectives are as follows.
1. To find out the errors that the students of the English Language Education
Study Program of Sanata Dharma University Yogyakarta make in using the
tenses.
2. To find out the mastery of tenses of the students of the English Language
Education Study Program of Sanata Dharma University Yogyakarta.
E. Benefits of the Study
The study is useful for the students of the English Language Education
Study Program. They are expected to be able to improve their learning of English
tenses. As teacher candidates, they are expected to master the grammar, in which
tense is included. They are also expected to be aware of their errors so that they
are able to remedy their errors. By realizing their weaknesses, they should not
make mistakes anymore.
The study is also useful for the lecturers. The study on the mastery of tenses
of the students of the English Language Education Study Program helps to find
the students‟ errors and mastery in using tenses. The results of the study can be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
used as feedback for the Structure class lecturers in the teaching learning
processes, and thus hopefully be able to improve the teaching of English tenses.
The study also, hopefully, gives benefits to future researchers and readers. It
is expected that the study gives sufficient information about the research on
mastery of tenses, thus they can explore more. It is hoped that the study will help
the future researchers and readers in understanding the tenses, especially the ten
tenses. For future researcher, it is expected that they can develop the research by
improving and modifying the test. They may find the significance of tenses in
building the mastery of a language related to four basic skills; listening, speaking,
reading, and writing.
F. Definition of Terms
To avoid misunderstanding, there are some terms that need to be explained.
The terms that will be defined are mastery, tenses, and errors.
1. ELESP Students
ELESP stands for the English Language Education Study Program. The
subject of this research is the third semester students of the English Language
Education Study Program in the academic year of 2008/2009. The study is
conducted at Sanata Dharma University Yogyakarta.
2. Errors
According to Dulay, Burt and Krashen (1982: 138), errors are the
deviation parts of learner in spoken and written from rules of language. In the
study, the writer tries to find out the errors the students make in using the tenses.
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There are three categories of errors in the study. They are „context-related errors‟,
„form-related errors‟ and „other errors‟. Those three categories are then divided
into sub categories based on the errors that the writer found in each tense.
Context-related errors consist of the students‟ answers that deviate from the
context or function in a given tense. Form-related errors consist of the students‟
answers that deviate from the form or pattern in a given tense. Other errors consist
of the students‟ answers that do not belong to two previous categories because
they deviate from the intended context and form.
3. Tense
According to Jackson (1982: 74), “the grammatical category of tense is
related to real-world time.” He divides time into past, present and future.
According to Asher (1994: 4558), there are two important facets of tenses. First,
from a formal point of view, tense is a grammatical category expressed overtly on
the verb. Second, from a semantic point of view, tense serves to locate situations
in time. The study focuses on ten tenses. They are simple present tense, present
progressive tense, simple past tense, past progressive tense, present perfect tense,
present perfect progressive tense, past perfect tense, past perfect progressive tense,
simple future tense, and future progressive tense.
4. Mastery
In this study, definition of mastery refers to Fries (1948: 3). He says that “a
person has learned a foreign language when he has thus first, within a limited
vocabulary mastered the sound system, that is, when he can understand the stream
of speech and achieve an understandable production of it and has, second, made
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8
the structural devices or the basic arrangements of the utterances as a matter of
automatic habit.” A person is said to have mastered a language if within the
limitation of vocabulary that he has, he understands the sound system and
produces the understandable sound system, and moreover, he is able to produce
sentences. In the study, the writer wants to find out the students’ mastery of
tenses. It is related to the second requirement of mastery; that is, the mastery of
structural devices in which the students are expected to be able to recognize the
form and use of tenses.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two sections. First, the writer presents the
theoretical description. It includes the theory of errors, the mastery of a language,
and English tenses, which consists of ten tenses used in the study. They are simple
present tense, present progressive tense, simple past tense, past progressive tense,
present perfect tense, present perfect progressive tense, past perfect tense, past
perfect progressive tense, simple future tense, and future progressive tense.
Second, the writer presents the theoretical framework.
A. Theoretical Description
In the theoretical description, the writer discusses a brief review on errors,
the mastery of a language, and English tenses. There are ten tenses used in the
study. They are simple present tense, present progressive tense, simple past tense,
past progressive tense, present perfect tense, present perfect progressive tense,
past perfect tense, past perfect progressive tense, simple future tense, and future
progressive tense.
1. A Brief Review on Language Errors
a. Definition of Errors
According to Dulay, Burt, and Krashen (1982: 138), errors are “the flawed
side of learner speech or writing.” A learner makes error if he deviates from the
rules in speaking or writing. In learning a language, making errors cannot be
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10
avoided. A learner cannot learn a language without making errors. The errors are
used as feedback in teaching-learning processes.
Dulay, Burt, and Krashen (1982: 138) serve two major purposes of studying
learners‟ errors. First, it provides data about the nature of a language learning.
Second, it gives contribution to the teacher to know the difficulties of their
students in learning a target language. It can be used as feedback in teaching
learning. In the study, besides knowing the students‟ mastery, the writer also
wants to know the errors that the students make in using tenses. Knowing the
students‟ errors, a teacher can do a remedial action to corrret their errors. In the
study, the writer focuses on the errors the students make in using ten tenses.
b. Mistakes and Errors
Sometimes people are difficult to differentiate between mistakes and errors.
Those two terms are slightly different. It is important to differentiate both of the
terms in order to make them clear. Chomsky (1965) as stated in Dulay et al.
(1982: 139) distinguishes between errors caused by fatigue and inattention and
errors resulting from lack of knowledge of the rules of the language. Errors caused
by fatigue and inattention is called “performance factors”, while errors resulting
from lack of knowledge of the rules of the language is called “competence”.
Corder (1967) as stated in Dulay et al. (1982: 139) says that “performance errors
have been called „mistakes‟, while the term „errors‟ was reserved for the
systematic deviations due to the learner‟s still developing knowledge of the L2
rule system.”
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The writer does not differentiate both mistakes and errors because it is
difficult to judge whether the students‟ answers are caused by performance factors
or competence factors. In the study, the writer uses the term errors which refer to
the students‟ answers which are deviate from the rules of tenses. The errors are
classified into some categories based on the errors that the writer found in each
tense.
2. Mastery of a Language
a. Definition
In this study, definition of mastery refers to Fries (1948: 3). Fries says that a
person has learned a foreign language when he has thus first, within a limited
vocabulary mastered the sound system, that is, when he can understand the stream
of speech and can achieve an understandable production of it and has, second,
made the structural devices or the basic arrangements of the utterances as a matter
of automatic habit. A person is said to have mastered a language if within the
limitation of vocabulary that he has, he understands the sound system and
produces the understandable sound system, and moreover, he is able to produce
sentences as his automatic habit. In relation to the study, one of the elements that
should be mastered is grammar or structural devices. It is the basic arrangement of
utterances.
Grammar has a lot of aspects. One of them is tense. The study focuses on
ten tenses on which the writer tries to find out the students‟ mastery on them.
Grammar is needed in order to communicate effectively, correctly, appropriately,
and meaningfully because it provides rules.
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b. Criteria of Mastery
As it is written in Peraturan Akademik Universitas Sanata Dharma
Yogyakarta (2002: 14), the minimum standard of mastery is 56 percent. The
following is the list of score category which is used to classify the students‟
scores.
Score Category
80-100 very good (A)
70-79 good (B)
56-69 sufficient (C)
50-55 insufficient (D)
≤ 49 poor (E)
Based on the list above, if the students‟ scores are below the minimum standard of
mastery, it means that they still have difficulties and they have not mastered the
ten tenses.
3. Tenses
There are ten tenses used in the study. They are simple present tense,
present progressive tense, simple past tense, past progressive tense, present perfect
tense, present perfect progressive tense, past perfect tense, past perfect progressive
tense, simple future tense, and future progressive tense. Those tenses will be
explained further in accordance to the form and function of the tenses.
Greenbaum and Quirk (1990: 47) state, "Tense is a grammatical category
that is realized by verb inflection.” English is reduced to two tenses: the present
and the past tense. It refers to present and past time. According to Jackson (1982:
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13
74), the grammatical category of tense is related to real-world time. Time is
divided into past, present and future. According to Asher (1994: 4558), there are
two important aspects of tenses. First, from a formal point of view, tense is a
grammatical category expressed overtly on the verb. Second, from a semantic
point of view, tense serves to locate situations in time. This study not only focuses
on the form but also on the use of the tenses. According to Curme (1931: 354),
there are four absolute tenses. They are present, past, perfect, and future, which
express time from the moment in which speaker is speaking without reference to
some other acts. Celce-Murcia (1999: 110) divides tense into four aspects. They
are simple which is called zero aspect, perfect, progressive, and their combination,
perfect progressive. Based on some definitions above, the tenses used in the study
are based on the syllabus used by English Language Education Study Program.
They are past, present, future which have the combination of four aspects. The
study focuses on ten tenses which are presented as follows.
a. Simple Present Tense
Azar (1985: 3) explains the formulations of the simple present tense. The
formulation is presented in Figure 2.1.
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14
Statement
(affirmative)
I
You work
We
They
He
She works
It
If the subject is the third
person singular (e.g. he,
she, it, John, the animal),
the verb is added by a final
–s (or –es)
Negative
I
We do not
You (don‟t)
They work
He does not
She (doesn‟t)
It work
Do not add final –s (or –es)
to the main verb (e.g. work)
in negative sentence
Questions
I
Do we work?
you
they
he
Does she work?
it
Do not add a final –s (or –
es) to the main verb in a
question.
Short
answer
I
Yes, you do
we
they
he
Yes, she does
It
I
No, you don‟t
we
they
he
No, she doesn‟t
It
Figure 2.1: The Summary of Formulations of the Simple Present Tense
In the formulation of simple present tense, the –s /-es adding is used for
the third person singular, such as he, she, and it. There are some rules in the
spelling of verbs used for the third person singular. Azar (1992: 8) explains the
rules as follows:
a) Final –s, is added to most verbs
For example:
visit-visits
speak-speaks
answer-answers
happen-happens
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15
b) Final –es is added in the verbs ending with –ch, -sh, -s, -x, or –z
For example:
watch – watches
wash – washes
pass – passes
fix – fixes
buzz - buzzes
c) Final –es is also added to do and go
For example:
go – goes
do – does
d) Many verbs end in –e. Final –s is simply added
For example:
Hope-hopes
Write-writes
e) If the word ends in a consonant –y. Change the –y to –i and add –es.
For example:
study - studies
fly - flies
try – tries
f) If the word ends in a consonant –y and it is preceded by a vowel, simply
add –s.
For example:
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say - says
pay - pays
buy – buys
According to Azar (1989: 11), simple present tense has several functions.
First, it expresses general statements of facts. It means that simple present tense
expresses something that was true in the past, is true in the present, and will be
true in the future. It also refers to events, actions or situations which are true in
present period of time and may continue indefinitely (Alexander, 1988: 163).
Second, it is used to express habitual or every day activity. Third, certain common
verbs are not used in progressive tense, with these verbs may indicate a situation
that exists right now, at the moment of speaking. The examples are:
[1] It snows in Alaska. (Azar, 1989: 2) = It expresses a fact or general truth.
[2] I watch television every day. (Azar, 1989: 2) = It expresses a habitual action.
[3] I don‟t recognize that man. (Azar, 1989: 11) = simple present that may
indicate a situation that exists right now, at the moment of speaking.
b. Present Progressive Tense
Generally, present progressive tense is used for action in progress at the time
of the speaking. According to Corder (1960: 74), present progressive may be used
without any adverbs of time because what is happening at the time of speaking is
an evident that does not need an explanation. The adverbs that are sometimes used
in this tense are now, at present, at this moment, and still.
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The forms of the present progressive tense according to Azar (1985: 4) are
presented in Figure 2.2.
STATEMENT I am working
He
She is working
It
You
We are working
They
NEGATIVE I am not working
He
She is not (isn‟t)
It working
You
We are not (aren‟t)
They working
QUESTION Am I working?
he
Is she working?
It
you
Are we working?
they
SHORT
ANSWER
Yes, I am
No, I‟m not
he
Yes, she is
it
he
No, she isn‟t
It
you
Yes, we are
It
he
No, she aren‟t
it
Figure 2.2: The Summary of Formulations of the Present Progressive Tense
In present progressive form, a sentence needs be as auxiliary verb. Present forms
of Be are: am, is, are. They are followed by verb –ing.
The examples of present progressive tense are:
[4] I am not wearing a coat as it isn‟t cold. (Thomson and Martinet, 1986:
154)
[5] John is trying to improve his work habits. (Azar, 1989: 11)
[6] He is always leaving his dirty dishes on the table! (Azar, 1989: 16)
Present progressive tense has some functions. First, it expresses an activity
that is in progress, that is occurring, is happening, right now. Sentence [4] is an
example of this situation. The event began in the past, is in progress now, and will
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
probably continue into the future. Second, it is often to express the activity of a
general nature: something generally in progress this week, this month, this year.
Sentence [5] may show a general nature activity. It may mean that trying to
improve his work habit is a general activity he is engaged in at present, but it does
not mean that it happens at the moment of speaking. Third, the adverbs such as
always, forever and constantly are used with the present progressive to express
annoyance or anger. Sentence [6] is the example of an action that expresses
annoyance or anger.
There are some common verbs which are not used in the progressive tense
(Azar, 1989: 13). Although they may be used for describing an action at the
moment of speaking, simple present is used. Some common verbs which are not
used in progressive tense are described in Figure 2.3.
Mental State
know imagine
realize doubt
understand remember
recognize forget
believe want
feel need
suppose prefer
think* mean
Emotional State
love fear dislike
like envy care
appreciate mind hate
Possession possess own
have* belong
Sense Perceptions
taste* feel*
smell* see*
hear
Other Existing States
seem be*
look* exist
appear* consist of
cost contain
owe include
weigh*
The verbs with an asterisk are also commonly used as progressive verbs, with a difference in
meaning.
Figure 2.3: Non-Progressive Tense Verbs
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c. Simple Past Tense
Simple past tense is used for actions completed in the past at a definite time.
It began and ended at a particular time in the past (Azar, 1989: 24). It is also used
to express a past situation or habit that no longer exists at present. Form used to is
used to express it. The examples of simple past tense are:
[7] I met him yesterday.
[8] Pasteur died in 1895.
In sentences [7] and [8], the adverbs of time yesterday and in 1895 are clear.
Those sentences show actions which began and ended at a particular time in the
past.
[9] When did you meet him?
Sentence [9] asks the time when you met him. The meeting happened in the past.
[10] The train was ten minutes late.
[11] I bought this car in Montreal.
Sentences [10] and [11] show actions happened in the past although there is no
specific time mentioned in the verb bought and was.
[12] Where have you been? ~ I've been to the opera. ~ Did you enjoy it?
Sometimes simple past tense is used as a result of a question and answer in the
present perfect. Sentence [12] is the example of it.
[13] I used to live with my parents. Now, I live in my own apartment.
Sentence [13] is the example of a past habit that no longer exists at present. In the
past, I lived with parents, but now I do not live with them anymore. I live in my
apartment.
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The forms of the simple past are described in Figure 2.4.
STATEMENT
I
You
He
She worked yesterday
It
We
They
QUESTION
I
you
he
Did she work yesterday
it
we
they
NEGATIVE
I
You
He
She did not (didn’t) work yesterday
It
We
They
SHORT
ANSWER
I I
you you
he he
Yes, she did No, she didn’t
It It
we we
they they
Figure 2.4: The Summary of Formulations of the Simple Past Tense
Past time also can be expressed using time clause:
[14] When I was in Chicago, I visited the art museum. (Azar, 1984: 29)
time clause main clause
There are two clauses in sentence [14]. They are time clause and main clause.
When means at that time, after, before, and while means during that time are
used in the time clause. The pattern can be seen as follows.
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when
after + subject and verb = a time clause
before
while
d. Past Progressive Tense
According to Azar (1989: 24), past progressive tense has some functions.
The past progressive expresses an activity that was in progress, was occurring,
was happening at a particular time in the past. It is also used to express two
actions that occured at the same time, but one action began earlier and was in
progress when the other action occurred. Sometimes, it is used in both parts of a
sentence when two actions are in progress simultaneously.
For examples:
[15] I sat down at the dinner table at 6:00 p.m. yesterday. My friend came to
my house at 6:10 p.m. I was eating dinner when my friend came.
Sentence [15] shows an action that eating was in progress at 6:10 p.m when my
friend came.
[16] While I was studying in one room of our apartment, my roommate was
having a party in the other room. (Azar, 1989: 24)
Sentence [16] shows two actions which both parts of clauses were in progress. It
happened simultaneously.
The forms of past progressive tense are described in Figure 2.5.
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STATEMENT
I
He was working when the phone rang.
She
It
You
We were working
They when the phone
rang.
NEGATIVE
I
He was not(wasn’t) working when the
She phone rang
It
You
We were not working
They when the phone
rang
QUESTION
I
Was he working when the phone rang?
she
It
You
Were We working
They when the
phone rang?
SHORT
ANSWER
I
Yes, he was.
she
it
I
No, he wasn’t.
she
it
you
Yes, we were.
they
you
No, we weren’t.
they
Figure 2.5: The Summary of Formulations of the Past Progressive Tense
Past progressive form needs past form of be. They are was, were. They are
followed by verb –ing.
e. Present Perfect Tense
The present perfect expresses the idea that something happened or never
happened before now, at an unspecified time in the past. The exact time it
happened is not important (Azar, 1989: 29).
The forms of the present perfect tense are described in Figure 2.6.
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23
STATEMENT
(a) I have finished my work.
(b) Jim has eaten lunch.
The basic form of the
present perfect:
Have/Has+Past
Participle
NEGATIVE
(a) I have not (haven’t) finished my
work.
(b) Jim has not (hasn’t) eaten lunch.
Have + not = haven‟t
Has + not = hasn‟t
QUESTION
(Question word) + helping verb + Subject + Main Verb
have you finished your work?
How long has Jim eaten lunch?
have you lived here?
A: Have you seen that movie?
B: Yes, I have. OR No, I haven’t.
A: Has Jim eaten lunch?
B: Yes, he has. OR No, he hasn’t.
The helping verb (have or
has) is used in the short
answer to a yes/no
question.
Figure 2.6: The Summary of Formulations of the Present Perfect Tense
The examples of Present Perfect sentences are as follows.
[17] They have moved into a new apartment.
[18] Have you ever visited Mexico?
[19] I have never seen snow.
Present Perfect Tense also expresses the repetition of an activity before now. The
exact time is also not important.
[20] We have had four tests so far this semester.
[21] I have flown on an airplane many times.
When it used with for or since, it expresses a situation that began in the past
and continues to the present. There are differences between since and for. Since is
used for a particular time. Since is followed by the mention of a specific point in
time: an hour, a day, a month, a year, and others. Since expresses the idea that an
activity began at a specific time in the past and continues to the present. Since
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24
may also introduce a time clause, a subject and verb may follow since. The
present perfect is used in the main clause; the simple past is used in the since
clause. For is used for duration of time. For is followed by the mention of a
length of time: two minutes, three hours, four days, five weeks, and others. The
use of present perfect in a sentence with for + a length of time means that the
action began in the past and continues to the present. For examples:
[23] I have been here since seven o‟clock.
[24] We have been here for two weeks.
f. Present Perfect Progressive Tense
The tense is used to indicate the duration of an activity that began in the past
and continues to the present. When it has this meaning, it is used with time words
such as for, since, all morning, all day, all week.
The forms of the present perfect progressive tense are as follows.
HAVE/HAS + BEEN + -ING
I have been living here since January.
Bob has been studying for two hours.
Form of the present perfect
progressive:
Have/has + been + -ing
How long have you been living here?
How long has Bob been studying?
Question form:
Have/has + subject +
been + -ing
Figure 2.7: The Summary of Formulations of the Present Perfect Progressive Tense
[25] I have been sitting here since seven o‟clock.
[26] I have been sitting here for two hours.
[27] It has been raining all day. It is still raining right now.
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When the tense is used without any specific mention of time, it expresses a
general activity in progress recently, lately. For examples:
[28] I have been thinking about changing my major.
[29] All of the students have been studying hard. Final exams start next week.
With certain verbs for example live, work, teach, there is little or no difference in
meaning between the two tenses (present perfect and present perfect progressive)
when since or for is used.
[30] He has worked at the same store for ten years.
[31] He has been working at the same store for ten years.
Both sentence [30] and sentence [31] have no difference. They have essentially
the same meaning.
g. Past Perfect Tense
This tense is used to express an activity that was completed before another
activity or time in the past. The forms of the past perfect tense are as follows.
AFFIRMATIVE CONTRACTIONS NEGATIVE Form of the past
perfect tense:
Had + past
participle
I
You
He
She had eaten.
It
We
They
I + had = I‟d
You + had = you‟d
He + had = he‟d
She + had = she‟d
It + had = It‟d
We + had = we‟d
They + had = they‟d
Had + not=hadn’t
I hadn’t eaten.
Figure 2.8: The Summary of Formulations of the Past Perfect Tense
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The examples of past perfect tense are sentences [32] and [33].
[32] My parents had already eaten by the time I got home.
[33] Until yesterday, I had never heard about it.
These two sentences show activities that were completed before other activities in
the past.
h. Past Perfect Progressive Tense
The past perfect progressive emphasizes the duration of an activity that was
in progress before another activity or time in the past. The basic form of the past
perfect progressive tense is as follows.
The tense may also express an activity in progress recent to another time or
activity in the past. The examples of past perfect progressive tense are as follows.
[34] He finally came at six o‟clock. I had been waiting for him since four-thirty.
[35] Her eyes were red because she had been crying.
i. Simple Future Tense
The forms of simple future tense are described in Figure 2.9.
HAD + BEEN + - ING
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STATEMENT
I
You
He
She will work
It tomorrow.
We
They
QUESTION
I
You
He
Will She work
It tomorrow?
We
They
NEGATIVE
I
You
He
She will not (won’t)
It work tomorrow.
We
They
SHORT
ANSWER
I
You
He
Yes She will.
It
We
They
I
You
He
No She won’t.
It
We
They
Figure 2.9: The Summary of Formulations of the Simple Future Tense
There are two forms, will and be going to. Will and be going to are used to express
future time. The differences between will and be going to are:
1) To express a prediction, either will or be going to is used:
[36] According to the weather report, it will be cloudy tomorrow.
[37] According to the weather report, it is going to be cloudy tomorrow.
There is no difference in meaning between [36] and [37]. It shows prediction that
is a statement about something s/he thinks will be true or will occur in the future,
either will or be going to is possible.
2) To express prior plan, only be going to is used:
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[38] I talked to Bob yesterday. He is tired of taking the bus to work. He is going
to buy a car. That‟s what he told me.
In sentence [38] the speaker intends to do an action in the future because in
the past s/he has made a plan or decision to do it. Only be going to is used. The
speaker knows Bob‟s intention to buy a car. Bob made the decision in the past and
he intends to act on this decision in the future.
3) To express willingness, only will is used:
[39] A: The phone is ringing
B: I will get it.
The conversation shows willingness. “I am willing, I am happy to get the phone.”
He has made no prior plan. He is not making a prediction. He is willing to answer
the phone.
a) The Present Progressive and the Simple Present Tense to Express Future Time
1) Present Progressive Tense
[40] Sam has already made his plans. He is leaving at noon tomorrow.
The present progressive may be used to express future time when the idea of
the sentence concerns a planned event or definite intention. A future meaning for
the present progressive tense is indicated either by future time words in the
sentence or by the context. Verbs such as come, go, stay, arrive, leave are
frequently used in the present progressive to express future time. Such verbs
express definite plans. Verbs expressing planned means of transportation in the
future are frequently used in the present progressive, for example: fly, walk, ride,
drive, take a bus or taxi, and many others.
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Sometimes it is used when the speaker wants to make a very strong statement
about a future activity
2) Simple Present
[41] The museum opens at ten tomorrow morning.
The simple present can be used to express future time in sentences that
concern events that are on a definite schedule or timetable. Only a few words are
used in this way such as open, close, begin, end, start, finish, arrive, leave, come,
return.
j. Future Progressive Tense
The future progressive expresses an activity that will be in progress at a
time in the future.
[42] I will begin to study at seven. You will come at eight. I will be studying
when you come.
The form of future progressive tense is S + will/shall + be + the -ing form while
the progressive form of be going to is be going to + be + -ing. Sometimes there is
little or no difference between the future progressive and the simple future,
especially when the future event will occur at an indefinite time in the future as in
the following examples:
[43] Don‟t get impatient. She will be coming soon.
[44] Don‟t get impatient. She will come soon.
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B. Theoretical Framework
In globalization era people are demanded to be able to use English in many
aspects. Therefore, they need to learn English. In learning English, the students
learn the four basic skills namely listening, speaking, reading, and writing. In
addition to learning the four basic skills, the students also learn vocabulary,
grammar, and pronunciation. Those are the elements of language. One of the
important things needs to be mastered is grammar because it provides rules. There
are many aspects in grammar. One of them is tense. It is needed to master tenses
when studying English because in learning English, time or tense cannot be
avoided.
The study focuses on ten tenses. They are simple present tense, present
progressive tense, simple past tense, past progressive tense, present perfect tense,
present perfect progressive tense, past perfect tense, past perfect progressive tense,
simple future tense, and future progressive tense. The writer conducts the study on
the ten tenses because they are taught at the first semester in the English Language
Education Study Program. The study also puts emphasis on the use of functions of
each tense. Hence, the students not only know the forms of each tense but also the
functions and meaning of each tense.
It is important to know their weaknesses or errors that they make in using
tenses to enhance the mastery of tenses. Richard Shawstack in a book entitled
Essential English Grammar (Mas‟ud, 2005: 18) states, “to learn a new language,
he must practice, and the more he practices, the more mistakes he is likely to
make; the secret is to make one‟s mistakes and correct them.”
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The writer categorizes the errors into three categories. They are context-
related errors, form-related errors and other errors. Those three categories are then
divided into sub categories based on the errors that the writer found in each tense.
The categorizations are based on the errors that the writer found from the
students‟ answers. Then, the writer relates them to the theory of tenses. Context-
related errors consist of the students‟ answers that deviate from the context or
function in a given tense. Form-related errors consist of the students‟ answers that
deviate from the form or pattern in a given tense. Other errors consist of the
students‟ answers that do not belong to two previous categories because they
deviate from the intended context and form.
To measure their mastery, the writer administers a test. The test is a
production test because the study focused on the use of tenses. The test is
administered to the students in written form. They are asked to fill in the blanks
using the correct verbs form based on the context of each sentence. The students‟
errors show their weaknesses. It is used as feedback in learning grammar,
particularly English tense. The test results are also used to show their level of
mastery in using tenses based on the scoring category of Peraturan Akademik
Universitas Sanata Dharma Yogyakarta 2002.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology used in the study. It consists of six
parts. The methodology includes research method, research participants, research
instrument, data gathering technique, data analysis technique, and research
procedures.
A. Research Method
There were two problems to be solved as mentioned in chapter one. First,
the research was aimed to find out the errors that the students of the English
Language Education Study Program made in using the tenses. Second, the
research was conducted to find out the mastery of the tenses of the students of the
English Language Education Study Program of Sanata Dharma University
Yogyakarta.
The study was a survey research. According to Ary, Jacobs, and Razavieh
(2002: 374), survey is “a research technique in which data are gathered by asking
questions of a group of individuals called respondents.” In the study, the writer
used a test to gather the data. The test was administered to the third semester
students of the English Language Education Study Program of Sanata Dharma
University Yogyakarta in the academic year of 2008/2009. From the test results,
the writer tried to find out the errors that the students made in using the tenses.
The writer also analyzed the mastery of the tenses of the students.
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B. Research Participants
The subjects of the study were ELESP students. ELESP stands for the
English Language Education Study Program. The writer chose the third semester
students of the English Language Education Study Program of Sanata Dharma
University Yogyakarta in the academic year of 2008/2009. The reason why the
writer chose them as the participants was because they had learned tenses. They
were considered to have enough knowledge on the tenses during the first year
studying on tenses in the English Language Education Study Program. Since their
weaknesses were found at the beginning, it would be easier for the lecturers to do
a remedial action. The writer would also like to measure how much the
knowledge that they had during the learning processes in the English Language
Education Study Program.
The research was conducted in the English Language Education Study
Program of Sanata Dharma University. Since choosing all the targets was
considered time consuming, the writer used cluster sampling. It was easier to
conduct and more efficient. In cluster sampling, the unit chosen is not an
individual but a group of individuals who are naturally together (Ary et al., 2002:
168). It meant that the writer chose the existing class in the English Language
Education Study Program. Therefore, the writer chose three classes for the real
test and one class for the pilot test among several classes of Structure class of the
English Language Education Study Program of Sanata Dharma University
Yogyakarta in the academic year of 2008/2009.
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C. Research Instrument
In the study, the writer used a test to find out the errors made by the students
of the English Language Education Study Program of Sanata Dharma University
Yogyakarta in using the tenses. It also tried to find out the mastery of the tenses of
the students of the English Language Education Study Program of Sanata Dharma
University Yogyakarta. According to Ary et al. (1990: 227), “a test is a set of
stimuli presented to an individual in order to elicit responses on the basis of which
a numerical score can be assigned.” Based on the quotation above, from a test, an
individual’s responses can be obtained, scored and become an indicator of what
being measured.
The writer constructed a test related to the mastery of the tenses to collect
the data. The test was a completion test. The students were asked to supply an
appropriate form of the verbs in the parentheses. The aim of the test was to find
out their errors that they made in using tenses and to find out their mastery of the
tenses. The test was needed to provide information about the achievement of the
students.
Two important requirements for the test were validity and reliability. To
achieve a valid and reliable result of the research, the test had to fulfill certain
criteria as a good research instrument. The validity and reliability of the test are
very important to provide a valid and reliable instrument of the research.
1. Validity
"Validity refers to the extent to which an instrument measures what is
intended to measure" (Ary et al., 1990: 256). It measures a particular skill. In this
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35
case, the writer provided a test to measure the mastery of the tenses of the third
semester students. Therefore, the writer must provide an instrument to measure
the mastery of the tenses of the first semester students. Hughes (1989: 22)
proposes four types of validity. They are content validity, criterion-related
validity, construct validity, and face validity. In this section, the writers discussed
face validity, content validity, and construct validity.
a. Face Validity
Hughes (1989: 27) says, "A test is said to be have face validity if it looks as
if it measures what it is supposed to measure." The test should look right to the
testees, testers, and other observers. Mousavi (2002) as stated in Brown (2004:
26) says that face validity is related to the degree to which a test looks right, and it
measures the knowledge or ability which is intended to measure. It is subjective
judgment based on someone who will take and use it. In order that the test looks
right to others, the writer consulted the test to the lecturers before administering it.
The writer also asked other people to examine the test; therefore the face validity
of the test could be fulfilled.
b. Content Validity
"A test is said to have content validity if its content contains a representative
sample of the language skills and structure which it is meant to be concerned"
(Hughes, 1989: 22). It means that the test should contain the sample of items
which are representative to what should be tested. The writer constructed the test
included the ten tenses. The writer constructed a test which consists of fifty items
that represent the function of each tense. Time allotment of the test is 60 minutes.
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The details of content and the distribution of the test are presented in the appendix
F.
c. Construct Validity
“A test is said to have the construct validity if it can demonstrate that it
measures just the ability, which is supposed to measure” (Hughes, 1989: 26). The
writer wanted to know the mastery of the tenses among the students. It meant that
the test must measure the students’ ability. In the test, the students were asked to
supply an appropriate form of the verbs in parentheses. The students were
demanded to know the context or the use of each tense. Therefore, the students
recognized not only the pattern or form of the tenses but also the functions of each
tense. Since the test measured the ability of the students in using tenses, the test
could be said fulfill construct validity.
2. Reliability
Reliability is “the degree of consistency with which it measures whatever it
is measuring” (Ary et al., 1990: 268). According to Alderson, Clapham, and Wall
(1995: 87), reliability can be estimated in various ways. The first one is test-retest
reliability. It gives a test to a group of students, and then gives the same test again
to the same people immediately afterwards. It is impractical. The second one is
parallel-form reliability. It involves correlating the scores from two very similar
(parallel) tests. It is too problematic since it is almost impossible to construct two
genuinely parallel tests. The third one is inter-item consistency. It gives the test
only once. One way of doing this is using split half method. Besides split half
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37
method, the other way is Kuder-Richardson Procedures. It is used to determine
homogeneity. The best known index of homogeneity is the Kuder-Richardson
formula 20 (Ary et al., 2002: 258). It is based on the proportion of correct and
incorrect responses to each of the item on a test. The writer uses the Kuder-
Richardson formula 20 because the item responses are scored right or wrong. The
formula is:
r xx = 2
2
1x
pqx
s
s
K
K
r xx = realibility of the whole test
K = number of items on the test 2
xs = variance of scores on total test (squared standard deviation)
p = proportion of correct responses on a single item
q = proportion of incorrect responses on the same item
Best (1983: 255), in his book entitled Research in Education, classifies the
value of reliability coefficient. The classification is presented in Table 3.1.
Table 3.1: The Classification of Reliability Coefficient
Coefficient (r) Relationship
0.00 to 0.20 Negligible
0.20 to 0.40 Low
0.40 to 0.60 Moderate
0.60 to 0.80 Substantial
0.80 to 1.00 High to very high
The results of the pilot test, which was administered to one class of the third
semester students of the English Language Education Study0 Program, showed
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38
that the reliability coefficient was 0.81. Based on the classification, the results
indicate that the test had high reliability.
D. Data Gathering Technique
The writer administered the test to collect the data. Before administering it,
the writer administered a pilot test. It was administered to find the weaknesses of
the test so that it can be a good test. The data were obtained from the results of the
test that was administered during the odd semester. The writer administered the
test in a day. It was addressed to one class as a pilot test and two classes as a real
test. In administering the test to the students, firstly the test papers and answer
sheets were distributed. After that, the writer explained the instruction written in
the test paper clearly so that the students understood what they should do. Next,
the students started doing the test in a given time supervised by the writer so that
there would be limited chance to cheat or work together. After the students did the
test, the writer collected the test papers and the answer sheets. The next step, the
writer analyzed the test results. The writer scored the test results and analyzed the
test results. The test scores became the data in the research.
E. Data Analysis Technique
After conducting the test, the writer analyzed the results of the test. There
were important steps in analyzing the data. The first step was scoring the students'
work. In this step, the writer examined the students' work, marked the wrong
items based on the answer key made by the writer before. The score for correct
answer is 1, while for incorrect answer is 0. After that, the writer counted the
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39
correct items and calculated the percentages of the correct items. The final score
was determined by dividing the total correct answers by the total number of items,
and then the result was multiplied by 100. After all the students' work was
examined, the writer decided the mastery of the students on the tenses.
The consideration of the students' mastery was taken from Peraturan
Akademik Universitas Sanata Dharma Yogyakarta (2002). In this book, the
students' final assessment is based on three possibilities. They are Sistem
Penilaian Acuan Patokan, Sistem Penilaian Acuan Norma, and Sistem Penilaian
Acuan Kombinasi. Sanata Dharma University uses Sistem Penilaian Acuan
Patokan. The minimum standard for passing the test is 56%. The students were
considered as mastering the test if their score was 56% - above.
After checking the students’ work, the writer analyzed the erroneous items.
The writer tried to find out the errors that the students made in using the tenses.
The writer classified and made a list of errors. The errors were classified by the
writer based on the errors that the writer found in each tense.
The writer categorized the errors into three categories. They were context-
related errors, form-related errors and other errors. Those three categories were
then divided into sub categories based on the errors that the writer found in each
tense. Then, the writer related them to the theory of tenses. Context-related errors
consisted of the students’ answers that deviated from the context or function in a
given tense. Form-related errors consisted of the students’ answers that deviated
from the form or pattern in a given tense. Other errors consisted of the students’
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40
answers that did not belong to two previous categories because they deviated from
the intended context and form.
F. Research Procedure
There were some steps in conducting the study. The steps were as follows.
1. Conducting the library study
The first step, the writer made a preparation dealing with the research. To do
this, the writer conducted a library study. It was conducted to find relevant
theories related to the study and the test.
2. Constructing the test
The second step, the writer constructed a test. It was used as the instrument
to collect the data. It was a written test. The writer adopted and adapted the items
from several books.
3. Consulting and finalizing the test
The third step, after constructing the test, the writer consulted the test to the
sponsor, and lecturers who were competent with. The writer not only consulted
the test, but also checked the validation of the test. There were three types of
validity used by the writer. They were face validity, content validity, and construct
validity.
4. Finding the sampling
The fourth step, the writer chose the subjects of the research. The subjects
were the third semester students in the academic year of 2008/2009. The writer
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41
used cluster sampling in the research. The subjects were chosen from the existing
class. One class was for pilot test, three classes were for the real test.
5. Piloting the test
The fifth step was the administration of a pilot test to find out the
weaknesses of the test. If the writer found out the weaknesses, the writer revised
the test to be a better test. According to Alderson et al. (1995: 74), the aim of
piloting test is “to iron out the main problems before the major trials.” From
piloting the test, the clearness of the instruction, the acceptance of the language of
the items and the accuracy of answer key can be decided. After piloting the test to
a group of students who were similar in background and level, then the writer
revised the test.
6. Gathering Data
The sixth step, the writer administered the test to the third semester students
of the English Language Education Study Program of Sanata Dharma University
Yogyakarta in the academic year of 2008/2009. The writer administered the test to
the subjects chosen. The students were asked to do the test in a given time. After
the students did the test, the writer collected the test papers and answer sheets.
7. Analyzing the data
The seventh step, after obtaining the data, the writer analyzed the test
results. The writer analyzed the students' mastery and then analyzed the kinds of
errors the students made in using tenses.
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8. Reporting the results
The last step, after analyzing the data, the next step to do was writing and
reporting the results of the study that had been conducted. The results could be
used as feedback for the lecturers. It may also give contribution and suggestion to
the students, lecturers in the English Language Education Study Program, and
future researchers.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of two parts. They are data presentation and
discussion. The data presentation presents the data obtained from administering
the test. The discussion presents the answers to the two research questions.
A. Data Presentation
In the data presentation, the writer presented the data obtained from the test.
It was related to the numerical data. The writer also presented the students’
achievement in the test as well as the students’ achievement in each tense.
1. The Students’ Achievement in the Test
The study used a test as an instrument to gather the data. The data obtained
were then analyzed. The test was administered to three classes of Structure III.
They were class A, B, and E. The first test was administered to two classes on
September 8, 2008. The second test was administered to one class on September
11, 2008. The test consisted of fifty items. It included ten tenses used in the
study. The students were asked to fill in the blanks using appropriate or correct
form of the verbs in the parentheses. The test results were analyzed and counted
by the writer. The students’ achievement was presented in Table 4.1.
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Table 4.1: The Students’ Scores in the Test
Range of Scores Number of Students Achieving the Range of Scores
90-100 0
80-89 0
70-79 7
60-69 16
50-59 19
40-49 14
30-39 4
20-29 3
10-19 1
0-9 0
Table 4.1 shows the students‟ scores in the test. The score was determined
by dividing the total correct answers by the total numbers of items, and then the
result was multiplied by 100. In Table 4.1, it could be seen that there was none of
the students achieved above 80. There were seven students or 10.9% who
achieved the highest score, which fell on the range of 70-79. Meanwhile, the
lowest score fell on the range of 10-19. There was only one student who achieved
that range. Nineteen students or 29.7% of the students achieved the score on the
range of 50-59. It was the highest percentage.
As written in Peraturan Akademik Universitas Sanata Dharma Yogyakarta
(2002: 14), fifty six percent of the total score is stated to be the minimum standard
of mastery or to pass the sufficient level. The complete scoring category is as
follows.
Score Category
80-100 very good (A)
70-79 good (B)
56-69 sufficient (C)
50-55 insufficient (D)
≤ 49 poor (E)
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The scoring category was used to classify the students‟ achievement in the test.
Table 4.2 shows the students‟ scores in relation to the category.
Table 4.2: The Students’ Scores in Relation to the Category
Score Category Number of Students Achieving the Category
80-100 Very Good (A) 0
70-79 Good (B) 7
56-69 Sufficient (C) 21
50-55 Insufficient (D) 14
< 49 Poor (E) 22
Table 4.2 showed that none of the students were included in the „very good‟
category. There were 7 students or 10.9% who were included in the „good‟
category. Twenty-one students or 32.8% fell on the „sufficient‟ category. Fourteen
students or 21.8% fell on the category of „insufficient‟. Meanwhile, 22 students or
34.4% fell on the „poor‟ category. It was clear that 28 students or 43.7% out of 64
passed the test. Less than 50% passed the test. In other words, there were 36
students or 56.3% that failed the test because they had not fulfilled the minimum
standard of passing the test.
Descriptive statistics of the results of test is important to be examined. It is a
numerical representative about the students‟ performance on a test (Brown, 2005:
97). The total number of the students who became the respondents was 64. The
number of the items in the test was fifty. The maximum score was 100. The
descriptive statistics of the test were the mean, median, mode, midpoint, range,
and standard deviation. In the study, the writer only used the mean. It was used to
determine the students‟ mastery of the tenses. The mean score was 53. It meant that
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46
the average score achieved by the third semester students of the English Language
Education Study program in the academic year 2008/2009 was 53.
a. The Students’ Achievement in Each Tense
As stated before, the test consisted of ten tenses. They were distributed in
fifty items. The ten tenses were simple present tense, present progressive tense,
simple past tense, past progressive tense, present perfect tense, present perfect
progressive tense, past perfect tense, past perfect progressive tense, simple future
tense, and future progressive tense. The writer presented the students‟
achievement in each tense to know whether they had mastered each of the tenses
or not. It was also to know the difficult and the easy parts of each tense.
The percentage of the students‟ achievement in each tense was determined
by dividing the total correct answers in each tense by the total answers in each
tense. The total answers were obtained by multiplying the total sample students
(64 students) by the number of items of each tense. Based on the results of the
test, the percentage of the students‟ achievement in each tense was presented in
Table 4.3.
Table 4.3: The Students’ Achievement in Each Tense
No. Tense The Percentage
1. Simple present tense 81.5%
2. Present progressive tense 45%
3. Simple past tense 37.9%
4. Past progressive tense 72.9%
5. Present perfect tense 55.7%
6. Present perfect progressive tense 40.6%
7. Past perfect tense 72.7%
8. Past perfect progressive tense 30.9%
9. Simple future tense 57.3%
10. Future progressive tense 32.8%
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It can be seen in Table 4.3 that the highest achievement of the students in
each tense fell on simple present tense, which was 81.5%. The second rank was
72.9%, which fell on past progressive tense, and then followed by past perfect
tense, which was 72.7% and simple future tense was 57.3%. Those percentages of
the four tenses showed that the percentages of correct answers for each tense had
reached the minimum standard of mastery, which was 56%. The others were
below 56%, which meant that the percentages of correct answers for each tense
did not fulfill the minimum standard of mastery. They were present progressive
tense, simple past tense, present perfect tense, present perfect progressive tense,
past perfect progressive tense, and future progressive tense. It indicated that
simple present tense, past progressive tense, past perfect tense and simple future
tense were easier than present progressive tense, simple past tense, present perfect
tense, present perfect progressive tense, past perfect progressive tense, and future
progressive tense.
B. Discussion
This part deals with answering the two research questions. The research
questions are (1) What are the errors that the students of the English Language
Education Study Program of Sanata Dharma University Yogyakarta make in using
tenses? and (2) What is the mastery of tenses of the students of the English
Language Education Study Program of Sanata Dharma University Yogyakarta?
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1. The Errors Made by the Students
According to Dulay, Burt and Krashen (1982: 138), errors are “the flawed
side of learner speech or writing.” Related to the study, errors refer to the
students‟ answers that deviate from the rules of the ten tenses. The writer
categorized the errors into three categories. They are context-related errors, form-
related errors and other errors. Those three categories are then divided into sub
categories based on the errors that the writer found in each tense. The errors
related to context include the students‟ answers that deviate from the context or
function in a given tense. The errors related to form include the students‟ answers
that deviate from the form or pattern in a given tense. The other errors consist of
the students‟ answers that do not belong to two previous categories because they
deviate from the intended context and form. The errors are presented based on the
tense sequence used in the test and on the frequency of the students‟ incorrect
answers from the highest to the lowest. Each part of the tenses is presented with
some examples. Each example is taken from one of the respondents‟ numbers in
which the erroneous answer is found. The respondent‟s number is indicated by R
#.
a. Errors in Simple Present Tense
The errors the students made in using simple present tense were classified
into three main categories. Those three main categories have several sub-
categories. Those categories are described in Table 4.4.
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Table 4.4: Errors in Simple Present Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 28
b. The Use of Passive in Active Tense 1
Form-related errors
a. The Use of be with Ordinary Verb 13
b. Omission of –s 13
c. Problem in Using be 9
d. Subject and Verb Disagreement 3
e. Wrong Order of Adverb of Frequency 1
Other Errors a. Wrong Verb Form in Auxiliary have 2
b. Mixed Tenses 1
1) Context-Related Errors
a) Wrong Choice of Tenses
Item number 20 and 27 in the test were simple present tense. It functioned to
express general statements or facts and to show a present period. It refers to
events, actions or situations which are true in present period of time and may
continue indefinitely (Alexander, 1988: 163). The students were asked to change
the verb into the appropriate form based on the context or function of each tense.
[45] Student‟s answer: His father is not working in a department store. He
works in a hospital. (Present Progressive Tense, R# 17)
Sentence [45] is present progressive tense. Present progressive tense has
some functions. One of them is to express an activity that is in progress right now.
The event began in the past, is in progress now, and will probably continue into
the future (Azar, 1989: 11). Sentence [45] was incorrect. The intended answer was
in simple present that expresses a situation that stands at present that his father
works in a hospital, he does not work in a department store or in other places. It is
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true in the present period and may continue. The correct answer is “His father
does not work in a department store. He works in a hospital.”
[46] Student‟s answer: His father didn’t work in a department store. He
works in a hospital. (Simple Past Tense, R# 11)
Item number 20 in the test functioned to express a situation that stands at
present period. The sentence He works in a hospital uses a simple present tense. It
is true that his father works in a hospital, not in a department store or in other
places. It happens at present period and may continue. The use of simple past in
sentence [46] was incorrect. Other examples, which are not appropriate with the
context are in present perfect tense, simple future tense, present progressive tense.
[47] Student‟s answer: His father has not worked in a department store. He
works in a hospital. (Present perfect tense, R# 46)
[48] Student‟s answer: It will always be cold in Antarctic. (Simple future
tense, R# 58)
[47] Student‟s answer: She is needing a pen right now. (Present Progressive
Tense, R# 27)
Some verbs are non progressive. They are not used in any of the progressive
tenses. Need is included in the non progressive verb (Azar, 1989: 13). It is
included in mental state. The correct answer is in simple present tense “She needs
a pen right now.”
b) The Use of Passive in Active Sentence
[50] Student‟s answer: Right now I am looking at Janet. She is looked
angry. (R# 5)
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Sentence [50] has passive meaning while it should be in active meaning. In
the first sentence, the subject I is in progress of looking at Janet. When the subject
I is in progress of looking at Janet, Janet looks angry. Janet is active as a subject
not an object.
2) Form-Related Errors
a) The Use of be with Ordinary Verb
[51] Student‟s answer: She is enjoy cooking. She often tries to make a
delicious recipe. (R# 4)
Sentence [51] was incorrect. The use of be with the ordinary verb was
incorrect. Be is followed by adjectives, adverb of place, nouns, present participle,
and past participle for passive sentence (Sukur, 2007: 34). The correct answer is
“She enjoys cooking. She often tries to make a delicious recipe.”
b) Omission of –s
Final –s or -es is added to a simple present verb in the third person singular
subject pronoun such as He, She, It or a singular noun/person (Azar, 1989: 98).
Sentence [52] is incorrect. The correct answer is sentence “He usually speaks so
quickly that I do not understand.” Final –s is added in the word speak.
[52] Student‟s answer: He usually speak so quickly that I do not
understand. (R# 10)
c) Problem in Using be
Be for subject It or a third singular person or noun is is.
Be is followed by adjectives, adverb of place, nouns, present participle, and past
participle for passive sentence (Sukur, 2007: 34).
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[53] Student‟s answer: It always be cold in Antarctic. (R# 15)
Referring to sentence [53], subject It requires be ‘is’ because it is followed
by an adjective „cold‟ but in sentence [53] there is only be as a full verb. The
correct answer is „It always is cold in Antarctic.” It expresses a general truth,
therefore the correct answer is in simple present tense.
d) Subject and Verb Disagreement
[54] Student‟s answer: His father don’t work in a department store. He
works in a hospital. (R# 14)
Subject His father in sentence [54] does not match with its verb. Subject His
father is a third person singular pronoun, which must be followed by auxiliary
does. Does follows subjects He, She, It, third person singular pronoun or singular
noun. The correct answer is does not for subject his father not do not.
e) Wrong Order of Adverb of Frequency
[55] Student‟s answer: He speaks usually so quickly that I do not
understand. (R# 46)
There are three positions for adverbs. They are in the mid-position, end-
position, and initial position (Swan, 1980:23). Usually is one of the adverbs of
frequency. It is used to express a habitual action and put in the mid-position. It
goes before the verb, but it goes after am, are, is, was, were (Swan, 1980: 24). In
sentence [55], usually should be put before the verb speak.
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3) Other Errors in Simple Present Tense
a) Wrong Verb Form in Auxiliary have
[56] Student‟s answer: He has usually speaks so quickly that I do not
understand. (R# 26)
In present perfect tense, auxiliary have/has are followed by past participle.
In this case the sentence is in simple present tense not in present perfect context. It
expresses an activity that the boy or man usually does. It expresses a habitual
action.
b) Mixed Tenses
[57] Student‟s answer: His father didn’t works in a department store. He
works in a hospital. (R# 47)
Auxiliary do, does, did are followed by bare infinitive. In sentence [57], did
not is followed by simple verb + -s or –es. Besides, it uses two tenses in one
phrase, did not + works, did is an auxiliary for the simple past tense while the
word works is in simple present. The context of the sentence is in simple present.
The correct answer is “His father does not work in a department store. He works
in a hospital.”
b. Errors in Present Progressive Tense
The errors the students committed in using present progressive tense were
classified into three main categories. Those three main categories have sub-
categories. Those categories can be seen in Table 4.5.
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Table 4.5: Errors in Present Progressive Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 185
Form-related error a. Omission of –s 2
Other Errors
a. Subject and Verb Disagreement 27
b. The Use of be with Ordinary Verb 6
c. Wrong Verb Form in Auxiliary has 4
d. The Use of Passive in Active Sentence 2
e. The Use of Negative in Affirmative
Sentence 1
1) Context-Related Errors
a) Wrong Choice of Tenses
One of the functions of the present progressive tense is to express
annoyance or anger with certain adverbs such as always, forever, and constantly.
In the test, items number 2 and 48 have function to express annoyance or anger.
[58] Student‟s answer: I always pick up Mary‟s dirty socks! (R# 1)
Always is used in simple present to describe habitual or everyday activities.
In special circumstances, it may be used in the present progressive to express
annoyance or anger (Azar, 1989: 16). Sentence [58] has function to express
annoyance or anger; thus the correct answer is as in sentence “I am always
picking up Mary‟s dirty socks!”
[59] Student‟s answer: What do you do at this moment? If you do not do
anything, please help me. (R# 4)
Another function is to express an activity that is in progress right now. The
adverb at this moment means right now. The appropriate tense for sentence [59] is
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present progressive tense “What are you doing at this moment? If you do not do
anything, please help me.”
[60] Student‟s answer: She writes another book this year. (R# 6)
The other function of present progressive tense is to express an activity of a
general nature: something generally in progress this week, this month, this year
(Azar, 1989: 11). Sentence [60] has a meaning that writing a book is a general
activity she is engaged in at present, but it does not mean that at the moment of
speaking she is sitting at her desk with a pen in her hand. Other examples, which
are not appropriate with the context are in present perfect tense, simple future
tense, simple past tense, present perfect progressive tense, past perfect progressive
tense, and past perfect tense. These following sentences should be in present
progressive tense.
[61] Student‟s answer: I have taken five courses this semester. (Present
perfect tense, R# 46)
[62] Student‟s answer: She is going to write another book this year. (Simple
future tense, R# 52)
[63] Student‟s answer: She wrote another book this year. (Simple past tense,
R# 53)
[64] Student‟s answer: She has been writing another book this year.
(Present perfect progressive tense, R# 63)
[65] Student‟s answer: She had been writing another book this year. (Past
perfect progressive tense, R# 11)
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[66] Student‟s answer: Tom can‟t have the newspaper now because his aunt
had read it. (Past perfect tense, R# 4)
2) Form-Related Errors
a) Omission of be
[67] Student‟s answer: I always picking up Mary‟s dirty socks! (R# 42)
The pattern of present progressive tense is S + the present of be + the –ing
form (Alexander, 1988: 164). Sentence [67] is lack of be „am’ because be for
subject I is am. It is incorrect, the correct answer is “…am always picking up…”
It uses present progressive tense because it expresses anger or annoyance.
3) Other Errors in Present Progressive Tense
a) Subject and Verb Disagreement
[68] Student‟s answer: He always mess up the kitchen! (R# 10)
Sentence [68] is incorrect both in form and in context. Grammatically,
subject He should be followed by simple verb + -s or –es. He is a singular noun.
Contextually, it uses inappropriate tense. The correct answer is sentence “…is
always messing up …” in present progressive tense because it expresses anger or
annoyance.
b) The Use of be with Ordinary Verb
[69] Student‟s answer: He is always mess up the kitchen! (R# 4)
Sentence [69] was incorrect. The use of be with an ordinary verb was
incorrect. Be should be used for passive meaning with past participle or with
adjective, adverb, or noun. The correct answer is “He is always messing up the
kitchen!” because the sentence expresses anger or annoyance. In special
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circumstances, it may be used in the present progressive to express annoyance or
anger (Azar, 1989: 16).
c) Wrong Verb Form in Auxiliary has
[70] Student‟s answer: She has wrote another book this year. (R# 44)
Has is an auxiliary verb. It is used for subject He, She, It, singular person or
noun. To form tenses, has is used with the past participle to form present perfect.
Sentence [70] is incorrect both in context and in grammar. Contextually, the
correct answer is in present progressive tense because it has function to express an
activity of a general nature, something generally in progress this week, this month
or this year. While grammatically the appropriate answer is has written not has
wrote. Auxiliary has is followed by past participle. The correct answer is “…is
writing…”
d) The Use of Passive in Active Sentence
[71] Student‟s answer: Tom can‟t have the newspaper now because his aunt
has been read it. (R# 59)
Sentence [71] should be an active sentence. Its function is to express an
activity which is in progress now. His aunt is as a subject. His aunt does an
action. She is reading a newspaper. The correct answer is in active, using present
progressive tense because there is an adverb now that indicates at the moment.
Meanwhile, sentence [71] is in present perfect tense and it has passive meaning.
e) The Use of Negative in Affirmative Sentence
[72] Student‟s answer: Tom can‟t have the newspaper now because his aunt
has not read it. (R# 29)
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The answer for sentence [72] should be in affirmative, because it does not
provide any negative word. The context is also in affirmative, therefore the
answer should be in affirmative. The correct answer is “Tom can‟t have the
newspaper now because his aunt is reading it.”
c. Errors in Simple Past Tense
The errors the students committed in using simple past tense were
classified into three main categories. Those three main categories have sub-
categories. Those categories can be seen in Table 4.6.
Table 4.6: Errors in Simple Past Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 146
Form-related errors
a. Problem in Using used to 4
b. Wrong Use of Verb 2
c. Subject and Verb Disagreement 2
d. Mixed Tenses 1
Other Errors
a. Omission of Verb (Verbless) 2
b. Wrong Verb Form in Auxiliary have 1
c. Wrong Context and Word Order 1
1) Context-Related Errors
a) Wrong Choice of Tenses
[73] Student‟s answer: When I was young, my father gave me some money
on Saturday, but now he does not. (Simple past tense, R# 17)
To express a habitual action in the past which no longer exist in present, it
uses used to + an infinitive (Azar, 1989:101). Sentence [73] shows that my father
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usually gave me some money, but now he does not give me some money any
more. The pattern used to + an infinitive is the appropriate answer. The correct
answer is “When I was young, my father used to give me some money on
Saturday, but now he does not.”
[74] Student‟s answer: A: Have you read his last book?
B: Yes, I have.
A: What do you think of it?
B: I liked it very much. (Simple present tense, R#47)
Dialogue in [74] has a meaning that speaker A asked speaker B if he read a
book. Speaker B answered „yes‟. Then, speaker A asked about what he thought, it
was in the past. It is also clear from speaker B‟s answer I liked it very much. It
means that the context is in the past. The correct answer is “...did you think...”
Sentence [75] – [78] should be in simple past tense. These are the other examples
which are not appropriate with the context:
[75] Student‟s answer: Cindy is afraid of dogs, but now she likes dogs.
(Simple present tense, R# 17)
[76] Student‟s answer: Cindy had been afraid of dogs, but now she likes
dogs. (Past perfect tense, R# 26)
[77] Student‟s answer: When I was young, my father has given me some
money on Saturday, but now he does not. (Present perfect tense, R# 46)
[78] Student‟s answer: When I was young, my father was giving me some
money on Saturday, but now he does not. (Past progressive tense, R#
20)
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2) Form-Related Errors
a) Problem in Using used to
[79] Student‟s answer: Cindy is used to be afraid of dogs, but now she likes
dogs. (R# 2)
To express a habitual action in the past which no longer exists in present,
used to + an infinitive is used (Azar, 1989:101). The pattern used to + an
infinitive is the appropriate answer. Sentence [84] is incorrect. Pattern be used to
followed by an –ing verb form means be accustomed to, meanwhile sentence [79]
should express a past habitual action which no longer exists in present. Cindy in
the past was afraid of dogs. In present, she likes dogs. She is not afraid of dogs
anymore.
b) Wrong Use of Verb
[80] Student‟s answer: I called Roger at nine last night, but he did not at
home. (R# 43)
After the blank in sentence [80], there is an adverb at home. Therefore, it
needs a be. The appropriate be for subject He is was because the context is in the
past. Sentence [80] was incorrect because it used an auxiliary did while the adverb
required be.
c) Subject and Verb Disagreement
[81] Student‟s answer: I called Roger at nine last night, but he were not at
home. (R# 23)
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Sentence [81] is incorrect because subject He does not match with be verb.
Subject He is a third singular pronoun. Past form of be for Subject He is was not
were. The correct answer is “…was not…”
d) Mixed Tenses
[82] Student‟s answer: I called Roger at nine last night, but he is did not at
home. (R# 47)
There are two verbs in sentence [83]. They are be ‘is’ and auxiliary verb did.
The first verb is in present tense, while the second verb is in past tense. It is
incorrect answer when these two verbs occur in one phrase.
3) Other Errors in Simple Past Tense
a) Omission of Verb (Verbless)
[83] Student‟s answer: A: Have you read his last book?
B: Yes, I have.
A: What do you of it?
B: I liked it very much. (R# 19)
Sentence [83] is incorrect. It needs a verb in the interrogative sentence.
Auxiliary do is followed by a simple verb while in dialogue [83] does not provide
simple verb. It requires the word think as a word in parentheses. The correct
answer is “...did you think…”
b) Wrong Verb Form in Auxiliary have
[84] Student‟s answer: A: Have you read his last book?
B: Yes, I have.
A: What have you think of it?
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B: I liked it very much. (R# 34)
Auxiliary have or has must be followed by past participle. Sentence [84] is
incorrect. In present perfect tense, have/has is followed by past participle. In this
case, sentence [84] should be in past, in simple past tense not in the present
perfect context. It expresses an activity that began and ended in the past at one
particular time in the past.
c) Wrong Context and Word Order
[85] Student‟s answer: I called Roger at nine last night, but he must be not
at home. (R# 42)
The question asked about the existence of Roger, not about the conclusion.
The use of must be is to express a conclusion, something certain. Sentence [85] is
incorrect both in context and in word order. The order is must not be not must be
not. Not immediately follows an auxiliary verb or be (Azar, 1989: A18). Not is put
after auxiliary must.
d. Errors in Past Progressive Tense
The errors the students committed in using past progressive tense were
classified into three main categories. Three main categories have several sub-
categories. Those categories can be seen in Table 4.7.
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Table 4.7: Errors in Past Progressive Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses. 78
b. The Use of Passive in Active Sentence 2
Form-related errors
a. Subject and Verb Disagreement 16
b. Omission of be 3
c. Wrong Spelling 2
Another Error a. Subject and Verb Disagreement 4
1) Context-Related Errors
a) Wrong Choice of Tenses
The writer also found some students made errors related to context in past
progressive tense. The functions of past progressive tense are to express an
activity that was in progress (was occurring, was happening) at a particular time in
the past, and to express two actions which are in progress simultaneously (Azar,
1989: 24). These are the examples of context-related errors:
[86] Student‟s answer: A: Who were you talking to on the telephone as I
came in?
B: I talked to Mr. Pitt. (Simple past tense, R# 5)
[87] Student‟s answer: I went to bed at ten. The phone rang at eleven. I had
slept when the phone rang. (Past perfect tense, R# 39)
[88] Student‟s answer: I went to bed at ten. The phone rang at eleven. I had
been sleeping when the phone rang. (Past perfect progressive tense, R#
9)
[89] Student‟s answer: While I study in my room, my mother was cooking in
the kitchen. (Simple present tense, R# 23)
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[90] Student‟s answer: A: Who were you talking to on the telephone as I
came in?
B: I am talking to Mr. Pitt. (Present progressive
tense, R# 8)
Sentence [90] is in present progressive tense. The sentence is incorrect. The
context is speaker A asked an action which was in progress during the speaking in
the past. The correct answer is in past progressive tense “…was talking…”
[91] Student‟s answer: The boys have played cards when they heard their
father‟s step. (Present perfect tense, R# 5)
b) The Use of Passive in Active Sentence
[92] Student‟s answer: I went to bed at ten. The phone rang at eleven. I was
slept when the phone rang. (R# 4)
Sentence [92] should be in active sentence. Sentence [92] is incorrect
because it is passive sentence. Subject I is a doer. I is as a subject not an object. I
did an action. I sleep.
2) Form-Related Errors
a) Subject and Verb Disagreement
[93] Student‟s answer: The boys was playing cards when they heard their
father‟s step. (R# 11)
Subject the boys is plural. Be for plural nouns in the past is were not was.
Was is for singular noun. Sentence [93] is incorrect because subject the boys is
plural noun, which is followed by was. It is past form of be for singular noun.
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b) Omission of be
[94] Student‟s answer: The director didn‟t allow the actors to travel by air
while they working on the film. (R# 11)
The pattern of past progressive tense is S + to be (was,were) + V-ing.
Sentence [94] is incorrect. It is lack of be „were’ because the past form of be for
subject they is were.
c) Wrong Spelling
[95] Student‟s answer: While I was studiing in my room, my mother was
cooking in the kitchen. (R# 46)
Sentence [95] is incorrect. In order to change the word study into verb -ing,
final –y is kept and –ing is simply added after it. The correct answer is studying.
3) Another Error in Past Progressive Tense
a) Subject and Verb Disagreement
[96] Student‟s answer: The director didn‟t allow the actors to travel by air
while they works on the film. (R# 4)
Sentence [96] is incorrect both in context and in form. Subject they is plural
noun. They is followed by simple verb. It is not followed by verb –s or –es. Verb –
s or –es follows subject He, She, It or they are called third singular pronoun.
e. Errors in Present Perfect Tense
The errors the students committed in using present perfect tense were
classified into two main categories. Those two main categories have several sub-
categories. Those categories can be seen in Table 4.8.
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Table 4.8: Errors in Present Perfect Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 138
b. The Use Passive in Active Sentence 3
Form-related error a. Wrong Verb Form in Auxiliary have 29
1) Context-Related Errors
a) Wrong Choice of Tenses
[97] Student‟s answer: It has been raining three times so far this week.
(Present perfect progressive tense, R#6)
One of the functions of present perfect tense is to express a repetition of an
activity before now. Sentence [97] is incorrect. The correct answer should be in
present perfect tense because the sentence indicates a repeated action. To express
a repeated action, present perfect tense is used. Other examples of context-related
errors are:
[98] Student‟s answer: We were in class since ten o‟clock this morning.
(Simple past tense, R# 7)
[99] Student‟s answer: It rains three times so far this week. (Simple
present tense, R# 9)
[100] Student‟s answer: My wife and I came here two months ago. We had
been in this city for two months. (Past perfect tense, R# 8)
[101] Student‟s answer: We are having four tests so far this semester.
(Present progressive tense, R# 10)
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[102] Student‟s answer: It was raining three times so far this week. (Past
progressive tense, R# 5)
[103] Student‟s answer: We will have four tests so far this semester. (Simple
future tense, R# 23)
[104] Student‟s answer: We have been having four tests so far this semester.
(Present perfect progressive tense, R# 58)
b) The Use of Passive in Active Sentence
[105] Student‟s answer: It has been rained three times so far this week. (R#
62)
Sentence [105] should be in active sentence. It is as subject not an object. It
has a function as doer. Sentence [105] is incorrect because it indicates a passive
action.
2) Form-Related Error
a) Wrong Verb Form in Auxiliary have
[106] Student‟s answer: Have you ever ate at that new restaurant? (R# 47)
Auxiliary have in the present perfect tense must be followed by past
participle verb. Sentence [106] is incorrect because it is followed by simple past
verb ate after auxiliary have. The past participle verb for the word eat is eaten.
f. Errors in Present Perfect Progressive Tense
The errors the students committed in using present perfect progressive
tense were classified into three main categories. Those three main categories have
several sub-categories. Those categories can be seen in Table 4.9.
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Table 4.9: Errors in Present Perfect Progressive Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 197
c. The Use of Passive in Active Sentence 4
Form-related errors
a. Wrong Verb Form in Auxiliary have 5
b. Wrong Spelling 3
c. Subject and Verb Disagreement 1
Other Errors
a. Subject and Verb Disagreement 11
b. The Use of be with Ordinary Verb 5
c. The Use of Passive and Subject and Verb
Disagreement
2
1) Context-Related Errors
a) Wrong Choice of Tenses
Present perfect progressive tense has some functions. First, to indicate the
duration of an activity that began in the past and continues to the present. Second,
when it is used without any specific mention of time, it expresses a general
activity in progress recently, lately. It can also be used with certain verbs such as
live, work, teach. If it is used with these verbs, there is little or no difference in
meaning between the two tenses either present perfect or present perfect
progressive when since or for is used. These are the examples of context-related
errors which were found on the students‟ answer:
[107] Student‟s answer: My back hurts, so I sleep on the floor lately. The bed
is too soft. (Simple present tense, R# 46)
[108] Student‟s answer: My eyes are getting tired. I have read for two hours.
I think I‟ll take a break. (Present perfect tense, R# 52)
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[109] Student‟s answer: All of the students are studying hard. Final exams
start next week. (Present progressive tense, R# 48)
[110] Student‟s answer: I lived in Yogyakarta since 1999. (Simple past, R#
63)
The words live, work, teach are the example of verbs with little or no
difference in meaning between present perfect and present perfect progressive
tense if used with adverbs since and for. The use of simple past in sentence [110]
is incorrect. Sentence [110] uses verb live so that it can use either present perfect
or present perfect progressive.
[111] Student‟s answer: My back hurts, so I will sleep on the floor lately. The
bed is too soft. (Simple future tense, R# 57)
[112] Student‟s answer: I am sitting in class right now. I was sitting since ten
minutes after one. (Past progressive tense, R# 34)
[113] Student‟s answer: My eyes are getting tired. I had been reading for
two hours. I think I‟ll take a break. (Past perfect progressive tense, R#
8)
Sentence [113] should indicate duration of an activity that began in the past
and continues to the present. It has a time signal word for. Subject I has been
reading a book for two hours. The duration is two hours. I started to read a book
in the past and still in progress. The consequence is that his eyes are getting tired
because of reading a book for two hours. The correct answer is in present perfect
progressive tense.
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[114] Student‟s answer: I am sitting in class right now. I had sat since ten
minutes after one. (Past perfect tense, R# 8)
b) The Use of Passive in Active Sentence
[115] Student‟s answer: I am sitting in class right now. I have been sat since
ten minutes after one. (R# 23)
Sentence [115] has an active meaning while the student‟s answer is in passive
meaning. It is incorrect because I has a function as a subject. Subject I as a doer.
Subject I does the action.
2) Form-Related Errors
a) Wrong Verb Form in Auxiliary have
[116] Student‟s answer: I have been live in Yogyakarta since 1999. (R# 14)
Auxiliary have in present perfect progressive tense is followed be ‘been’ +
-ing verb form. Sentence [116] is incorrect. The word live must be added by –ing
to be living after been or been can be omitted but the word live must be in past
participle because this sentence can be both in present perfect and present perfect
progressive tense. The words live, work, teach are the example of verbs with little
or no difference in meaning between present perfect and present perfect
progressive tense if they are used with time words since and for.
b) Wrong Spelling
[117] Student‟s answer: I am sitting in class right now. I have been siting
since ten minutes after one. (R# 38)
Sentence [117] is incorrect because it has wrong spelling. The word sit is an
example of words that have one syllable having one vowel and ending in a single
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consonant (Thomson and Martinet, 1986: 311). If it is so, the consonant before a
suffix beginning with a vowel is doubled. The word sit + -ing must be sitting.
c) Subject and Verb Disagreement
[118] Student‟s answer: He have been working at the same office for two
years. (R# 11)
Subject He, She, It in present perfect or present perfect progressive tense are
followed by auxiliary has. Sentence [118] is incorrect because subject He is
followed by auxiliary have while auxiliary have must be followed by I, They, We,
You.
3) Other Errors in Present Perfect Progressive Tense
a) Subject and Verb Disagreement
[119] Student‟s answer: All of the students is studying hard. Final exams
start next week. (R# 49)
Sentence [119] is incorrect. It is wrong both in context and in form.
Contextually, it is wrong because it used present progressive tense. Subject all of
the students is plural. The appropriate be for the subject all of the students is are.
b) The Use of be with Ordinary Verb
[120] Student‟s answer: All of the students are study hard. Final exams start
next week. (R# 47)
Sentence [120] is also incorrect both in context and in form. The verb study
does not need be because it is an ordinary verb. Be is followed by adjectives,
adverb of place, nouns, present participle, and past participle for passive sentence
(Sukur, 2007: 34).
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c) The Use of Passive and Subject and Verb Disagreement
[121] Student‟s answer: I has been lived in Yogyakarta since 1999. (R# 5)
Sentence [121] is incorrect both context and form. Contextually, it is
incorrect because it is an active sentence. I is as subject not an object. Based on its
form, Subject I in present perfect and present perfect progressive tense is followed
by auxiliary have. Subject he, she, it are followed by auxiliary has while for
subject they, we, I, you are followed by auxiliary have.
g. Errors in Past Perfect Tense
The errors the students committed in using past perfect tense were classified
into three main categories. Those three main categories have several sub-
categories. Those categories can be seen in Table 4.10.
Table 4.10: Errors in Past Perfect Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 24
b. The Use of Passive in Active Sentence 1
Form-related errors a. Wrong Verb Form in Auxiliary had 2
Other Errors
a. Subject and Verb Disagreement 4
b. Wrong Verb Form in Auxiliary have 2
c. The Use of Passive in Active Sentence 2
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1) Context-Related Errors
a) Wrong Choice of Tenses
[122] Student‟s answer: Last night I started to study at 7:30. I finished
studying at 9:00. Dick came at 9:30. By the time Dick came, I have
finished my homework. (Present perfect, R# 3)
[123] Student‟s answer: Last night I started to study at 7:30. I finished
studying at 9:00. Dick came at 9:30. By the time Dick came, I finished
my homework. (Simple past, R# 8)
Sentence [122] and [123] are incorrect. To express an activity that was
completed before another activity or time in the past, past perfect tense is used.
Sentence [122] shows an activity that was completed before another activity or
time in the past. The study was started at 7:30 and finished at 9:00. Dick came at
9:30 so that the homework had been finished before Dick came. The correct
answer is in past perfect tense “…had finished…”
b) The Use of Passive in Active Sentence
[124] Student‟s answer: Carol missed her plane yesterday because of a traffic
jam on her way to the airport. By the time she got to the airport, her
plane had been left already. (R# 58)
2) Form-Related Errors
a) Wrong Verb Form in Auxiliary had
[125] Student‟s answer: Carol missed her plane yesterday because of a traffic
jam on her way to the airport. By the time she got to the airport, her
plane had already leaved. (R# 49)
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Sentence [125] is incorrect. Auxiliary verb had must be followed by past
participle. The past participle for the verb leave is left, and not leaved. Leave is
included in irregular verbs.
3) Other Errors in Past Perfect Tense
a) Subject and Verb Disagreement
[126] Student‟s answer: Carol missed her plane yesterday because of a traffic
jam on her way to the airport. By the time she got to the airport, her
plane have already left. (R# 5)
Sentence [126] is incorrect both in context and in form. The intended
answer must be in past perfect tense not in present perfect tense. Based on its
form, in sentence [126], subject her plane is a singular noun. Auxiliary have is for
plural noun, such as they, we, I, you. Subject her plane is followed by auxiliary
has.
b) Wrong Verb Form in Auxiliary have
[127] Student‟s answer: Carol missed her plane yesterday because of a traffic
jam on her way to the airport. By the time she got to the airport, her
plane have already leaved. (R# 20)
Sentence [127] is incorrect both in context and in form. When the answer
uses auxiliary have, it must be followed by past participle. The past participle for
the verb leave is left not leaved. Leave is included in irregular verbs.
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c) The Use of Passive in Active Sentence
[128] Student‟s answer: Last night I started to study at 7:30. I finished
studying at 9:00. Dick came at 9:30. By the time Dick came, I was
finished my homework. (R# 4)
Sentence [128] is incorrect. Sentence [128] is an active sentence. The
subject is I, and the object is homework. Subject I as the doer does the action of
finishing his homework.
h. Errors in Past Perfect Progressive Tense
The errors the students made in using past perfect progressive tense were
classified into two main categories. Those two main categories have several sub-
categories. Those categories can be seen in Table 4.11.
Table 4.11: Errors in Past Perfect Progressive Tense
Category Types Frequency
Context-related error a. Wrong Choice of Tenses 130
Other Errors
a. Subject and Verb Disagreement 26
b. Wrong Verb Form in Auxiliary had 13
c. The Use of Passive in Active Sentence 7
d. The Use of be with Ordinary Verb 1
1) Context-Related Error
a) Wrong Choice of Tenses
[129] Student‟s answer: The police have been looking for the criminal for
two years before they caught him. (Present perfect progressive tense,
R# 13)
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[130] Student‟s answer: The police had looked for the criminal for two years
before they caught him. (Past perfect tense, R# 7)
[131] Student‟s answer: The police have looked for the criminal for two
years before they caught him. (Present perfect tense, R# 6)
[132] Student‟s answer: The police was looking for the criminal for two
years before they caught him. (Past progressive tense, R# 4)
[133] Student‟s answer: The police looked for the criminal for two years
before they caught him. (Simple past tense, R# 5)
Those sentences should be in past perfect progressive tense which
emphasize the duration of an activity that was in progress before another activity
or time in the past. If a sentence has this meaning, it uses past perfect progressive
tense. Sentence [129], [130], [131], [132], [133] are incorrect. The correct answer
is in past perfect progressive tense because those sentences show activities that
were in progress before another activity or time in the past.
2) Other Errors in Past Perfect Progressive Tense
a) Subject and Verb Disagreement
[134] Student‟s answer: The patient have been waiting in the emergency
room for almost an hour before a doctor finally treated her. (R# 11)
Sentence [134] is incorrect both in context and in form. Past perfect
progressive tense emphasizes the duration of an activity that was in progress
before another activity or time in the past. If a sentence has this meaning, it uses
past perfect progressive tense.
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b) Wrong Verb Form in Auxiliary had
[135] Student‟s answer: When Judy got home, her hair was still wet because
she had swam. (R# 49)
Sentence [135] is incorrect. Auxiliary verb had must be followed by past
participle. The past participle for the verb swim is swum, and not swam. Swim is
included in irregular verbs. Swam is simple past form.
c) The Use of Passive in Active Sentence
[136] Student‟s answer: When Judy got home, her hair was still wet because
she had been swum. (R# 51)
Sentence [136] is also incorrect both in context and in form. Sentence
[136] should be in past perfect progressive tense which expresses an activity in
progress recent to another time or activity in the past. In this context, past perfect
progressive tense is used. From its form, sentence [136] is in passive while the
context is an active sentence. In the main clause, subject she is a doer. She does
the action of swimming.
d) The Use of be with Ordinary Verb
[137] Student‟s answer: When Judy got home, her hair was still wet because
she was swam. (R# 15)
Sentence [137] is incorrect. The use of be „was’ with ordinary verb is
incorrect. In sentence [138] there are past form of be „was‟ and simple past verb
form ‘swam’. Be is followed by adjectives, adverb of place, nouns, present
participle, and past participle for passive sentence (Sukur, 2007: 34).
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i. Errors in Simple Future Tense
The errors the students committed in using simple future tense were
classified into two main categories. Those two main categories have several sub-
categories. Those categories can be seen in Table 4.12.
Table 4.12: Errors in Simple Future Tense
Category Types Frequency
Context-related errors
a. In Simple Present to Express Future Time 21
b. The Use of will in Prior Plan Activity 32
c. Simple Present in Prior Plan Activity 31
d. The Use of Passive in Active Sentence 17
Form-related errors
a. Wrong Verb Form in Auxiliary will 13
b. The Use of be with Ordinary Verb 4
c. Subject and Verb Disagreement 3
1) Context-Related Errors
a) In Simple Present to Express Future Time
[138] Student‟s answer: The museum will open at ten tomorrow morning.
(R# 1)
According to Azar (1989: 50), simple present can be used to express future
time in a definite schedule or timetable activity. Only a few words are used in this
way, for example open, close, begin, end, start, finish, arrive, leave, come, and
return. Sentence [138] is not appropriate. The correct answer is “…opens...” The
word open is one of the words that can be used to express a definite schedule.
b) The Use of will in Prior Plan Activity
[139] Student‟s answer: A: What do you want to be when you grow up?
B: I will be an astronaut.
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C: Good for you! (R# 8)
To express a prior plan, only be going to is used. Will is used to express a
prediction and willingness. Speaker A asked a question about an idea when
speaker B grows up. To express it be going to is used. It is prior plan activity.
c) Simple Present in Prior Plan Activity
[140] Student‟s answer: A: What do you want to be when you grow up?
B: I am an astronaut.
C: Good for you! (R# 6)
It is the same as sentence [139], to express a prior plan, only be going to is
used. The use of simple present is to express a general truth or facts, habitual
action or daily activities. Sentence [140] is incorrect. Speaker A asked a question
about an idea when speaker B grows up. To express it be going to is used because
it is prior plan activity.
d) The Use Passive in Active Sentence
[141] Student‟s answer: The museum will be opened at ten tomorrow
morning. (R# 11)
Sentence [141] should be an active sentence, while the students‟ answer is in
passive. Sentence [141] is inappropriate. The correct answer must be in active. It
is a simple present to express future time. According to Azar (1989: 50), simple
present can be used to express future time in a definite schedule or timetable
activity. Only a few words are used in this way, for example open, close, begin,
end, start, finish, arrive, leave, come, and return.
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2) Form-Related Errors
a) Wrong Verb Form in Auxiliary will
[142] Student‟s answer: Sue has already made her plans. She will left at noon
tomorrow. (R# 29)
All the modal verbs, except ought must be followed by a bare infinitive
(Alexander, 1988: 299). Will is a modal auxiliary. Modal auxiliary will is
followed by bare infinitive leave not left. The word left is simple past or past
participle form of the word leave.
b) The Use of be with Ordinary Verb
[143] Student‟s answer: The museum is open at ten tomorrow morning.
(R# 13)
[144] Student‟s answer: The museum will be open at ten tomorrow morning.
(R# 51)
Be is used for adjective, adverb and noun. The use be with ordinary verb is
incorrect. Sentence [143] and [144] are inappropriate. The correct answer is The
museum opens at ten tomorrow morning. The sentence is in simple present which
expresses future time in a definite schedule or timetable activity.
c) Subject and Verb Disagreement
[145] Student‟s answer: The museum open at ten tomorrow morning. (R# 12)
The subject of the sentence [145] the museum is a singular noun. If the
subject is a singular noun, the verb must be added with final –s or –es. Sentence
[145] is incorrect. The correct answer is the verb open must be added with final –s
to be opens.
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j. Errors in Future Progressive Tense
The errors the students committed in using future progressive tense were
classified into three main categories. Those three main categories have several
sub-categories. Those categories can be seen in Table 4.13.
Table 4.13: Errors in Future Progressive Tense
Category Types Frequency
Context-related errors a. Wrong Choice of Tenses 56
Form-related errors
a. Wrong Order of the Adverb still 5
b. Omission of be 5
c. The Use of be with Ordinary Verb 1
Other Errors
a. Wrong Verb Form in Auxiliary will 11
b. The Use of Passive in Active Sentence 3
c. Misuse of be going to 2
d. Subject and Verb Disagreement 2
e. Wrong Verb Form in Auxiliary has 1
1) Context-Related Error
a) Wrong Choice of Tenses
[146] Student‟s answer: That oak tree will still stand there fifty years from
now. (Simple future tense, R# 32)
[147] Student‟s answer: That oak tree is still standing there fifty years from
now. (Present progressive tense, R# 42)
[148] Student‟s answer: That oak tree still stands there fifty years from now.
(Simple Present Tense, R# 35)
[149] Student‟s answer: That oak tree has been still standing there fifty years
from now. (Present perfect progressive tense, R# 43)
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[150] Student‟s answer: That oak tree was still standing there fifty years
from now. (Past progressive tense, R# 64)
[151] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I am going to
attend class. (Simple future tense: be going to, R# 47)
Sentence [146]-[150] and [152] should express the activities that will be in
progress at a time in the future. If the sentence has this meaning, it uses future
progressive tense. Sentence [146], [147], [148], [149], [150], and [151] are
incorrect. Sentence [146] should express that the oak tree will still be in progress
of standing for fifty years from now. Sentence [151] should express an action that
subject I will be in progress of attending the class.
2) Form-Related Errors
a) Wrong Order of Adverb still
[152] a. Question: That oak tree (still, stand)________there fifty years from
now.
b. Intended answer: That oak tree will still be standing there fifty
years from now.
c. Student‟s answer: That oak tree will be still standing there fifty
years from now. (R# 60)
Still is one of the adverbs of time. It emphasizes that the action continues
(Thomson and Martinet, 1986: 56). Still is placed in mid-position. When a verb
has several parts (e.g. will be finished, have lived, should have been working), the
most common position is after the first auxiliary (Swan, 1980: 24). Sentence [152]
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is incorrect because still is placed after be. It should be placed after the first
auxiliary will.
b) Omission of be
[153] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I will attending
class. (R# 50)
The pattern for future progressive tense is will + be + the –ing form
(Alexander, 1988: 180). Sentence [153] is incorrect because it omits be before the
verb. The correct answer is will + be + attending.
c) The Use of be with Ordinary Verb
[154] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I will be attend
class. (R# 58)
There are two possibilities of errors in sentence [154]. The first possibility
is, it can be included in the error of omitting verb –ing. It is because after be, the
verb is ordinary verb. If the pattern is will + be + the –ing form, it will be future
progressive tense. The second possibility is, it can be included in the error of
wrong complement in auxiliary will. It is because modal auxiliary will must be
followed by simple form of a verb or bare infinitive.
3) Other Errors in Future Progressive Tense
a) Subject and Verb Disagreement
[155] Student‟s answer: That oak tree still stand there fifty years from now.
(R# 9)
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Sentence [155] is also incorrect both in context and in form. The subject of
the sentence is that oak tree. It is a singular noun. If the subject is a singular noun,
the verb is followed by final –s or –es.
b) Wrong Verb Form in Auxiliary has
[156] Student‟s answer: That oak tree still has stand there fifty years from
now. (R# 63)
Has is an auxiliary verb. It is used for subject He, She, It, singular person or
noun. To form tenses, has is used with the past participle to form present perfect.
Auxiliary has in present perfect is followed by past participle.
c) Misuse of be going to
[157] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I am going to
attending class. (R# 22)
[158] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I am going to be
attending class. (R# 41)
Be going to is used to express a prediction and a prior plan. If it is used to
express a prediction and a prior plan, the form is be going to + base form of the
verb (Alexander, 1988: 181). Sentence [157] and [158] are incorrect both in
context and in pattern.
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d) The Use of Passive in Active Sentence
[159] Student‟s answer: Right now I am attending class. Yesterday at this
time, I was attending class. Tomorrow at this time, I have been
attended class. (R# 26)
Sentence [159] is incorrect both in context and in form. The sentence is an
active sentence, while the answer is in present perfect and passive. Subject I is a
doer, hence the answer must be in active.
e) Wrong Verb Form in Auxiliary will
[160] Student‟s answer: That oak tree will still stood there fifty years from
now.
Sentence [160] is also incorrect both in context and in form. It must be in
future progressive tense, not in simple future. It is also incorrect in form because
modal auxiliary will is followed by simple past verb or past participle. Auxiliary
will is always followed by bare infinitive (Alexander, 1988: 299). The correct
answer should be “That oak tree will still be standing there fifty years from
now.”
2. The Students’ Mastery on Tenses
The students‟ mastery on tenses was determined by the value of the
mean. The mean of the test scores was 53. It meant that the average score
achieved by each student was 53. The score was below the minimum standard of
mastery which is 56% from the maximum score. It was categorized into
Insufficient (D). In conclusion, the students had not mastered the tenses especially
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ten tenses which were used in the study. Their mastery was categorized as
insufficient. It meant that they still had problems in using the tenses.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part presents conclusion from
the research results and data analysis. The second part presents suggestions for the
students, the lecturers, and future researchers.
A. Conclusions
The study was aimed to find out the mastery and the errors the students of
the English Language Education Study Program of Sanata Dharma University
Yogyakarta in using the tenses. There were two research problems that were
discussed in the study. They were (1) What are the errors that the students of the
English Language Education Study Program of Sanata Dharma University
Yogyakarta made in using tenses? and (2) What is the mastery of tenses of the
students of the English Language Education Study Program of Sanata Dharma
University Yogyakarta? To solve these two research problems, the writer used a
test as an instrument of the research. The test consisted of fifty items. It included
ten tenses used in the study. They were simple present tense, present progressive
tense, simple past tense, past progressive tense, present perfect tense, present
perfect progressive tense, past perfect tense, past perfect progressive tense, simple
future tense, and future progressive tense. The test results were used to determine
the students’ mastery on tenses. Besides, the errors made by the students were
analyzed and then classified into some categories.
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The errors the students committed in using tenses were classified into three
categories. They were context-related errors, form-related errors and other errors.
These three main categories were divided into several sub categories based on the
errors found in each tense. The summary of error classifications could be found in
chapter IV in the Table 4.1 to 4.10.
Based on the results of the test, the mean score was 53. The score was
below the minimum standard of mastery, which is 56% from the maximum score,
100%. It was categorized into Insufficient (D). In conclusion, the students had not
mastered the tenses, especially the ten tenses which were used in the study. Their
mastery was categorized as insufficient. It meant that they still had problems in
using tenses.
In addition to the mastery of the ten tenses, the writer presented the
students’ achievement in each tense to know whether they had mastered each of
the tenses or not. It was also to know the difficult and the easy parts of each tense.
The students’ mastery of simple present tense was 81.5%. The students’ mastery
of present progressive tense was 45%, while the students’ mastery of simple past
tense was 37.9%. The students’ mastery of past progressive tense was 72.9% and
the students’ mastery of present perfect tense was 55.7%. The students’ mastery
of present perfect progressive tense was 40.6%. The students’ mastery of past
perfect tense was 72.7%. The students’ mastery of past perfect progressive tense
was 30.9%. The students’ mastery of simple future tense was 57.3%, and the
students’ mastery of future progressive tense was 32.8%. The highest
achievement of the students in each tense fell on simple present tense. The second
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rank fell on past progressive tense, and then was followed by past perfect tense
and simple future tense. Those percentages of the four tenses showed that the
percentages of correct answers for each tense had reached the minimum standard
of mastery, which was 56%. The others were below 56%, which meant that the
percentages of correct answers for each tense did not fulfill the minimum standard
of mastery. It indicated that simple present tense, past progressive tense, past
perfect tense, and simple future tense were easier for the students than the other
tenses.
In conclusion, even though the students had learned tenses, particularly ten
tenses at the first semester, their mastery was insufficient. The students were
difficult to understand the meaning or context and form of each tense.
B. Suggestions
Based on the results of the research, the writer provides some suggestion for
the students, lecturers of the English Language Education Study Program of
Sanata Dharma University, and future researchers.
1. Suggestions for the Students of the English Language Education Study
Program of Sanata Dharma University
The students have learned English for several years in junior high school,
senior high school, even they have learned English since they were in elementary
school. Having studied English, particularly English tenses, they still have
difficulties in mastering the tenses whereas English tenses are important. At the
first semester, they were studying tenses. As teacher candidates, they are prepared
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to be qualified teachers so that they are expected to master grammar, especially
English tenses.
They have to be seriously and actively participated in learning tenses
because they cannot avoid time or tense in using English. In addition to learning
at class, they have to study by themselves because of a limitation time to study
tenses in class. The use of other references or active involvement in study club
may help them in learning. Studying grammar especially English tenses needs
more practice. It is needed in order that the students can truly understand the
context of sentences or utterances. Studying both form and context or function of
each tense is important. The students also need to be aware of their errors so that
they are able to remedy their errors and not to repeat their errors again.
2. Suggestions for the Lecturers of the English Language Education Study
Program of Sanata Dharma University
Even though the students learn English tenses for many years, the lecturers
need to review about English tenses at the beginning of the semester. It is
important in order to remind them what they have learned before. Besides, the
input knowledge that they have received before is different. In teaching grammar,
the lecturers should teach from the basic. Both form and context are important.
Based on the results of the study, the writer found many of them made errors
about the basic ones. The lecturers should be aware of the difficult parts of the
tenses that the students made. Hence, the lecturers can give attention to the
difficult parts. Based on the results, present progressive tense, simple past tense,
present perfect tense, present perfect progressive tense, past perfect progressive
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tense, and future progressive tense need more attention. Giving drills or exercises
to the students will help them to be accustomed to the context of the tenses. The
lecturers should also give the attention not only to the tenses, which are the most
frequently used but also to the less frequently used. Tenses should be taught
equally. It is because the students will encounter different situation in everyday
conversation or writing. Teaching grammar or structure to be interesting may be a
particular challenge for the lecturers. Interesting teaching learning may also help
them to love grammar.
3. Suggestions for Future Researchers
This research is not perfect. It still has weaknesses. Future researchers
especially those who are interested in conducting research on tenses mastery can
develop the research, for example by conducting class observation to gather data,
to obtain more accurate data. Future researchers could also improve and modify
the test or specify the tenses into one or some tenses. Future researchers may also
find out the significance of tenses in building the mastery of English related to the
four basic skills; reading, writing, listening, and speaking.
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REFERENCES
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Evaluation. Cambridge: Cambridge University Press.
Alexander, L. G. 1988. The Longman English Grammar. New York: Longman
Inc.
Ary, D., Jacobs, L. C., and Razavieh, A. 2002. Introduction to Research in
Education. Sixth Edition. Belmont: Wadsworth Thomson Learning.
Ary, D., Jacobs, L. C., and Razavieh, A. 1990. Introduction to Research in
Education. Fourth Edition. Florida: Holt, Rinehart & Winston Inc.
Asher, R.E. and Simpson, J.M.Y. 1994. The Encyclopedia of Language and
Linguistics Volume 9. UK: Pergamon Press Ltd.
Azar, B. S. 1992. Fundamental of English Grammar. Second edition. New Jersey:
Prentice-Hall, Inc.
Azar, B. S. 1989. Understanding and Using English Grammar. Second Edition.
New Jersey: Prentice-Hall, Inc.
Azar, B. S. 1985. Fundamental of English Grammar. New Jersey: Prentice-Hall,
Inc.
Azar, B. S. 1984. Basic English Grammar. New Jersey: Prentice-Hall, Inc.
Best, J. W. 1983. Research in Education. Fourth Edition. Englewood Cliffs:
Prentice-Hall, Inc.
Celce-Murcia, M. and Larsen-Freeman, D. 1999. The Grammar Book: An
ESL/EFL Teacher’s Course. Second Edition. Boston: Heinle & Heinle
Publishers
Corder, S.P. 1960. An Intermediate English Practice Book. London and Harlow:
Longmans, Green and Co Ltd.
Curme, G. O. 1931. Syntax. Japan: D. C. Heath and Company Japan.
Dulay, H., Burt, M., and Krashen, S. 1982. Language Two. New York: Oxford
University Press.
Fries, C. F. 1948. Teaching and Learning English as a Foreign Language.
Michigan: Ann Arbor.
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Greenbaum, S. and Quirk, R. A Student’s Grammar of the English Language.
London: Pearson Education Ltd.
Hughes, A. 2001. Testing for Language Teachers. Cambridge: Cambridge
University Press.
Jackson, H. 1982. Analyzing English: An Introduction to Descriptive Linguistics.
Second Edition. Oxford: Pergamon Press Ltd.
Mas’ud, F. 2002. Essentials of English Grammar: A Practical Guide . Edisi
Ketiga. Yogyakarta: Fakultas Ekonomi Universitas Gajah Mada.
Nunan, D. 1991. Language Teaching Methodology. London: Prentice Hall
International Ltd.
Purpura, J.E. 2004. In Assessing Grammar. Cambridge: Cambridge University
Press.
Sukur, S. G. 2007. Lancar Berbicara dalam Bahasa Inggris dengan Benar.
Yogyakarta: Penerbit Indonesia Tera Anggota IKAPI.
Swan, M. 1980. Practical English Usage. Oxford: Oxford University Press.
Thomson A. J. and Martinet, A. V. 1986. A Practical English Grammar. Fourth
Edition. Oxford: Oxford University Press.
Thomson A. J. and Martinet, A. V. 1972. A Practical English Grammar;
Exercises 2. Second Edition. Oxford: Oxford University Press.
Thomson A. J. and Martinet, A. V. 1961. A Practical English Grammar;
Exercises 1. Second Edition. Oxford: Oxford University Press.
Universitas Sanata Dharma. 2002. Peraturan Akademik Universitas Sanata
Dharma. Yogyakarta: Universitas Sanata Dharma.
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APPENDICES
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Appendix A: Surat Permohonan Ijin Penelitian
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Appendix B: The Test
Complete the Following Sentences Using the Appropriate/Correct Tenses for
the Verbs in the Parentheses! (60 minutes)
Name :
Student Number :
1. She (enjoy) _________________ cooking. She often tries to make a delicious recipe.
2. I (always, pick up) ___________________________ Mary’s dirty socks!
3. A: Have you read his last book?
B: Yes, I have. A: What (you, think) _____________________ of it? B: I liked it very much.
4. The director didn't allow the actors to travel by air while they (work) ___________________ on the film.
5. Have you (ever, eat) __________________ at that new restaurant?
6. All of the students (study) ___________________ hard. Final exams start next week.
7. Last night I started to study at 7:30. I finished studying at 9:00. Dick came at 9:30. By the time Dick came, I (finish) ____________________ my homework.
8. The Police (look for) _________________ the criminal for two years before
they caught him.
9. The museum (open) _______________ at ten tomorrow morning.
10. Right now I am attending class. Yesterday at this time, I was attending class. Tomorrow at this time, I (attend) _______________________class.
11. What (you, do) _____________________at this moment? If you do not do anything, please help me.
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12. When I was young, my father (give) ______________ me some money on Saturday, but now he does not.
13. While I (study) _____________________ in my room, my mother was cooking in the kitchen.
14. It (rain) _______________________ three times so far this week.
15. I am sitting in class right now. I (sit) __________________ since ten
minutes after one.
16. Carol missed her plane yesterday because of a traffic jam on her way to the airport. By the time she got to the airport, her plane (leave, already) __________________________.
17. The patient (wait) ______________________ in the emergency room for almost an hour before a doctor finally treated her.
18. A: What do you want to be when you grow up?
B: I (be) ________________ an astronaut A: Good for you!
19. That oak tree (still, stand) ___________________ there fifty years from
now.
20. His father (not, work)__________________in a department store. He works in a hospital.
21. Cindy (be, afraid) _____________________ of dogs, but now she likes
dogs.
22. A: Who were you talking to on the telephone as I came in? B: I (talk) ____________________ to Mr. Pitt.
23. We (be) ______________________ in class since ten o’clock this morning.
24. My back hurts, so I (sleep) ___________________ on the floor lately. The
bed is too soft.
25. When Judy got home, her hair was still wet because she (swim) ____________________.
26. Cathy: This letter is in French, and I don't speak a word of French. Can
you help me? Diane: Sure. I (translate) ____________________ it for you.
27. It (always, be) ___________________ cold in Antarctic.
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28. She (write) ________________________ another book this year.
29. I called Roger at nine last night, but he (be, not) _____________________ at home.
30. The boys (play) __________________________cards when they heard their father's step.
31. My wife and I came here two months ago. We (be) __________________in
this city for two months.
32. My eyes are getting tired. I (read) ___________________ for two hours. I think I'll take a break.
33. Her eyes were red because she (cry) __________________.
34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy)
____________________a car. That's what he told me.
35. He (speak, usually) ____________________so quickly that I do not understand.
36. Tom can't have the newspaper now because his aunt (read) __________________ it.
37. I went to bed at ten. The phone rang at eleven. I (sleep)
___________________when the phone rang.
38. (I, meet, never) ____________________________Nancy's parents. I hope I get the chance to meet them soon.
39. He (work) _____________________ at the same office for two years.
40. According to the weather report, it (be) _________________ cloudy
tomorrow.
41. Right now I am looking at Janet. She (look) ____________________ angry.
42. I (take) _____________________ five courses this semester.
43. While I (study) ___________________ in one room of our apartment, my roommate was having a party in the other room.
44. We (have) __________________ four tests so far this semester.
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45. I (live) ________________________ in Yogyakarta since 1999.
46. Sue has already made his plans. She (leave) ___________________at noon tomorrow.
47. She (need) ____________________ a pen right now.
48. He (always, mess up) __________________________ the kitchen!
49. The damage we do to our environment today (affect) __________________the quality of life of future generations.
50. A: It’s cold in here B: I agree. I (turn) _________________ the heater on. A: That’s a good idea.
~0~Good Luck~0~
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Appendix C: Key to the Test
1. She (enjoy) enjoys cooking. She often tries to make a delicious recipe. 2. I (always, pick up) am always picking up Mary’s dirty socks! 3. A: Have you read his last book?
B: Yes, I have. A: What (you, think) did you think of it? B: I liked it very much. 4. The director didn't allow the actors to travel by air while they (work)
were working on the film. 5. Have you (ever, eat) ever eaten at that new restaurant? 6. All of the students (study) have been studying hard. Final exams start
next week. 7. Last night I started to study at 7:30. I finished studying at 9:00. Dick
came at 9:30. By the time Dick came, I (finish) had finished my homework.
8. The Police (look for) had been looking for the criminal for two years before they caught him.
9. The museum (open) opens at ten tomorrow morning. 10. Right now I am attending class. Yesterday at this time, I was attending
class. Tomorrow at this time, I (attend) will be attending class. 11. What (you, do) are you doing at this moment? If you do not do
anything, please help me. 12. When I was young, my father (give) used to give me some money on
Saturday, but now he does not. 13. While I (study) was studying in my room, my mother was cooking in
the kitchen. 14. It (rain) has rained three times so far this week. 15. I am sitting in class right now. I (sit) have been sitting since ten minutes
after one. 16. Carol missed her plane yesterday because of a traffic jam on her way to
the airport. By the time she got to the airport, her plane (leave, already) had already left.
17. The patient (wait) had been waiting in the emergency room for almost an hour before a doctor finally treated her.
18. A: What do you want to be when you grow up? B: I (be) am going to be an astronaut A: Good for you!
19. That oak tree still (stand) will still be standing there fifty years from now.
20. His father (not, work) does not work in a department store. He works in a hospital.
21. Cindy (be, afraid) used to be afraid of dogs, but now she likes dogs. 22. A: Who were you talking to on the telephone as I came in?
B: I (talk) was talking to Mr. Pitt. 23. We (be) have been in class since ten o’clock this morning.
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24. My back hurts, so I (sleep) have been sleeping on the floor lately. The bed is too soft.
25. When Judy got home, her hair was still wet because she (swim) had
been swimming. 26. Cathy: This letter is in French, and I don't speak a word of French. Can
you help me? Diane: Sure. I (translate) will translate it for you.
27. It (always, be) is always cold in Antarctic. 28. She (write) is writing another book this year. 29. I called Roger at nine last night, but he (be, not) was not at home. 30. The boys (play) were playing cards when they heard their father's step. 31. My wife and I came here two months ago. We (be) have been in this
city for two months. 32. My eyes are getting tired. I (read) have been reading for two hours. I
think I'll take a break. 33. Her eyes were red because she (cry) had been crying. 34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy)
is going to buy a car. That's what he told me. 35. He (speak, usually) usually speaks so quickly that I do not understand. 36. Tom can't have the newspaper now because his aunt (read) is reading it. 37. I went to bed at ten. The phone rang at eleven. I (sleep) was sleeping
when the phone rang. 38. (I, meet, never) have never met Nancy's parents. I hope I get the chance
to meet them soon. 39. He (work) has worked/has been working at the same office for two
years. 40. According to the weather report, it (be) will be/is going to be cloudy
tomorrow. 41. Right now I am looking at Janet. She (look) looks angry. 42. I (take) am taking five courses this semester. 43. While I (study) was studying in one room of our apartment, my
roommate was having a party in the other room. 44. We (have) have had four tests so far this semester. 45. I (live) have been living/have lived in Yogyakarta since 1999. 46. Sue has already made his plans. She (leave) is leaving/is going to leave
at noon tomorrow. 47. She (need) needs a pen right now. 48. He (always, mess up) is always messing up the kitchen! 49. The damage we do to our environment today (affect) will affect/is
going to affect the quality of life of future generations. 50. A: It’s cold in here
B: I agree. I (turn) will turn the heater on. A: That’s a good idea.
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Appendix D: The Sample of the Students’ Sheets
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Appendix F: The Content and Distribution of the Test
No. Tense Functions/aspects Item Number Total
1. Simple Present
Tense
1. to express daily habits or usual
activities
1, 35
6
2. to express general statements or
facts.
20, 27
3.Certain verbs are not used in the
progressive tenses. With these verbs,
the simple present may indicate a
situation that exists right now, at the
moment of speaking.
41, 47
2.
Present
Progressive
Tense
1. To express an activity that is in
progress (is occurring, is happening)
right now. The event began in the
past, is in progress now, and will
probably continue into the future.
11, 36
6 2. It is often to express the activity of
a general nature: something generally
in progress this week, this month,
this year.
28, 42
3.Always, forever and constantly are
used with the present progressive to
express annoyance or anger.
2, 48
3. Simple Past
Tense
1. It is used to talk about activities or
situations that began and ended in the
past.
3, 29
4 2. Used to expresses a past situation
or habit that no longer exists at
present
12, 21
4. Past Progressive
Tense
1. To expresses an activity that was
in progress (was occurring, was
happening) at a particular time in the
past.
4, 22
6
2. It is used to express two actions
occurred at the same time, but one
action began earlier and was in
progress when the other action
occurred
30, 37
3. Sometimes the past progressive
tense is used in both parts of a
sentence when two actions are in
progress simultaneously.
13, 43
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No. Tense Functions/aspects Item Number Total
5. Present Perfect
Tense
1. To expresses the idea that
something happened (or never
happened) before now, at an
unspecified time in the past. The
exact time it happened is not
important (Azar, 1989: 29).
5, 38
6
2. It also expresses the repetition of
an activity before now. The exact
time is also not important.
14, 44
3. When it used with for or since, it
expresses a situation that began in the
past and continues to the present. The
difference between since and for is:
Since + a particular time
For + a duration of time
23, 31
6.
Present Perfect
Progressive
Tense
1. To indicate the duration of an
activity that began in the past and
continues to the present. When it has
this meaning, it is used with time
words such as for, since, all morning,
all day, all week.
15, 32
6
2. When the tense is used without
any specific mention of time, it
expresses a general activity in
progress recently, lately.
6, 24
3. With certain verbs (e.g. live, work,
teach), there is little or no difference
in meaning between the two tenses
(present perfect and present perfect
progressive) when since or for is
used.
39, 45
7.
Past Perfect
Tense
1. To express an activity that was
completed before another activity or
time in the past.
7, 16
2
8.
Past Perfect
Progressive
Tense
1. It emphasizes the duration of an
activity that was in progress before
another activity or time in the past.
8, 17
4 2. The tense also may express an
activity in progress recent to another
time or activity in the past.
25, 33
9. Simple Future
Tense
1) To express a prediction, either will
or be going to is used
40, 49
8 2) To express prior plan, only be
going to is used:
18, 34
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No. Tense Functions/aspects Item Number Total
3) To express willingness, only will
is used
4) The Present Progressive and the
Simple Present Tense to Express
Future Time
a) Present Progressive Tense
-The present progressive may be
used to express future time when the
idea of the sentence concerns a
planned event or definite intention. A
future meaning for the present
progressive tense is indicated either
by future time words in the sentence
or by the context
-Verbs such as come, go, stay, arrive,
leave are frequently used in the
present progressive to express future
time. Such verbs express definite
plans.
-Verbs expressing planned means of
transportation in the future are
frequently used in the present
progressive: for example, fly, walk,
ride, drive, take, (a bus, taxi, etc.)
-Sometimes it is used when the
speaker wants to make a very strong
statement about a future activity.
b) Simple Present
The simple present can be used to
express future time in sentences that
concern events that are on a definite
schedule or timetable. Only a few
words are used in this way: e.g. open,
close, begin, end, start, finish, arrive,
leave, come, return.
26, 50
46
9
10.
Future
Progressive
Tense
1. It expresses an activity that will be
in progress at a time in the future.
Sometimes there is little or no
difference between the future
progressive and the simple future,
especially when the future event will
occur at an indefinite time in the
future.
10, 19
2
Total Number of the Items 50
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Appendix G: The Students’ Erroneous Answers
Item# Students’ Answer Frequency Correct/Incorrect
1. She (enjoy) enjoys cooking. She often tries to make a delicious recipe.
49 Correct
Is enjoy 6 Incorrect Enjoy 6 Incorrect Is enjoying 2 Incorrect Is always enjoy 1 Incorrect
2. I (always, pick up) am always picking up Mary’s dirty socks!
8 Correct
Always pick up 50 Incorrect Always picks up 4 Incorrect Always have to pick up 1 Incorrect Always picking up 1 Incorrect
3. A: Have you read his last book? B: Yes, I have. A: What (you, think) did you think of it? B: I liked it very much.
30 Correct
Do you think 32 Incorrect Do you 1 Incorrect Have you think 1 Incorrect
4. The director didn't allow the actors to travel by air while they (work) were working on the film.
48 Correct
works 3 Incorrect worked 7 Incorrect working 2 Incorrect Was working 2 Incorrect work 1 Incorrect Are working 1 Incorrect
5. Have you (ever, eat) ever eaten at that new restaurant?
48 Correct
Ever eating 2 Incorrect Ever eats 1 Incorrect Ever eat 6 Incorrect Ever ate 7 Incorrect
6. All of the students (study) have been studying hard. Final exams start next week.
0 Correct
Study 22 Incorrect Are study 5 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect Are studying 27 Incorrect Is studying 1 Incorrect Are going to study 2 Incorrect studied 1 Incorrect Will study 4 Incorrect Will have to study 1 Incorrect Is going to study 1 Incorrect
7. Last night I started to study at 7:30. I finished studying at 9:00. Dick came at 9:30. By the time Dick came, I (finish) had finished my homework.
49 Correct
Have finished 7 Incorrect Was finished 1 Incorrect Have been finished 1 Incorrect finished 3 Incorrect Have just finished with 1 Incorrect Have just finished 1 Incorrect Will have finished 2 Incorrect
8. The Police (look for) had been looking for the criminal for two years before they caught him.
23 Correct
Are looking for 1 Incorrect Was looking for 5 Incorrect Have been looking for 11 Incorrect Have looked for 6 Incorrect Had looked for 11 Incorrect Were looking for 1 Incorrect Is looking for 1 Incorrect Has been looking for 1 Incorrect Looked for 2 Incorrect Were looked for 1 Incorrect Has looked for 1 Incorrect
9. The museum (open) opens at ten tomorrow morning.
20 Correct
Will open 14 Incorrect Will be opened 8 Incorrect Is going to be opened 2 Incorrect Will be opening 1 Incorrect open 1 Incorrect Is open 3 Incorrect Are going to open 1 Incorrect Is going to open 5 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect Will have been opened 1 Incorrect Is opened 2 Incorrect Opened 1 Incorrect Will be open 5 Incorrect
10. Right now I am attending class. Yesterday at this time, I was attending class. Tomorrow at this time, I (attend) will be attending class.
36 Correct
Am going to attend 8 Incorrect Will attend 6 Incorrect Will attending 4 Incorrect Will being attend 2 Incorrect Will be attend 2 Incorrect Will have been attending 2 Incorrect Am going to be attending 1 Incorrect Blank 1 Incorrect Am going to attending 1 Incorrect Have been attended 1 Incorrect
11. What (you, do) are you doing at this moment? If you do not do anything, please help me.
42 Correct
Do you do 20 Incorrect Will you do 1 Incorrect Have you done 1 Incorrect
12. When I was young, my father (give) used to give me some money on Saturday, but now he does not.
7 Correct
Has given 1 Incorrect Gave 51 Incorrect Gives 3 Incorrect Was used to give 1 Incorrect Was giving 1 Incorrect
13. While I (study) was studying in my room, my mother was cooking in the kitchen.
45 Correct
studying 1 Incorrect studied 13 Incorrect Were studying 1 Incorrect Study 2 Incorrect Am studying 1 Incorrect Was studiing 1 Incorrect
14. It (rain) has rained three times so far this week 6 Correct Has been raining 23 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect Was raining 5 Incorrect Rains 9 Incorrect Have been rain 1 Incorrect Is raining 3 Incorrect Has been rained 2 Incorrect Has been rain 2 Incorrect Had rained 3 Incorrect Has rains 1 Incorrect Has raining 1 Incorrect Has rain 2 Incorrect Had been raining 2 Incorrect Was rained 1 Incorrect Rained 2 Incorrect Raining 1 Incorrect
15. I am sitting in class right now. I (sit) have been sitting since ten minutes after one.
45 Correct
Have sat 10 Incorrect Was sitting 3 Incorrect Have been siting 2 Incorrect Sat 1 Incorrect Had sat 1 Incorrect Have been sat 1 Incorrect Have sit 1 Incorrect
16. Carol missed her plane yesterday because of a traffic jam on her way to the airport. By the time she got to the airport, her plane (leave, already) had already left.
45 Correct
Had already leaved 2 Incorrect Had been left already 1 Incorrect Has already left 8 Incorrect Has left already 1 Incorrect Have already left 3 Incorrect Have already leaved 2 Incorrect Already have left 1 Incorrect Will have already left 1 Incorrect
17. The patient (wait) had been waiting in the emergency room for almost an hour before a doctor finally treated her.
29 Correct
Had waited 14 Was waiting 5 Incorrect Have been waiting 5 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect Waited 3 Incorrect Has been waiting 4 Incorrect Blank 1 Incorrect Have waited 1 Incorrect Had been waited 1 Incorrect Were waiting 1 Incorrect
18. A: What do you want to be when you grow up? B: I (be) am going to be an astronaut A: Good for you!
13 Correct
Will be 19 Incorrect Want to be 19 Incorrect Am 6 Incorrect Am/want to be 1 Incorrect Am want to be 1 Incorrect Want to be/will be 1 Incorrect Am going to/will be 1 Incorrect Blank 1 Incorrect Wanted to be 1 Incorrect Am being 1 Incorrect
19. That oak tree still (stand) will still be standing there fifty years from now.
6 Correct
Will still stood 1 Incorrect Still standing 2 Incorrect Blank 2 Incorrect Will still stand 13 Incorrect Will stand still 2 Incorrect Is still stand 1 Incorrect Still stands 4 Incorrect Will still have been standing 1 Incorrect Is still standing 6 Incorrect Has been still standing 3 Incorrect Will still standing 1 Incorrect Still has been standing 1 Incorrect Have been still standing 1 Incorrect Will be still standing 3 Incorrect Still stand 3 Incorrect Had been still standing 1 Incorrect Has still been standing 2 Incorrect Will still be stood 1 Incorrect Will still be stand 1 Incorrect Has been stood still 1 Incorrect Still have stood 1 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect Still will stand 1 Incorrect Still will be standing 1 Incorrect Will be standing still 1 Incorrect Is going to still stand 1 Incorrect Still have been standing 1 Incorrect Still has stand 1 Incorrect Was still standing 1 Incorrect
20. His father (not, work) does not work in a department store. He works in a hospital.
52 Correct
Has not worked 1 Incorrect Didn’t works 1 Incorrect Is not working 3 Incorrect Did not work 3 Incorrect Don’t work 2 Incorrect Are not working 1 Incorrect Is not works 1 Incorrect
21. Cindy (be, afraid) used to be afraid of dogs, but now she likes dogs.
5 Correct
Was afraid 40 Incorrect Is used to be afraid 2 Incorrect Blank 1 Incorrect Is afraid 8 Incorrect Have been afraid 1 Incorrect Had been afraid 3 Incorrect Has been afraid 2 Incorrect Was supposed to be afraid 1 Incorrect Used to be 1 Incorrect
22. A: Who were you talking to on the telephone as I came in? B: I (talk) was talking to Mr. Pitt.
47 Correct
Talked 12 Incorrect Were talking 2 Incorrect Had talked 1 Incorrect Told 1 Incorrect Am talking 1 Incorrect
23. We (be) have been in class since ten o’clock this morning.
40 Correct
Have been being 3 Incorrect Was 1 Incorrect Are 4 Incorrect
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123
Item# Students’ Answer Frequency Correct/Incorrect Were 10 Incorrect Had been 3 Incorrect Will be 1 Incorrect Were being 1 Incorrect Are going to be 1 Incorrect
24. My back hurts, so I (sleep) have been sleeping on the floor lately. The bed is too soft.
1 Correct
Was sleeping 2 Incorrect Am sleeping 6 Incorrect Will sleep 7 Incorrect Have slept 2 Incorrect Sleep 27 Incorrect Am going to sleep 3 Incorrect Sleeps 1 Incorrect Blank 1 Incorrect Go to sleep 1 Incorrect Slept 10 Incorrect Am getting used to sleep 1 Incorrect Blank 1 Incorrect Have to sleep 1 Incorrect
25. When Judy got home, her hair was still wet because she (swim) had been swimming.
13 Correct
Has been swimming 10 Incorrect Had swam 7 Incorrect Swam 5 Incorrect Blank 1 Incorrect Was swam 1 Incorrect Was swimming 2 Incorrect Got swimming 1 Incorrect Had swum 10 Incorrect Have been swimming 2 Incorrect Has swum 3 Incorrect Have swam 1 Incorrect Had been swum 1 Incorrect Got swim 1 Incorrect Have swum 1 Incorrect Is swimming 1 Incorrect Had been swam 1 Incorrect Were swimming 1 Incorrect Had been swim 1 Incorrect Have swimming 1 Incorrect
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124
Item# Students’ Answer Frequency Correct/Incorrect
26. Cathy: This letter is in French, and I don't speak a word of French. Can you help me? Diane: Sure. I (translate) will translate it for
you.
62 Correct
Translate 1 Incorrect Can translate 1 Incorrect
27. It (always, be) is always cold in Antarctic. 51 Correct Always be 4 Incorrect Will always be 1 Incorrect Always 1 Incorrect Always will be 1 Incorrect Always been 1 Incorrect Is always be 2 Incorrect Is always being 1 Incorrect Has always 1 Incorrect Will always been 1 Incorrect
28. She (write) is writing another book this year. 21 Correct Wrote 8 Incorrect Has written 6 Incorrect Write 2 Incorrect Writes 11 Incorrect Has been writing 4 Incorrect Has wrote 1 Incorrect Is going to write 7 Incorrect Will write 1 Incorrect Have written 1 Incorrect Had been writing 1 Incorrect Is write 1 Incorrect
29. I called Roger at nine last night, but he (be, not) was not at home.
55 Correct
Did not 3 Incorrect Had not been 1 Incorrect Were not 1 Incorrect Were not being 1 Incorrect Is did not 1 Incorrect Was not be 1 Incorrect Must be not 1 Incorrect
30. The boys (play) were playing cards when they heard their father's step.
48 Correct
Was playing 10 Incorrect Are playing 2 Incorrect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Item# Students’ Answer Frequency Correct/Incorrect Played 3 Incorrect Have played 1 Incorrect
31. My wife and I came here two months ago. We (be) have been in this city for two months.
37 Correct
Have been being 1 Incorrect blank 1 Incorrect Will be 6 Incorrect Are 2 Incorrect Were 9 Incorrect Had been 5 Incorrect Have been living 1 Incorrect Are going to be 1 Incorrect Had been being 1 Incorrect
32. My eyes are getting tired. I (read) have been reading for two hours. I think I'll take a break.
30 Correct
Have read 31 Incorrect Am reading 1 Incorrect Had been reading 1 Incorrect Have been read 1 Incorrect
33. Her eyes were red because she (cry) had been crying.
14 Correct
Had cried 9 Incorrect Has been crying 9 Incorrect Was cried 1 Incorrect Have been cried 2 Incorrect Cries 1 Incorrect Was crying 10 Incorrect Has cried 4 Incorrect Have been crying 4 Incorrect Has been cried 1 Incorrect Cried 5 Incorrect Has cry 1 Incorrect Is crying 1 Incorrect Have cried 1 Incorrect Has crying 1 Incorrect
34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy) is going to buy a car. That's what he told me.
13 Correct
Will buy 13 Incorrect Would buy 9 Incorrect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
Item# Students’ Answer Frequency Correct/Incorrect Bought 19 Incorrect Has bought 2 Incorrect Should buy 1 Incorrect Buys 4 Incorrect Had bought 2 Incorrect Was going to buy 1 Incorrect
35. He (speak, usually) usually speaks so quickly that I do not understand.
54 Correct
Is usually speak 2 Incorrect Usually speak 6 Incorrect Has usually speaks 1 Incorrect Speaks usually 1 Incorrect
36. Tom can't have the newspaper now because his aunt (read) is reading it.
55 Correct
Had read 1 Incorrect Reads 2 Incorrect Are reading 1 Incorrect Has not read 1 Incorrect Have read 2 Incorrect Read 1 Incorrect Has been read 1 Incorrect
37. I went to bed at ten. The phone rang at eleven. I (sleep) was sleeping when the phone rang.
45 Correct
Was slept 1 Incorrect Have slept 1 Incorrect Had been sleeping 4 Incorrect Were sleeping 1 Incorrect Had slept 10 Incorrect Had been slept 1 Incorrect Sleep 1 Incorrect
38. (I, meet, never) have never met Nancy's parents. I hope I get the chance to meet them soon.
41 Correct
I never met 7 Incorrect I had never met 1 Incorrect I never have meet 3 Incorrect I never meet 10 Incorrect I have never been meet 1 Incorrect Never met 1 Incorrect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Item# Students’ Answer Frequency Correct/Incorrect
39. He (work) has worked/has been working at the same office for two years.
40 Correct
Blank 1 Incorrect Works 7 Incorrect Worked 3 Incorrect Is working 2 Incorrect Have been working 1 Incorrect Has working 1 Incorrect Will work 1 Incorrect Had worked 2 Incorrect Was working 2 Incorrect Had been working 3 Incorrect Has work 1 Incorrect
40. According to the weather report, it (be) will be/is going to be cloudy tomorrow.
52 Correct
Was 1 Incorrect Is 8 Incorrect Is going to 2 Incorrect Is going be 1 Incorrect
41. Right now I am looking at Janet. She (look) looks angry.
54 Correct
Is looked 1 Incorrect Is looking 9 Incorrect
42. I (take) am taking five courses this semester. 24 Correct Take 15 Incorrect Have taken 10 Incorrect Took 4 Incorrect Am going to take 2 Incorrect Am take 1 Incorrect Takes 1 Incorrect Have taking 1 Incorrect Have been taken 1 Incorrect Will take 2 Incorrect Have took 2 Incorrect Had took 1 Incorrect
43. While I (study) was studying in one room of our apartment, my roommate was having a party in the other room.
46 Correct
Studied 16 Incorrect Had been studying 1 Incorrect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Item# Students’ Answer Frequency Correct/Incorrect Was studying 1 Incorrect
44. We (have) have had four tests so far this semester.
42 Correct
Had have 2 Incorrect Have 5 Incorrect Are going to have 3 Incorrect Are having 6 Incorrect Blank 1 Incorrect Will have 2 Incorrect Had 2 Incorrect Have been having 1 Incorrect
45. I (live) have been living/have lived in Yogyakarta since 1999.
40 Correct
Live 3 Incorrect Has been lived 1 Incorrect Had been living 2 Incorrect Lived 3 Incorrect Was living 3 Incorrect Have been live 3 Incorrect Lives 3 Incorrect Have left 1 Incorrect Have been lived 2 Incorrect Have live 1 Incorrect Have been leaving 1 Incorrect Had lived 1 Incorrect
46. Sue has already made his plans. She (leave) is leaving/is going to leave at noon tomorrow.
28 Correct
Has left 1 Incorrect Will leave 21 Incorrect Leaves 1 Incorrect Is going to leaving 1 Incorrect Will left 3 Incorrect Left 1 Incorrect Will leaving 1 Incorrect Is going to leave 7 Incorrect
47. She (need) needs a pen right now. 53 Correct Is need 3 Incorrect Need 1 Incorrect Is needing 6 Incorrect Needed 1 Incorrect
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Item# Students’ Answer Frequency Correct/Incorrect
48. He (always, mess up) is always messing up the kitchen!
7 Correct
Always messes up 35 Incorrect Is always mess up 4 Incorrect Always mess up 17 Incorrect Always messing up 1 Incorrect
49. The damage we do to our environment today (affect) will affect/is going to affect the quality of life of future generations.
23 Correct
Affects 24 Incorrect Is affect 1 Incorrect Will be affecting 3 Incorrect Is affecting 4 Incorrect Will be affected 3 Incorrect Affecting 1 Incorrect Has been affecting 1 Incorrect Will affects 1 Incorrect Affect 1 Incorrect Affected 1 Incorrect Will be affect 1 Incorrect
50. A: It’s cold in here B: I agree. I (turn) will turn the heater on. A: That’s a good idea.
57 Correct
Blank 1 Incorrect Will turns 1 Incorrect Will turning 1 Incorrect Am going to turn 4 Incorrect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI