AN ERROR ANALYSIS IN USING VERB-ING FORMSrepository.uinjkt.ac.id/dspace/bitstream/123456789/25308/1/DITA FATWA-FITK.pdf · Surat Pengajuan Judul Skripsi ... and senior high school

AN ERROR ANALYSIS IN USING VERB-ING FORMS

(A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)

by:

Dita Fatwa 107014000720

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS‟ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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ABSTRACT

FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case

Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi,

English Department, The Faculty of Tarbiyah and Teachers‘ Training,

Syarif Hidayatullah State Islamic University Jakarta.

Key words: An Error Analysis,Verb-ing Forms

The objective of this study is to analyze the students‘ gramatical error in

using verb-ing forms at the eleventh year students of SMA Darul Muttaqin

academic year 2013/2014.The subject of this study is consisted of 28 students.

The limitation of the problem is to classify the students‘ error based on Dullay‘s

surface structure taxonomy.

The writer used descriptive analysis which concern with a qualitative

analysis by using formula: P = F/N. This research is using case study method by

collecting data from a test.The data is taken from the student‘s test. In collecting

the data, the test about verb-ing form was given to the students.

The result showed the highest error which most most students made is omission.

Its frequency is 63 errors or 49.60 %. Then the second commonerror is

misformation with 55 errors or 43.30 %. The third common error is addition with

9 errors or 7.08%. The causes of these errors are intralingual error and interlingual

transfer error.

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ABSTRAK

FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case

Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi,

Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Kata kunci: Sebuah Analisis Kesalahan, Bentuk Verb-ing

Penelitian ini bertujuan untuk menganalisa kesalahan gramatikal siswa

dalam penggunaan bentuk verb-ing di kelas sebelas SMA Darul Muttaqin tahun

ajaran 2013/2014. Subjek dari penelitian ini berjumlah 28 siswa. Pembatasan

dalam mengklasifikasikan kesalahan siswa berdasarkan teori Heidy Dullay untuk

mengetahui tipe kesalahan dalam frekuensi tertinggi.

Dalam penelitian ini, penulis menggunakan jenis penelitian analisa deskripsi

yang berkenaan dengan metode kualitatif dengan menggunakan rumus: P = F/N.

Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data dari

tes. Data diambil dari tes siswa tentang bentuk verb-ing.

Hasilnya menunjukkan bahwa kesalahan yang paling tinggi adalah kesalahan

dalam menghilangkan bentuk –ing dengan 63 kesalahan atau 49.60%. Kemudian

kesalahan tertinggi kedua adalah kesalahan pemilihan kata dengan 55 kesalahan

atau 43.30%. Kesalahan ketiga adalah kesalahan penambahan dengan 9 kesalahan

atau 7.08%.Penyebab dari error tersebut adalah intralingual error dan interlingual

error transfer.

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ACKNOWLEDGEMENT

Praise and gratitude be to Allah, Lord of the worlds Who has given the

Mercy and Blessing to the writer, so that this ―Skripsi‖ can be finished

completely. Peace and Salutation be upon our prophet Muhammad, his families,

companions, and his followers.

On this occasion, the writer would like to thank her parents for their

patience, love, and trust, and also sorry for the long process.

The writer also would like to express her gratitude to Mr. Drs. Syauki,

M.Pd. as the writer‘s advisor who had kindly spent his time to give his valuable

advice, guidance, corrections, and suggestions in composing this ―Skripsi.‖

Furthermore, her greatest gratitude also goes to:

1. All lecturers of English Education Department, for teaching the precious

knowledge, sharing the values of life and giving the unforgettable study.

2. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Education

Department. Also, her thank is given to the staffs of English Education

Department, especially for Ms. Aida Ainul Wardah, S.Pd. who always

gives excellent service and contribution to the writer.

3. Prof. Dra. Nurlena Rifa‘i, M.A., Ph.D., the Dean of Faculty of Tarbiyah

and Teachers Training.

4. The Principal and the English Teacher of Senior High School (SMA)

Darul Muttaqin, Asep Romli, S.Ag. for permitting and helping the writer

to conduct the research.

5. Her beloved sisters and brother, for the support, and motivation.

6. And the last, for her closest friends, Nian, Dewi, Ida, Tyaz, Kiki, etc.

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Finally, the writer realizes that this ―Skripsi‖ is still far from being perfect.

Constructive criticism and suggestion would be welcomed to make it better. I

hope that this Skripsi could be useful to other people, especially to people in

education area.

Jakarta, August 18th

, 2014

The Writer

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TABLE OF CONTENTS

ABSTRACT....................................................................................................... i

ABSTRAK.......................................................................................................... ii

ACKNOWLEDGEMENT................................................................................ iii

TABLE OF CONTENTS.................................................................................. v

LIST OF TABLES............................................................................................. vii

LIST OF FIGURES…………………………………………………………....viii

LIST OF APPENDICES……..……………………………………………….. ix

CHAPTER I : INTRODUCTION......................................................... 1

A. Background of the Study........................................... 1

B. Identification of the Problem……………............... 3

C. Limitation of the Problem…………………………. 3

D. Objective of the Study.............................................4

E. Significance of the Study........................................ 4

CHAPTER II : THEORETICAL FRAMEWORK................................ 5

A. Error............................................................................ 5

1. Definition of Error................................................ 5

2. Identification of Error………………………......6

3. Causes of Error..................................................8

4. Categories of Error........................................... 11

B. Error Analysis.............................................................19

1. Definition of Error Analysis...............................19

2. Goal of Error Analysis.......................................19

3. Procedures of Error Analysis.............................20

C. Verb-ing Form.......................................................... 21

1. Definition ………..…………............................ 21

2. Used As Modifier……….................................. 22

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3. Used Like Noun…………………………............. 22

CHAPTER III : RESEARCH METHODOLOGY................................. 38

A. The Objective of the Research..................................... 38

B. The Place and Time of the Research........................... 38

C. The Population and Sample of the Research………... 38

D. The Method of the Study……………………………38

E. The Instrument of the Study…………………………39

F. The Technique of Data Analysis……………………..39

CHAPTER IV : RESEARCH FINDINGS………………....................... 40

A. The Description of Data.............................................. 40

B. The Analysis of the Data……………………………. 42

C. The Interpretation of the Data………………………. 44

CHAPTER V : CONCLUSION AND SUGGESTIONS....................... 45

A. Conclusion ……………………….............................. 45

B. Suggestions……………….…………………………. 45

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLES

Table 2.1 A Sample Linguistic Category Taxonomy…....................................... 13

Table 2.2 Errors of Double Marking in L2 Production.......................................... 17

Table 2.3 Verb-ing form or infinitive………...………………………………… 29

Table 4.1 Result of Students‘ Answer…………….............................................. 44

Table 4.2 The Recapitulation of Error‘s Type……….......................................... 45

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LIST OF FIGURES

Figure 4.1 Recapitulation of Error‘s Type …………..................................... 42

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LIST OF APPENDICES

1. Surat Pengajuan Judul Skripsi ……………………………………. 46

2. Surat Permohonan Bimbingan Skripsi …………………………… 47

3. Surat Permohonan Izin Penelitian ………………………………... 48

4. Surat Keterangan Penelitian ……………………………………….49

5. Soal tes verb-ing forms ……………………………...………….....50

6. Silabus Bahasa Inggris kelas X SMA Darul Muttaqin ….………...51

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CHAPTER 1

INTRODUCTION

A. Background of the Study

Language is a human system of communication. It uses arbitrary signals,

such as voice sounds, gestures, or written symbols. Not only a language consists

of symbols that convey meaning, but also rules for combining those symbols, that

can be used to generate an infinite variety of messages. According to Walt

Withman, ―language is not an abstract construction of the learned, or of dictionary

makers, but something arising out of the work, needs, ties, joys, affections, tastes,

of long generations of humanity, and has its bases broad and low, close to the

ground‖.1

English has been grown rapidly for the past century. English has become the

second language for the most people in the world, and become foreign language

being taught in school for most countries in the world, including Indonesia.

Moreover, English has begun to be taught in Indonesia as foreign language

since Dutch colonial period. But, English formally taught in Indonesia as a subject

in curriculum is in 1967‘s curriculum. Since then, teaching English has been

changed many times along with the change in politic, the growth of technology

and economic, and many other factors.2

One of the important aspects of language is grammar. Like in other

languages, in English, grammar is the key of good writing. Using proper grammar

can avoid misunderstanding while communicating and expressing an idea.

Grammar needs to be taught effectively in school because it is the foundation to

support the language. Although grammar alone is not a means to master a

1 Wayne Weiten, Psychology: Themes And Variations, 7th ed. (Thomson Wadsworth,

2007). 2 http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on

January, 1st 2013

http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/

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language, it is still an integral tenet of language in order to bridge the gap between

mere ideas and the actual delivery of the message.3 By having enough knowledge

of grammar, students will be able to solve their problems in expressing their ideas

into writing and communication activities.

One of many aspects in English grammar that is taught in vocational school

and senior high school in Indonesia is verb-ing form. When the writer has been

conducting Praktek Profesi Keguruan Terpadu (PPKT) in vocational school, she

found that the second year students of vocational school still have problems or

make errors in using verb-ing forms. They often made a mistake when they

differentiated verb-ing forms as a gerund, and a participle. It usually happened

because they did not know how to identify ‗a noun‘, ‗an adjective‘, or even ‗a

verb‘ in a sentence in which a gerund and a participle can be differentiate with it.

They also made mistakes using both in sentences. In bahasa Indonesia, they did

not tend to pay attention in identifying a noun, a verb, an adjective, etc in a

sentence because they use bahasa Indonesia unconsciously. Here is the example:

Play badminton is very entertain.

This sentence is wrong. The correct one is „playing badminton is very

entertaining‟. Most students, when they were asked to which one is gerund and

which one is participle between „playing and entertaining‟ did not know which

one.

Based on the example, the writer wants to know the causes of their errors.

According to Micheal Swan, ―when –ing forms are used as verbs, adjectives, or

adverbs, they often called ‗present participles‘. When they are used more like

nouns, they are often called ‗gerunds‘. In fact, the distinction is not really as

3 http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/,

retrieved on January, 1st 2013

http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/

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simple as this, and some grammarians prefer to avoid the terms ‗participle‘ and

‗gerund‘‖.4

Based on the statement above, the writer would like to take “An Error

Analysis in Using the Verb-ing Forms”, (A Case Study at the Eleventh Year

Students of SMA Darul Muttaqin) as her ‗skripsi‘‘s title.

B. Identification of the Problem

There are many factors that causing an error in using verb-ing forms. Some

of them come from the students themselves, such as lack of knowledge of verb-

ing forms, the encouragement in study, and many other factors. While some other

factors come from the teacher who taught it, such as the ability to explain the

material well, the method and the learning material used in teaching verb-ing

forms, etc.

C. Limitation of the Problem

From so many factors causing the errors in using verb-ing forms, in this

research, the writer focuses on analyzing the errors made by the first year students

of senior high school in making sentences using the verb-ing forms and causes of

the errors. To make a description more focus, the writer limits the problems into:

the kinds of errors made by the students in making sentences using verb-ing forms

based on Dullay‘s theory, and the causes of their errors based on Richards‘s

classification.

Based on the description above, the writer formulates the problem of

research as follow:

1. What is the common error made by the students of senior high school in

using verb-ing forms?

4 Michael Swan, Practical English Usage, Second Edition. (oxford: Oxford University

Press, 1995), p. 277

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2. What are the causes of error made by the second year students of senior

high school in using verb-ing forms?

D. Objective of the Study

The objective of this study is to analyze the common error made by the

students in using the verb-ing forms in order to know its causes. From those

analyses, the errors can be decreased by finding the appropriate teaching methods.

E. Significance of the Study

The findings of this study can provide the useful information for the

teachers, the students, and also the further researchers. For the teachers, the

findings of this study can be used as resources in finding the best method in

teaching by knowing the most error made by the students in using the verb-ing

forms. As for the students, this can improve their understanding of verb-ing

forms.

For the future researchers who are interested in analyzing the errors in using

verb-ing forms at senior high school level can get basic information from this

study to do the further research better.

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CHAPTER 2

THEORITICAL FRAMEWORK

This chapter discusses about theoretical frameworks of errors, error

analysis, and verb-ing forms.

A. Error

1. Definition of Error

The difference between spoken and written discourse may cause the

difficulty in learning how to write well. Rules of spoken discourse are got through

conversation whereas the rules of written discourse are got through instruction

and practice.Thus, it is no wonder errors can be done by the students.

Susan and Larry defines that error is systematic. It can occur repeatedly

without learner‘s recognition because the learner does not have particular

erroneous form in his/her system. According to that fact, this kind of error is only

from teacher‘s view, not from the learner.5Errors are also all incorrect forms made

by the learner that caused by lack of knowledge about the target language

(English) or by incorrect assumption about it. It means errors can happen due to

limited knowledge of the target language of the students or the false assumptions

of the target language systems.

In addition, H. Douglas Brown gives the definition of error as a sign of how

competence the native speaker in the written discourse. Thus, a learner‘s

competence in target language can be recognized through the errors he/she made.6

So, the more the learner makes errors, the less competence of target language

she/he has. An error is a systematic distortion in which a learner has not learnt its

part and consistently ‗gets it wrong‘.

5 Susan M. Grass and Larry Selinker, Second Language Acquisition: An Introductory

Course. (New Jersey: Lawrence Erlbaum Associates, Inc., 2001), p. 78. 6H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison

Wesley Longman, Inc., 2000), p. 217

From those definitions of the experts, the writer concludes that an error is a

false form made by the learner of target language consistently due to lack of

knowledge of the target language or incorrect assumption of target language. An

error is an indication of how well the learner understands the target language.

2. Identification of Error

Error happens when the learner has not learnt the correct forms or has

wrong assumption about target language system being learnt and consistently

‗gets it wrong‘. It will continue until she/he notices that she/he is wrong. And

when the learner has known the right forms and sometimes still gets it wrong,

then, we called it ‗mistake‘.

Ifthe teacher is not sure whether one of learners has made an error or a

mistake, the crucial test must be: can he correct himself when challenged? If he

can, probably it is a mistake; if not, it is an error.

According to Ellis,the difficulty of errors center in some issues, they are:

a. Whether grammaticality (i.e. well-formedness) or acceptability can be

a criterion. A sentence can be grammatically correct but pragmatically

incorrect. For example, ‗She cooks me‘ is grammatically correct but

pragmatically incorrect.

b. Whether errors and mistakes should be distinguished. Error can occur

because of the lack of knowledge, whereas mistake can occur because

of memory limitations and lack of automaticity. Alongside the

problems in identifying error and mistake, it also assumes that

competence is homogeneous rather than variable. For example, if the

learner, at times, use a correct form of target language, and at another

time use the incorrect one, it cannot be assumed that she/he knows the

target language structure, and the use of incorrect structure assumed as

a mistake. For example, a learner may have no difficulty in using the

target-language form in some linguistic context;

My sisters are older than me.

But produce an error in others:

My three sister are older than me.

c. Whether the error is overt or covert. An overt error is easy to identify

because there is a clear irrelevancy as when a learner says:

*She like cooking.

In the other hand, a covert error is usually made in well-formed

sentence, in which it does not deliver the real meaning. For example,

the sentence „it was done‟ is grammatically correct until it becomes

clear that ‗it‘ refers to ‗home work‘.

d. The last issue is whether the inaccuracies of the learner from non-

native speaker should be considered erroneous. For example, when a

sentence that is correct grammatically but it is not the structure

preferred by the native speakers. For example:

One day a Korean man, a popular chef, arrived in Japan.

He was coming from Seoul.

The preferred structure is probably ‗had come‘. But, ‗was coming‘ can

be considered possible if the speaker wishes to emphasize the duration

of the action.7

Based on explanation from the experts, the writer concludes that it is really

important to differentiate between error and mistake. Error is a mistake done by

the learner repeatedly because of wrong assumption about the rules. In the other

hand, mistake is wrong performance from the learner because they are not focus

and they can correct it by themselves.Therefore, the four criterions above are

needed to avoid mistakes while doing the error analysis.

7Rod Ellis, The Study of Second Language Acquisition, Second Edition, (Oxford: Oxford

University Press, 2009), p. 47-49

3. Causes of Error

According to Lightbown and Spada,error is the result of learners first

language transfer. But not all the errors are produced from the first language.

Many errors are better to be explained in the term of learners‘ developing

knowledge of the target language rather than trying to transfer form of their first

language.8

A different type of errors is represented in sentences like did he comed,

what you are doing, he coming from India, make him to do it, I can to speak

English, etc. These kinds of errors often occur to learners with various language

backgrounds. They are called intralingual and developmental errors. Intralingual

and developmental errors can reflect the learner‘s competence particularly and

also can describe some of language acquisition characteristic.

Intralingual errors consist of faulty generalization, incomplete application of

rules, and failure to learn conditions that describe the characteristic of rule

learning. In the other hand, developmental error is often made by the learner when

she/he tries to make hypothesis about English from her/his limited knowledge of

target language.

The causes of intralingual and developmental errors are:

a. Overgeneralization

Overgeneralization includes example of different structure in target

language made by the learner based on his knowledge of other structure. In

general, it involves the making of one different structure in place of two

common structures. Lightbown and Spada define overgeneralization

Overgeneralization is an error made by mixing two or more different

structure in target language based on the learner knowledge, or using a form

8 Patsy M. Lightbown, Nina Spada, How Language are Learned, Third Edition, (New

York: Oxford University Press, 2006), p.78-79

of structure in which it does not belong to, for example the –s ending on the

verb in ‗I plays‘.9

b. Ignorance of rule restrictions

Ignorance of rule restriction is an error caused by ignoring the rule

restrictions of existing structures. Some rule-restriction errors may be

accounted for in terms of analogy; other instances may result from the rote

learning of rules.

c. Incomplete application of rules

In incomplete application of rules, the occurrence of structures whose

deviancy represents the degree of development of the rules required to

produce acceptable utterances. There are two possible causes, first is the use

of questions in the classroom, where the learner is encouraged to repeat the

question or the part of it in the answer. Second, is the fact that the learner

may discover that he can communicate perfectly adequately using deviant

forms.

On the other hand, although young children (learners) appear to be

able to learn a foreign language quite easily and to reproduce new sounds

very effectively, most of older learners experience considerable difficulty.

The sound system and the grammar of the first language impose themselves

on the new language and this lead to a ‗foreign‘ pronunciation, faulty

grammatical patterns, and occasionally, to the wrong choice of vocabulary.

d. False concepts hypothesized

This type of error is encouraged by teaching material or method.

These errors are much more difficult to classify except in conjunction with a

close study of the materials and teaching techniques to which the learner has

been exposed. This is probably why so little is known about them.

9Pasty M. Lightbown, Nina Spada,Op.cit., p. 81

Erdogan, in the other hand, divides ―the cause of errors into two types:

a. Interlingual Transfer

Interlingual transfer is a significant source for language learners.

Dictionary of Language Teaching and Applied Linguistic defines it as being

the result of language transfer, which is caused by the learner‘s first

language.

Interlingual error may occur at different levels such as transfer of

phonological, morphological, grammatical, and lexica-semantic elements of

the native language into the target language.

b. Intralingual Transfer and Developmental Errors

Intralingual errors result from faulty or partial learning of the target

language rather than language transfer. They may be caused by the

influence of one target language item upon another. Such as, learners

attempt to use two tenses markers at the same time in one sentence since

they have not mastered the language yet.‖10

A number of different causes of psycholinguistic errors have been

identified. They are:

1) Interference errors occur as a result of ‗the use of elements from one

language while speaking another‘.

2) Intralingual errors ‗reflect the general characteristics of rule learning

such as faulty generalization, incomplete application of rules and

failure to learn conditions under which rules apply‘.

3) Developmental errors occur when the learner attempts to build up

hypotheses about the target language on the basis of limited

experiences.

Based on some explanations from the experts, the major causes of error are

interlingual and intralingual. Interlingual happens because the learner is still

influenced by their tongue language. In the other hand, intralingual happens

because of lack of knowledge of the language being learned.

10

Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin

University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p.265

4. Categories of Error

Error can be categorized into mistake and lapse. An error is a systematic

deviation, when learner has not learnt something and consequently ‗gets it

wrong‘.A mistake is inconsistent deviation, when the learner sometimes ‗get it

right‘ but sometimes he makes a mistake and uses the wrong form.Whereas a

lapse is error that can happen due to lack of concentration, shortness of memory,

fatigue, etc.

The most useful and commonly used bases for the descriptive classification

of errors are linguistic category, surface strategy, comparative analysis, and

communicative effect.

a. Error types based on linguistic category

The linguistic category taxonomies classify errors according to either

the language component or the particular linguistic constituent the error

affects.

Table 2.1 A Sample Linguistic Category Taxonomy

Linguistic Category

and Error Type Example of Learner Error +

A. Morphology

1. Indefinite article incorrect

a used for an before vowels

an used for a

2. Possesive case incorrect

Omission of ‘s

3. Third person singular verb incorrect

Failure to attach –s

Wrong attachment of –s

4. Simple past tense incorrect

a. Regular past tense

Omisssion of –ed

a ant

an little ant

the man feet

The bird help man.

The apple fall downs.

The bird he save him.

Adding –ed to past already

formed

b. Irregular past tense

Regularization by adding –ed

Substitution of simple non-past

Substitution of past participle

5. Past participle incorrect

Omission of –ed

6. Comparative adjective/adverb

incorrect

Use of more + er

He calleded.

He putted the cookie.

He fall in the water.

I been near to him.

He was call.

He got up more higher.

B. Syntax

1. Noun Phrase

a. Determiners

Omission of the article

Substitution of definite

articleforpossessive pronoun

Use of possesive with the

article

Use of wrong possesive

b. Nominalization

Simple verb used instead of –

ing

Preposition by ommited

c. Number

Substitution of singulars for

plurals

Substitution of plurals for

singulars

He no go in hole.

He fall down on the head.

He put it in the his room.

The litlle boy hurt its leg.

by to cook it.

The dove helped him putting leaf

on the water.

He got some leaf.

He stab him in the feet

d. Use of Pronouns

Omission of the subject

pronoun

Omisiion of the ―dummy‖

pronoun it

Omission of object pronouns

Subject pronoun used as a

redundant element

Alternating use of pronouns by

number as well as gender

Use of me as subject

e. Use of Preposition

Omission of preposition

Misuse of prepositions

2. Verb Phrase

a. Omission of verb

Omission of main verb

Omission of to be

b. Use of progressive tense

Omission of be

Replacement of –ing by the

simple verb form

Substitution of the progressive

for the simple past

c. Agrement of subject and verb

Disagrement of subject and

verb person


number


(He) pinch the man.

Is nice to help people.

I don’t know (it) in English

My brother he go to Mexico

So he can eat it (referring to

apples)

Me forget it.

He came (to) the water

He fell down (for on, into?) the

water

He (fell?) in the water.

He in the water.

He going.

The bird was shake his head.

Then the man shooting (shot?) with

a gun.

You be friends.

The apples was coming down

I didn’t know what it is.

tense

3. Verb-and-Verb Construction

Embedding of a noun-and-

verb construction in another

noun-and-verb construction

Omssion of to in identical

subject construction

Omission of to in the verb-

and-verb constuction

Attachment of the past marker

to the dependent verb

4. Word Order

Repetition of the object

Adjectival modifiers placed

after noun

5. Some Transformations

a. Negative transformation

Formation of no or not

without the auxiliary do

Multiple negation

b. Question transformation

Omission of auxiliary

c. There transformation

Use of is instead of are

Omission of there

Use of it was instead of there

was

d. Subordinate clause transformation

I go to play. (I go and I play).

I go play

I see a bird got the leaf

He was going to fell

The bird (object) he was gonna

shoot it.

He put it inside his house a litlle

round.

He not play anymore

They won’t have no fun

How the story helps?

There is these hole.

Is one bird.

It was round things.

Use of for for so that

Use of indicative for

conditional

For the ant could get out.

So He don’t kill the bird.

b. Surface category

Surface strategy taxonomy highlights the ways surface structures are

altered: Learners may omit necessary items or add unnecessary ones; they

may misformitems or misorderthem.

There are four subtypes errors based on surface strategy taxonomy:

1) Omission

Omission errors are characterized by the absence of an item that

must appear in a well-formed utterance.Ellis defines ―omission that

leaving out an item that is required for an utterance to be considered

grammatical.‖11

Morphological omission: A strange thing happen to me

yesterday.

Syntactical omission : Must stay also the names?

2) Additions

―Addition errors are characterized by the presence of an item

which must not appear in a well-formed utterance‖.12

In morphology : The books is here.

In syntax : The London

In lexicon : ―I stayed there during five years ago.‖

3) Double Markings

―Double marking errors are characterized by two items rather

than one is marked for the same feature (tense, in these examples).‖13

Table 2.2 Errors of Double Marking in L2 Production

Semantic Feature Error Example of Error

11

Rod Ellis, op.cit., p.18 12

Heidi Dullay. et al., op.cit., p.146-172 13

Ibid.

Past Tense Past tense is marked in the

auxiliriary and the verb She didn’t went/goed.

Present Tense Present tense is marked in

the auxiliary and the verb He doesn‘t eats.

Negation

Negation is marked in the

auxiliary and the quantifier

Negation is marked in the

auxiliary and the adverb

She didn’t give him none.*

He don’t got no wings.*

They don’t hardly eat.

Equational Predicate Equation is marked in two

copulapositions Is this is a cow?

Object

The object is both

topicalized and expressed

in the object pronoun

That‘s the man who I saw

him.

Past Tense The auxiliary is produced

twice

Why didn’t momy don’t

make dinner?

4) Regularization (Overgeneralization)

Regularization errors are error that characterized by some

members of a class is exceptions to the rule. For example:

My sister eated plain bread for breakfast yesterday.

5) Misformation

Misformation errors are error that characterized by use of the

wrong form of the morpheme or structure.Ellis defines the

misinformation as ―using one grammatical form in place of another

grammatical form.‖14

For example:

The dog eated the chicken.

Moreover he states that ―the three types of misformation have

been frequently reported in the literature: (a) regularizations; (b) archi-

forms; and (c) altering forms.‖15

14


Ibid.

a. Regularization errors that fall under the misformation category

are those in which a regular marker is used in place of an

irregular one, as in runedfor ran or goosesforgeese.

b. Archi-forms that the selection of one member of a class of

forms to represent others in the class, as in

that dog

that dogs

c. “Alternating forms that as the learner‘s vocabulary and

grammar grow, the use of archi-forms often gives way to

apparently fairly free alternation of various members of a class

with each other.‖ For example:

thosedog

thiscats

6) Misordering

Misordering errors are characterized by the incorrect placement

of a morpheme or group of morphemes in a utterance. Ellis defines

―misorderingas putting the words in an utterance in the wrong

order.‖16

For examples:

He is all the time late

c. Comparative analysis

Dullay states that ―the classification of errors in a comparative

taxonomy is based on comparison between the structure of L2 errors and

certain other types of construction.‖17

There are four subtypes errors based on comparative taxonomy:

1) Developmental Error

―Developmental error iserrors similar to those made by children

learning the target language as their first language.For example:

Dog eatit.

16


Heidi Dullay. et al., loc.cit

2) Interlingual Error

Interlingual errors are similar structure to a semantically

equivalent phrase or sentence in the learner‘s native language.For

example:

I drive carI.

3) Ambiguous Error

It is because these errors reflect the learner‘s native language

structure, and at the same time, they are of the type found in the

speech of children acquiring a first language. For example:

I no have a crown.

4) Other Error

Other errors are errors that do not fit into any other category

have been mentioned above, such as developmental, interlingual and

ambiguous error. For example:

They does hungry.

d. Communicative effect

A communicative effect taxonomy points out that error may affect the

reader or listener‘s perspective.There are two subtypes errors based on

communicative effect taxonomy:

1) Global error is error that affects the whole sentence structure

which would be disturbing the communication.For example:

You will happy until you hard work.

(You will happy if you hard work.)

2) Local errorsaffect sentence structure that disturbing the

communication significantly. For example:

The solution of that assignment is finished with enthusiasm.

(That assignment is finished enthusiastically.)

B. Error Analysis

1. Definition of Error Analysis

Error analysis is the process of finding the incidence, nature, causes and

consequences of failed language.In addition, an error analysis of language is a

procedure which is usually used by language researchers and teachers consist of

sample collection, explanation of error and its classification based on evaluation

or the level of scoring of the errors.Gass and Selinker also state error analysis is a

type of linguistic analysis that focuses on the errors made by the learner.18

Moreover, Erdoǧanexplains thaterror analysis is a part of applied linguistics,

became known in the sixties to show that learner‘s errors were not only because of

the learner‘s native language, but also the reflection of some universal learning

strategies.19

Also, a quote by Muriel states that error analysis is the first approach

to the study of second language acquisition which focuses on the learners‘

creative ability to construct language.20

Based on some definitions from the experts above, the writer

concludesthat error analysis is a way or method to know the performance of

second language students in constructing their target language by evaluating their

errors. From evaluating their errors, the causes of their errors can also be

found.Furthermore, the teacher can find the best way to fix the errorsby

considering the causes of their errors.

2. Goal of Error Analysis

Rod Ellis gives―the good reasons for focusing on error as:

a. They are a conspicuous feature of learner language, raising important

question of ‗Why do learners make errors?‘

b. It is useful for teachers to know what errors learners make.

18

Susan M. Grass and Larry Selinker, op.cit, p.79 19

VehiceErdoǧan, op.cit, p.262 20

MurielSaville-Troike, Introducing Second Language Acquisition, (New York: Cambridge

University Press, 2008), p.37

c. It is possible that making errors may actually help learners to learn

when they self-correct the errors they make.‖21

Moreover, Rod Ellis claims that classifying errors in these ways can help to

identify learner‘s learning problem at any level of their development and to draw

how changes in error patterns occur repeatedly.22

Error analysis can show a description of the type of difficulty experienced

by learners. If it is done in a large such a survey, it can be really useful in

developing a curriculum.One of the goals of error analysis is to help build an

account of the second-language learners‘ linguistic competence.

Based on some definitions from the experts above, the writer would like to

conclude the goal of error analysis is to find the best way to fix the errors made by

the students by using the appropriate technique.

3. Procedures of Error Analysis

The procedures of error analysis are detection, locating, describing and

classifying error.

a. Error detection is a stage of identification in which the analyst realizes

the error happen

b. Error location means to locate the error detected before

c. Error description is explaining the error happen

d. Error classification is the step to classify the errors; whether the errors

belong to subject and verb agreement, tense, etc.

However, Rod Ellis investigates that identify errors need to compare the

sentence produced by the learner with what seem to be the normal or ‗correct‘

sentence in the target language which similar with them.23

For example:

A man and a little boy waswatching him.(= A man and a little boy were

watching him.)

21

Rod Ellis, op.cit, p.15 22

Ibid. 23

Rod Ellis, op.cit, p.16

Ellis explains that ―by comparing the two sentences we can see that Jean has

used ‗was‘ instead of ‗were‘—an error in subject-verb agreement.‖24

Gas and Selinker also have opinion that ―there are a number of steps taken

to conduct error analysis:

a. Data need to be collected. Although this is typically done with written

data, oral data can also serve as a base.

b. Identify error. What is the error (e.g., incorrect sequence of tenses,

wrong verb form, singular verb form with plural subject)?

c. Clarify error. Does an error of agreement occur? How many irregular

verb form errors occur?

d. Analysis of source. See later discussion.

e. Remediation. Based on the kind and frequency of an error type,

pedagogical intervention is carried out.‖25

Based on some explanations above, the writer decides to use the procedures

of error analysis from Muriel. They are collecting the result of test, identifying the

errors from the test, describing the error in category, and explaining the reason

why the learner makes some errors.

C. Verb-ing form

1. Definition

Michael Swan states in his book that ―when verb-ing forms are used as

verbs, adjectives, or adverbs, they are often called as present participle. When

they are used as nouns, they are often called as gerunds. But, Swan stated that the

distinction is not as simple as said. Therefore, some grammarians tend to avoid

the terms ‗participle‘ and ‗gerund‘.‖26

Compare:

You’re smoking too much these days. (part of present progressive verb)

There was a smoking cigarette end in the ashtray. (adjective describing

cigarette end)

She walked out of the room smoking. (similar to an adverb)

Smoking is bad for you. (noun: subject of sentence)

24Ibid.

25 Susan M. Grass and Larry Selinker, op.cit, p.79

26 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1995), p. 277

2. Used as Modifier

Swan also defines that ―verb-ing forms can be used as modifier before

nouns. This happen with noun-like verb-ing forms (gerunds) and adjective-like

verb-ing forms (participles). The two structures do not have similar meaning.‖27

Compare:

- a waiting room (= a room for waiting – waiting is a gerund, used

rather like a noun)

awaiting bus (= a bus that is waiting – waiting is a participle, used

rather like an adjective)

- a sleeping pill (sleeping is a gerund)

a sleeping child (sleeping is participle)

- a working conditions (gerund)

a working men (participle)

3. Used Like Noun

a. Subject, object, or compliment

A verb-ing form can be used as a subject, object, or compliment of a

verb as Swan states.28

Example:

Smoking is bad for you. (subject)

I hate packing. (object)

My favorite activity is reading. (compliment)

b. Verb-ing form with its own object

Swan also comments ―that the verb-ing form subject, object, and

compliment is still a verb, so it can have its own object.‖29

Example:

Smoking cigarette is bad for you.

My favorite activity is reading poetry.

I hate packing suitcase.

c. Determiners and possessive with verb-ing forms

27

Ibid., p. 278 28

Ibid. 29

Ibid.

These determiners(such as the, my, this) can be used with verb–ing

form.30

For examples:

The opening of Parliament

Does my smoking annoy you?

I don’t mind your going without me.

I hate all this useless arguing.

Possessive’s forms are also possible. For examples:

John’s going to sleep during the wedding was rather embarrassing.

She was angry at Lina’s trying to lie to her.

Note that possessives and pronouns are not used before verb–ing

forms if it is already clear who is being talked about. Example:

Thank you for waiting. (NOT Thank you for your waiting.)

When a verb-ing form is used with an article, it cannot usually have a

direct object but an of-structure. Example:

The smoking of cigarettes (NOT the smoking cigarettes)

NO is often used with a verb-ing form to indicate that something is not

allowed, or is impossible. The structure often occurs alone in notices; it can

also follow there is.For examples:

NO SMOKING NO PARKING NO WAITING

Sorry, there’s no smoking in the waiting room.

She’s made up her mind; there’s no arguing with her.

d. Object pronouns before verb-ing forms

It is more common to use object forms (like me, John) instead of

possessives (my, John’s) with verb-ing forms in an informal style, typically

when these come after a verb or preposition.31

I don’t mind you going without me.

She was angry at Lina trying to lie to her.

Some verbs (e.g. see, hear, watch, feel) are normally followed by

object+verb-ingform.For example:

30

Ibid. 31

Ibid., p. 279

I saw him getting out of the car. (NOT I saw his getting.)

e. It… -ing

It can be used as preparatory subject or object for a verb-ing form.

Example:

It’s nice being with you.

I thought it pointless starting before eight o’clock.

This is common with any/no good, any/no use and (not) worth.For

examples:

It’s no good talking to him – he never listens.

Is it any use expecting them to be on time?

I didn’t think it worth complaining about the meal.

Possessives or object pronouns can be used before the verb-ing forms

in these structures. For example:

It’s no use his/him apologizing – I will never forgive him. (NOT It’s

no use he apologizing…)

f. Nouns and verb-ing forms

When there is a noun which has similar meaning to a verb-ing form,

the noun is usually preferred.32

Example:

We’re all excited about his arrival. (NOT … about his arriving)

g. After verbs

1. Verb that can be followed by verb-ing forms

After some verbs, verb-ing form can be used, but not usually an

infinitive.33

Examples:

I enjoy travelling. (NOT I enjoy to travel.)

He’s finished mending the car. (NOT He’s finished to mend.)

She’s given up smoking. (NOT …given up to smoke.)

The doctor suggested taking a long holiday. (NOT The doctor

suggested (me) to take…)

32

Ibid. 33

Ibid.

Some common verbs that are usually followed by verb-ing

forms:

admit dislike give up postpone

appropriate endure (can’t help) practice

avoid enjoy imagine put off

burst out escape involve resent

(crying/laughing) excuse keep (on) resist

consider face leave off risk

contemplate fancy mention (can’t) stand

delay feel like mind suggest

deny finish miss understand

detest forgive

2. Verb + object + verb-ing form

Some of the verbs listed above, and some others, can be

followed by object + verb-ing form.34

Examples:

I dislike people telling me what to think.

I can’t imagine him working in an office.

Nobody can stop him doing what he wants to.

Would you rather spend time gardening or spend money paying

somebody to do it for you?

Did you see her talking to the postman?

Stop (in informal style) and prevent are often followed by object

+ from + verb-ing form. Example:

Try to stop/prevent them (from) finding out.

34

Ibid., p. 280

Note that after many verbs possessive + verb-ing form is

usually used, instead of object + verb-ing form, especially in a

formal style.

3. Verb-ing form with passive meaning

After the verbs ‗deserve, need, and require’, the verb-ing form

has a passive sense. This structure is more common in British

English.35

Examples:

I don’t think his article deserves reading. (=…deserves to be

read.)

Your hair needs cutting. (=…needs to be cut.)

In informal British English, want can also be used like this:

The car wants servicing. (=…needs to be serviced.)

4. Verb-ing form or infinitive

After some verbs, either a verb-ing form or an infinitive can be

used.36

They are:

Advise forbid hear prefer

Start allow forget intend

propose stop can’t bear go

like regret try begin

go on love remember watch

continue hate permit see

h. After nouns and adjectives

1. Noun/adjective + verb-ing form

A preposition is usually used to connect the nouns/adjectives to

the verb-ing form. When the verb-ing forms follow nouns/adjectives,

it usually cannot be followed by infinitives.37

For examples:

35

Ibid. 36

Ibid.

I hate the idea of getting old. (NOT …the idea to get old.)

The thought of failing never entered his head. (NOT The

thought to fail…)

I’m tired of listening to this. (NOT I’m tired to listen…)

She’s very good at solving problems. (NOT She’s very good to

solve…)

2. Purpose

To explain the purpose of an object or material, for + verb-ing

form can be used after a noun, or after an indefinite pronoun such as

something or anything. For examples:

A strimmer is a machine for cutting grass and weeds.

I need something for killing flies.

Have you got any stuff for cleaning silver?

It is important to note that this structure is mostly used to talk

about types of object and material generally. An infinitive most likely

is used after the noun or pronoun to explain individual‘s purpose in

using an object or material. For example:

I must find something to kill that fly.

3. Verb-ing form or infinitive

Verb-ing form and infinitive can be used after some nouns and

adjectives. It usually has the same or close meaning. For examples:

We have a good chance of making/to make a profit.

I’m proud ofhaving/to have won.

i. After prepositions

1. After all prepositions

When a verb is put after a preposition, it usually uses a verb-ing

form, not an infinitive.38

For examples:

37

Ibid., p. 281 38

Ibid.

You can’t make an omelettewithout breaking eggs. (NOT…

without to break eggs.)

Always check the oil before starting the car. (NOT… before to

start the car.)

They painted the house instead of going on holiday. (NOT…

instead to go…)

I look forward to hearing from you. (NOT… to hear from you.)

2. To as a preposition

Tois actually two different words. It can be an infinitive marker,

or a preposition. When to is used as an infinitive marker, it is used to

show that the next word is an infinitive (e.g. to talk, to see).Whereas

to as a preposition can be followed by the verb-ing form of a verb, but

not normally by the infinitive. Some common expressions in which

this happen are look forward to, object to, be used to, prefer (doing

one thing to doing another), get round to, and in addition to.39

In the examples below, the preposition to can be followed by

either a noun or a verb-ingform.

a) I look forward to your next letter.

I look forward to hearing from you.

b) Do you object to Sunday work?

Do you object to working on Sunday?

c) I’m not used to London traffic.

I’m not used to driving in London.

d) I prefer the seaside to the mountains.

I prefer swimming to walking.

e) I’ll get round to the washing up sooner or later.

I’ll get round to doing the washing up sooner or later.

39

Ibid., p. 282

A few verbs and adjectives are used with to before nouns, but

are followed by the infinitives of verbs. For examples; agree, consent,

entitled, inclined, and prone.

She agreed to our plan / Sheagreed to do what we wanted.

He’s inclined to anger / He’s inclined to lose his temper.

Accustomed can be followed by to + verb-ing form or an

infinitive.

3. Object + infinitive after for

It is important to note that some verbs are followed by for +

object + infinitive. A verb-ing form is not usually possible in these

cases.40

For examples:

We’re still waiting for her to arrive. (NOT… waiting for her

arriving.)

Can you arrange for us to get tickets? (NOT…for our getting

tickets.)

j. Verb-ing form or infinitive?

In some cases, verbs and adjectives can be followed by either a verb-

ing form or an infinitive.41

For examples:

I started playing/to play the violin when I was 10.

She was proud of having won/to have won.

Here is the explanation given by Raymond Murphy in his book,

―English Grammar in Use”. Raymond said that the difference is often

helpful but does not apply to all verbs.

Table 2.3 Verb-ing form or infinitive

Verb + ing

They denied stealing the

money.

I enjoy going out.

Verb + to (infinitive)

They decided to steal the

money.

I want to go out.

40

Ibid. 41

Ibid., p. 283

Often we use verb-ing form

for an action that happens

before the first verb or at the

same time:

Stealng denied

Enjoy

Going

Often we used to… for an

action that follows the first

verb:

Decided to steal

Want to go

Here are some verbs that usually followed by verb-ing form and

infinitive. Some of them have different meanings. They are:

1. Remember and forget

Remember/forget + verb-ing form refers to things that ever

happened. Forget…ingis used mostly in the phrase I’ll never forget…

ing, and expressions with similar meanings.42

For examples:

I still remember buying my first bicycle.

I’ll never forget meeting the Queen.

Remember/forget + infinitive refers to things that will happen

or need to do at the moment of remembering or forgetting.

You must remember to fetch Mr. Lewis from the station

tomorrow.

I forgot to buy the soap.

Below are other examples from Raymond Murphy in his book,

―English Grammar in Use”.43

I remember doing something = I did it and now remember this.

You remember doing something after you have done it:

- I’m absolutely sure I locked the door. I clearly remember

locking it.

42

Ibid. 43

Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,

1994), p. 110

(= I locked it, and now I remember this.)

- He could remember driving along the road just before the

accident happened, but he couldn’t remember the accident

itself.

I remember to do something = I remembered that I had to do it,

and so I did it.

You remember to do something before you do it:

- I remembered to lock the door when I left but I forgot to

shut the windows.

(= I remembered that I had to lock the door and so I

locked it.)

- Please remember to post the letter.

(= Don‘t forget to post it.)

2. Go on

Go on + verb-ingformmeans ‗continue doing the same thing‘.44

For examples:

She went on talking about her illness until we all went to sleep.

We must change our ways. We can’t go on living like this.

Go on + infinitive means ‗a change of activity or do/say

something new‘. For examples:

She stopped talking about her illness and went on tell us about

all her other problems.

After discussing the economy, the minister then went on to talk

about foreign policy.

3. Regret

Regret + verb-ing form means someone is sorry about doing

something.45

For example:

I regret leaving school at 14 – it was a big mistake.

I now regret saying what I said. I shouldn’t have said it.

44

op.cit., p. 283 45

Ibid.

Regret + infinitive is usually used in bad news announcement.

For examples:

We regret to inform passengers that the 14.50 train for Cardiff

will leave approximately 37 minutes late.

We regret to tell you that we are unable to offer you the job.

4. Advise, allow, permit, and forbid

In active clauses after these verbs ‗advise, allow, permit, and

forbid’, verb-ing form is usually used if there is no object, whereas an

infinitive is used if there is an object.46

For examples:

- I wouldn’t advise taking the car – there’s nowhere to park.

I wouldn’t advise you to take the car…

- We don’t allow/permit smoking in the lecture room.

We don’t allow/permit people to smoke in the lecture room.

- The headmistress has forbidden singing in the corridors.

The headmistress has forbidden children to sing…

In the passive forms:

- Smoking is not allowed/permitted in the lecture room.

People are not allowed/permittedto smoke in the lecture room.

- Singing is forbidden.

Children are forbidden to sing.

- Early booking is advised.

Passengers are advised to book early.

5. See, watch, and hear

The difference between object + verb-ing form and object +

infinitive after the verbs ‗see, watch, and hear‘ is like the differences

between progressive and simple tense. Object + verb-ing form

suggests that one pays attention to actions that are already going on.

Object + infinitive usually refers to complete actions which are

46

Ibid.

seen/heard from beginning to end. It is also important to note that

these verbs are followed by infinitive without to.For examples:

- I looked out of the window and saw Mary crossing the road.

I saw Mary step off the pavement, cross the road and disappear

into the post office.

- As I passed his house I heard him practicing the piano.

I heard John play all the Beethoven concertos.

6. Try

Try + verb-ing form is used to talk about making an experiment

or doing something to see what will happen.47

For example:

I tried sending her flowers, writing her letters, giving her

presents, but she still wouldn’t speak to me.

To talk about making an effort to do something difficult, either

try + infinitive ortry+ verb-ing form can be used. For example:

I tried to change the wheel, but my hands were too cold.

(OR I tried changing the wheel…)

7. Mean

Mean + verb-ing form refers to ‗involve‘ or ‗have as a result‘.48

For example:

If you want to pass the exam it will mean studying hard.

Mean + infinitive refers to ‗intend‘. For example:

I don’t think she means to get married for the moment.

8. Learn and teach

Learn/teach (or other words with similar meaning)+ verb-

ing form refers to lessons or subjects of study.49

For example:

She goes to college twice a week to learn typing.

Mr. Gardlandteaches skiing in the winter and rock-climbing in

the summer.

47

Ibid. 48

Ibid. 49

Ibid.

Learn/teach (or other words with similar meaning)+

infinitive refers to the result of the study – about successfully learning

a skill. For examples:

She learnt to read German at school, but she learnt to speak it

in Germany.

I taught myself to type.

9. Like, love, hate, and prefer

Both verb-ing form and infinitive can be used after the verbs

‗like, love, hate, and prefer‘ without a huge difference meaning.50

For

example:

I hate working/to work at weekends.

I don’t get up on Sundays. I prefer staying/to stay in bed.

In British English, like + verb-ing form is used to talk about

enjoyment, and like + infinitive is used to talk about choices and

habits. In contrary to British English, in American English, like +

verb-ing form and like + infinitive have similar meaning. For

example:

I like climbing mountains. (more typically GB)

I like to climb mountains. (more typically US)

When I’m pouring tea I like to put the milk in first. (GB/US)

10. Begin and start

Both begin/start + verb-ing form and begin/start + infinitive

can be used with similar meaning.51

For examples:

She began playing/to play badminton when she was six.

He started talking/to talk about golf, but everybody left the

room.

It is important to note that after progressive (-ing) forms of

begin and start, infinitive is preferred. For example:

It’s starting to rain. (NOT It’sstarting raining.)

50

Ibid., p 285 51

Ibid.

11. Attempt, intend, continue, can’t bear, be accustomed to, and

be committed to

Either verb-ing form or an infinitive can be used after the words

‗attempt, intend, continue, can’t bear, be accustomed to, and be

committed to’ without much difference meaning.52

For examples:

I intended telling/to tell her what I think.

I’m not accustomed to giving/give personal information about

myself to strangers.

12. Verb-ing form or infinitive of purpose: stop

The word ‗stop’ is a common example of a verb that can be

followed either by verb-ing form or by infinitive of purpose.53

For

example:

I stopped running. (NOT … I stopped to run.)

I stopped to rest. (=…in order to rest.)

13. Afraid

Afraid + verb-ing form is used to talk about fear of things that

happen accidentally.54

For example:

I don’t like to drive fast because I’m afraid of crashing.

But in other situation, both afraid + verb-ing form and Afraid +

infinitive can be used with similar meaning. For example:

I’m not afraid of telling/to tell her the truth.

14. Sorry

Sorry for/about + verb-ing form is used to describe a past

things that one regrets. For example:

I’m sorry for/about losing my temper this morning.

Sorry + infinitive is used to apologize for things that one is

doing, going to do, or has just done. For examples:

Sorry to disturb you – could I speak to you for a moment?

52

Ibid. 53

Ibid. 54

Ibid., p. 286

I’m sorry to tell you that you fail the exam.

15. Certain and sure

Certain/sure + verb-ing form are usually used to describe the

feeling of the person one is talking about.55

For examples:

Before the game she felt certain of winning, but after a few

minutes she realized it wasn’t going to be so easy.

You seem very sure of passing the exam.

Certain/sure + infinitive usually refers to the speaker‘s or

writer‘s own feelings. For examples:

The repairs are certain to cost more than you think. (NOT The

repairs are certain of costing…)

16. Interested

Interested + infinitive is usually used to talk about reactions to

things one learns.56

For examples:

I was interested to read in the paper that scientists have found

out how to talk to whales.

I’m interested to see that Alice and Jake are going out together.

I shall be interested to see how long it lasts.

In the other hand, both interested + verb-ing form and

Interested + infinitive are commonly used to talk about a wish to find

out something. For examples:

I’m interested in finding out/to find out what she did with all

that money.

Aren’t you interested in knowing /to know whether I pass the

exam?

Interested + verb-ing form is usually used to talk about a wish

to do something. For example:

55

Ibid. 56

Ibid.

I’m interested in working in Switzerland. (NOT I’m interested

to work inSwitzerland…)

Dullay in his book proposes problems that usually appear in verb-ing

forms based on linguistic category and error type, ―they are:

a. Leaving out the subject

Example: It astonishes me to be here; I thought you were in London.

b. Misformations with non-nominative subjects

Example: For me failing the exam would make Mother upset.

c. Misformations without subjects

Example: For to catch the bus, go to the next corner.

d. Special problems with make, let, have, and find

Example: Taxes make people to be miserable.

You must have cheese to make some delicious bread.

e. Snatched subject as subject for main clause

Example: Volkswagen buses are impossible to go too fast.

f. Snatched subject as object of main clause

Example: A girl was decided to play the piano.

g. Misformations of gerunds after prepositions

Example: You must not discourage him from write what he must.”57

57

Heidi Dullay. et al., op.cit., p. 153

38

38

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses and presents the objective of the research, the place

and time of the research, the population and sample of the research, the method of

the study, the instrument of the study, the technique of data collecting, and the

technique of data analysis.

A. The Objective of the Research

The research is done to analyzeserrorsof students‘ works on verb-ing

formfor the second grade of SMA DarulMuttaqinat the second semester

2013/2014 and to know of categories and cause of students‘ error in verb-ing

form.

B. The Place and Time of the Research

The research was conducted at SMA DarulMuttaqin. This is located on,

Cibarusah, Bekasi, Jawa Barat. The writer do the research in June 19th

2014.

C. The Population and Sample of the Research

The population of this research is the second grade students of SMA

DarulMuttaqin, Bekasi, academic year 2013/2014. The total number of the

students is 28 students. The writer took 100% of the total number of the second

grade students as a sample.

D. The Method of the Study

The method of this study is descriptive analysis. First, the writer collects the

students‘ test. Then, she interprets the data about what kinds of errors that mostly

students made. After that, the writer analyzed each students‘ error in student‘s

answer based on Rod Ellis‘ steps, there are Collecting of a sample of learner

language, Identification of errors, Description of errors, then Explanation of

errors.

E. The Instrument of the Study

The writer uses the written test as her instrument of the research.The test

consists of 10 numbers of translating questions which focused on verb-ing forms.

F. The Technique of Data Analysis

For analyzing the common error made by students, the writer took all the

students‘ answer sheets and used the formula as follows:

P =

X 100%

P = Percentage

F = Frequency of false answer

N = Number of sample

CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

The writer gives 10 numbers of translating test to students about the verb-

ing forms. The writer analyzed each students‘ error in student‘s answer based on

Rod Ellis‘ steps, there are collecting of a sample of learner language,

identification of errors, description of errors, then explanation of errors.

By analyzing the students‘ answer sheet, the writer obtained their results as

presented in the following table:

Table 4.1 Result of Students‟ Answer

Students Test Number

TO

TA

L O

F E

RR

OR

S

1 2 3 4 5 6 7 8 9 10

1 O O, M O X x M

2 O M, M O x M x O

3 O M M M

4 M O O x M x M x

5 M O O x M x M

6 O O M M M

7 O M M M

8 O,M O x M

9 A O, M O x M

10 O, M O x M

11 M O x M

12 O, M O x M

13 O O x M

14 O O O O O M M

15 O O O

16 A O O x O M

17 A O O M O O

18 A O O x O

19 A O O M x O

20 M O M M

21 A O O M O

22 A O O M O O

23 A O M M O O

24 O M

40

41

25 M O M M

26 A O M M M

27 O M

28 O M M, M O x M

Total

O=3 A=9

M=1

M=14

O=13

O=28 M=7

O=5

X=1

O=3

M=4

X=14

M=19

O=8

X=3 M=9 O=3

M=1

X=1

O=63

M=55

A=9

X=19

Notes:

A : Addition O : Omission

M : Misformation X : Blank answer

The table below is the recapitulation of type of error percentage from the

students‘ answer.

Table 4.2 The Recapitulation of error‟s type

Test

Number

Types of error Total of

Errors Omission Addition Misformation

1 3 - - 3

2 - 9 1 10

3 13 - 14 27

4 28 - - 28

5 5 - 7 13

6 3 - 4 7

7 8 - 19 27

8 - - - -

9 - - 9 9

10 3 - 1 4

Total 63 9 55 127

Percentage

of Errors 49.60 % 7.08 % 43.30 % 100 %

42

The chart below represents the recapitulation of error‘s type made by

students:

Figure 4.1 The Recapitulation of Error‟s Type

B. The Analysis of the Data

Each student is given 10 numbers of test consist of sentences in Bahasa

Indonesia. It means there are 280 total sentences collected from 28 students. From

those collected sentences, the writer collects 127 errors.

Based on the errors made by the students, the writer would like to outlines

the highest until the lowest percentage of each error‘s type that occured in

students‘ answer and the causes of their errors based on Jack C. Richards and

Erdogan. The causes of error according to Richards and Erdogan is more suitable

in this study that are intralingual error, and interlingual transfer.

Based on the error occurences, the writer found the errors that occured into

the highest until the lowest percentage:

49.60%

7.08%

43.30%

Percentage of Error's Type

Omission

Addition

Misformation

43

1. Omission of the –ing form

The highest percentage of error made by the students is omission of the –ing

form. It means that they used simple verb form instead of verb-ing form. Almost

all of the students did it especially for the question number 4, so the total of error

is 63 or 49.60 %. The highest percentage shows that student were confuse in

forming the verb as a subject/object or main verb in the sentence. In Bahasa

Indonesia, there is not a difference form between verb as a subject/an object and

as a predicate of the sentence. For example, in the sentence, ―Aku tidak masalah

kamu pergi tanpaku‖, in Bahasa Indonesia, the word ―pergi/go‖ does not change

into another form when it functions as object, whereas in English, the word ―go‖

changes into ―going‖ because it functions as an object of the sentence. So, the

writer assumes that the source of error in omission is intralingual error, they lack

of understanding of the target language.

2. Misformation of the verb –ing form

The second highest percentage of error made by the students is

misformation of the verb–ing form. The total of this error is 55 or 43.30%. The

writer assumes that this error occur because the students used the different word

when translating the word in Bahasa Indonesia into English in which the word has

the same word but different meaning in Bahasa Indonesia. For example, in the

sentence, ―Saya suka jalan-jalan‖, the word ―jalan‖ and ―jalan-jalan‖, has a

different meaning although it is the same word. So, some students translated the

word ―jalan-jalan‖ into ―jalan‖ as ―street‖, and ―jalan-jalan‖ means more than one

―jalan‖, so they add ―-s‖ after the word ―street‖ into ―streets‖. The cause of this

error is interlingual transfer in which the students were influenced by their first

language structure and used their limited knowledge of English structure in

making the sentence.

3. Addition of the verb–ing form

The lowest percentage of error made by the students is addition of the verb–

ing form. This error only appeared in sentence number 2 with the total of error is

44

9 or 7.08 %. This error happened because some students added the letter ―o‖ in

the word ―smoking‖ into ―smooking‖. They did it because the word in the

previous sentence is ―cooking‖, so they made an error by applying the same rule

into the word ―smooking‖.

C. The Interpretation of the Data

The interpretation of the data is taken from the analysis of the data. The

writer would like to conclude the analysis of the data from the highest until the

lowest percentage that is omission (63 errors or 49.60 %), misformation (55

errors or 43.30 %), and addition 9 errors or 7.08 %). She can conclude that

teaching verb-ing forms was not done successfully by the teacher. The students

was still lack of knowledge and understanding of the function of verb-ing forms

and how to use it in the sentence.

From the data, it can be concluded that the errors are caused by intralingual

error and interlingual transfer in which the students are still lack of knowledge of

their target language structure, and interfered by their first language structure. So

when the students produce the new language, they also produce a new rules and

often overgeneralization with it.

45

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter is about conclusion and suggestions. It is a core review of

previous concern in this paper and some suggestions that might be useful for the

teachers, language education principles, and readers in general.

A. Conclusion

Based on the analysis and the interpretation in the previous chapter, it can

be concluded that the highset until the lowest frequency and percentage errors

made by students derives from Omission (63 errors or 49.60 %), Misformation (55

errors or 43.30 %), and Addition (9 errors or 7.08 %).

To sum up, the teaching of the verb-ing forms at the second year students of

SMA Darul Muttaqin in the second semester of 2013/2014 was not successful.

Most of the causes are intralingual error and interlingual transfer. In other words,

the teacher needs to pays more attention in many grammatical rules about the

verb-ing forms and the its functions in the English sentence.

B. Suggestions

The writer would like to give some suggestions addressed to the English

teachers or people in education area as feedback of the research results:

1. The teachers should more prioritize to the high frequency and percentage of

error type after correcting and analyzing the students‘ errors in verb-ing

forms in order to decrease the frequency of error in next years.

2. The teacher should pay attention on the teaching points that still need

further reinforcement by looking at the items regarded as the highest into

the lowest frequency of errors made by students.

3. The students should do more practice in order to decrease the students‘ lack

of knowledge and understanding of the grammatical rules.

46

REFERENCES

Brown, H. Douglas. Principles of Language Learning and Teaching, 4th ed. New

York: Longman, 2000.

Dulay, Heidi. Language Two.New York: Oxford University Press, 1982.

Endorgan, Vahide. Mercin University Journal of the Faculty of Education Vol.1,

Issue 2. 2005

Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford

University Press, 2008.

Grass, Susan M. and Selinker, Larry. Second Language Acquisition Second

Edition. London: Lawrence Erbaum Associates, 2001.

Hubard, Peter, et.al. A Training Course for TEFL. New York: Oxford University

Press, 1983.

Johnson, Keith. An Introduction to Foreign Language Learning and Teaching

Second Edition. Edinburgh: Pearson Longman, 2008.

Lightbown, Patsy M. and Spada, Nina. How Language are Learned, Third

Edition. New York: Oxford University Press, 2011.

Murphy, Raymond. English Grammar in Use, Second Edition. Cambridge:

Cambridge University, 1994.

Norrish, John. Language Learners and Their Errors. London: The Macmillan

Press, 1983.

Parrot, Martin. Task for Language Teachers. Cambridge: Cambridge University

Press, 2002.

Richards, Jack C. The Contex of Language Teaching. New York: Cambridge

University Press, 1985.

________. The Language Teaching Matrix. Cambridge: Cambridge University

Press, 1990.

Swan, Michael. Practical English Usage. London: Oxford University Press, 1995.

Tarigan, Henry Guntur and Tarigan, Djago. Pengajaran Analisis Kesalahan

Berbahasa. Bandung: Angkasa, 1990.

47

Troike, Muriel Saville. Introducing Second Language Acquisition. New York:

Cambridge University Press, 2008.

http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on

January, 1st 2013

http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/,

retrieved on January, 1st 2013

http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/

http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/

48

APPENDICES

49

50

51

Translate the sentences below into English.

1. Hobi Dina adalah memasak.

………………………………………………………………………………

2. Merokok buruk untukmu.

………………………………………………………………………………

3. Bapak Doni sedang menunggu di ruang tunggu.

………………………………………………………………………………

4. Aku tidak masalah kamu pergi tanpaku.

………………………………………………………………………………

5. Menonton sepakbola ramai-ramai sangat menyenangkan.

………………………………………………………………………………

6. Tidak ada seorang pun yang bisa menghentikan dia melakukan apa yang dia

mau.

………………………………………………………………………………

7. Saya pikir rambutmu perlu dipotong.

………………………………………………………………………………

8. Aktivitas favoritku di sekolah adalah membaca buku.

………………………………………………………………………………

9. Saya suka jalan-jalan.

………………………………………………………………………………

10. Saya mulai bermain piano sejak umur 5 tahun.

………………………………………………………………………………

SILABUS PEMBELAJARAN

Nama Sekolah : Darul Muttaqin

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 1

Standar

Kompetensi Kompetensi Dasar

Materi Pembelajaran Nilai Budaya &

Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-

paian Kompetensi Penilaian

Alokasi

Waktu

Sumber

Belajar

Mendengarkan

1 Memahami

makna dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

kehidupan

sehari-hari

1.1 Merespon

makna yang

terdapat

dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosialisas

i) resmi dan

tak resmi

yang

menggunaka

n ragam

bahasa lisan

sederhana

secara

akurat, lancar

dan

berterima

dalam

konteks

Responding to initial

greetings

- very well, thank you and how are you.

- I’m good/okay/alright

- Very well. Thank you

- Oh, pretty good

- Not to bad, thanks

- Fine, thanks.

- Exellent

Closing/ leave taking

- goodbye

- bye bye, bye now, see you, take care

- see you later..fine

- see you …soon

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Mendengarkan percakapan interpersonal/transaksi onal melalui tape secara klasikal

Mendiskusikan berbagai tindak tutur lain yang dapat digunakan dalam percakapan yang didengar secara berpasangan.

Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar secara berkelompok

Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan berpisah.

Quiz

Ulangan

Tertulis

Tugas

(14 x 45)

1 x 45’

2 x 45’

3 x 45’

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

berkenalan,

bertemu/berp

isah,

menyetujui

ajakan/tawar

an/

undangan,

menerima

janji, dan

membatal-

kan janji

- see you tonight..all right

- good night

Inggris

Majalah

Internet

1.2 Merespon

makna yang

terdapat

dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosiali-

sasi) resmi

dan tak resmi

yang

Expreesing

happiness : formal

oh, I’m so happy.

I can’t say how pleased I am.

I had a splendid time there.

What a marvelous place I,Ve ever seen.

It’s an interesting experience.

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai



Pengambil resiko (suka tantangan, mampu

Mendengarkan percakapan interpersonal / transa ksional melalui tape secara individu.

Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.

Merespon berbagai

tindak tutur dalam

wacana lisan

interpersonal/

transaksional:

dalam berbagai

acara secara

senang dan

bahagia.

Quiz

Ulangan

tertulis

Tugas

1 x 45

2 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

mengguna-

kan ragam

bahasa lisan

sederhana

secara

akurat, lancar

dan

berterima

dalam

konteks

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

mengungkap

kan perasaan

bahagia,

menunjukkan

perhatian,

menunjukkan

simpati, dan

memberi

instruksi

It’s an outstanding adventure.

It’ a sensational trip.

prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

memimpin)


Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Mendengarkan

2 Memahami

makna teks

fungsional

2.1 Merespon

makna

secara

akurat, lancar

dan

Making, accepting

and declining an

invitation;

Religius, jujur, toleransi, disiplin, kerja keras,


Berorientasi pada tugas

Mengidentifika-si beberapa pengumuman lisan di tempat umum secara

Menjawab pertanyaan teks lisan fungsional pendek sederhana

Tugas

Quiz

Ulangan

tertulis

1 x 45

1 x 45

2 x 45

Developing

English

Competenc

ies

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

pendek dan teks

monolog

sederhana

berbentuk

recount,

narrative dan

procedure dalam

konteks

kehidupan

sehari-hari

berterima

dalam teks

lisan

fungsional

pendek

sederhana

(misalnya

pengumuman

, iklan,

undangan

dll.) resmi

dan tak resmi

dalam

berbagai

konteks

kehidupan

sehari-hari

The tone of an

invitation is always

positive, in

anticipation of a

pleasurable

occasion. Picture

your guests smiling

when they read your

letter of invitation.

Clever phrasing,

poetry or a themed

approach may be

appropriate for an

informal occasion,

but you should

express the details

clearly. For further

tips visit to invite

someone

mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

(bermotivasi, tekun/tabah, bertekad, enerjik).



berkelompok.

Mendengarkan pengumuman melalui tape secara klasikal.

Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok

(misalnya pengumuman, iklan, undangan dll.

Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Mempresentasikan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

2.2 Merespon

makna dalam

teks monolog

sederhana

yang

menggunaka

Teks monolog

berbentuk

procedure,

contohnya:

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis,


Berorientasi pada tugas (bermotivasi,

Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi

Merespon teks monolog sederhana berbentuk recount.

Melakukan teks

Quiz

Ulangan

tertulis

Tugas

3 x 45

3 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

n ragam

bahasa lisan

secara

akurat, lancar

dan

berterima

dalam

berbagai

konteks

kehidupan

sehari-hari

dalam teks:

recount,

narrative, dan

procedure

How to Make Gudeg

Jogja (Green Jack

Fruit Sweet Stew)

Ingredients:

- 5 onions

- 10 candlenuts

- 10 garlic cloves

- 4 bay Leaves

- 1/2 lb. (250g)

green jack fruit

- 2-1/2 tsp. (12g)

coriander seeds

- 1-1/4 tsp. (6g)

cumin

- 1/4 cup (62ml)

coconut sugar

- 2 cups (500ml)

rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

tekun/tabah, bertekad, enerjik).



secara individu

Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.

Berdiskusi secara berkelompok untuk membuat sebuah cerita dan bercerita secara sambung menyambung.

monolog sederhana berbentuk recount

Menjawab pertanyaan teks monolog sederhana berbentuk procedure

Melakukan teks monolog lisan berbentuk procedure.

Mempresentasikan teks monolog lisan berbentuk procedure

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

coconut milk

- 2 tsp. (30g)

tamarind

- 2 lb. (1kg) chicken

(cut into small pieces

with bone)

- 5 cups (1.25l)

water

- 2 inches bruised

galangal

Instructions:

- First, cut green

jack fruit 1 inch thick.

Wash and boil until

tender.

- Next, ground

onions, candle nuts,

sauté paste, bay

leaves, and galangal

until fragrant.

- Add the chicken

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

pieces, stir fry until

chicken changes

clour.

- Then, pour 4 cups

of water and coconut

sugar, bring to a boil.

- Add the green jack

fruit and simmer until

the chicken and

vegetables are

tender.

- Finally, add

coconut milk 5

minutes before it’s

done, bring back to a

boil. Serve hot with

ice.

- This dish is sweet

and usually served

with shrimp cracker

1. Procedure text can be explained as bellow: Social function : to

describe how

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

something is

accomplished

through

a

sequence of actions

or steps.

Generic structure:

- Goal.

- Materials (not

required for all

procedural texts)

- Steps (a series of

steps oriented to

achieving the goal)

Berbicara

3. Mengungkapkan

makna dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

3.1 Mengung-

kapkan

makna dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

( bersosiali-

Responding to initial

greetings

- very well, thank you and how are you.

- I’m good/okay/alright

- Very well. Thank

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat



Bermain peran secara berpasangan

Melakukan tourist hunting dan merekam percakapan-nya*

Melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional: berkenalan, bertemu dan berpisah.

Performans

ns

4 x 45’

2 x 45’

Developing

English

Competenc

ies

for Grade

X Senior

High

School

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

kehidupan

seharihari.

sasi) resmi

dan tak resmi

secara

akurat, lancar

dan

berterima

dengan

mengguna-

kan ragam

bahasa lisan

sederhana

dalam

konteks

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

berkenalan,

bertemu/

berpisah,

menyetujui

ajakan/

tawaran/

undangan,

menerima

janji, dan

membatalkan

janji

you

- Oh, pretty good

- Not to bad, thanks

- Fine, thanks.

- Exellent

Closing/ leave taking

- goodbye

- bye bye, bye now, see you, take care

- see you later..fine

- see you …soon

- see you tonight..all right.

- good night

kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab



(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

3.2 Mengungkap-

kan makna

dalam perca-

kapan tran-

saksional (to

get things

done) dan

interpersonal

(bersosialisas

i) resmi dan

tak resmi

secara aku-

rat, lancar

dan berteri-

ma dengan

menggunaka

n ragam ba-

hasa lisan

sederhana

dalam kon-

teks kehidu-

pan sehari-

hari dan meli-

batkan tindak

tutur: meng-

ungkapkan

perasaan

bahagia,

menunjukkan

Expreesing

happiness : formal

oh, I’m so happy.

I can’t say how pleased I am.

I had a splendid time there.

What a marvelous place I,Ve ever seen.

It’s an interesting experience.

It’s an outstanding adventure.

It’ a sensational trip.






Secara berpasangan menggunakan tindak tutur dan responnya.

Bermain peran secara berkelompok

Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.

Tugas

Performan

sns

3 x 45

4 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

perhatian,

menunjukkan

simpati, dan

memberi

instruksi

Berbicara

4 Mengungkapkan

makna dalam

teks fungsional

pendek dan

monolog

berbentuk

recount,

narrative dan

procedure

sederhana

dalam konteks

kehidupan

sehari-hari

4.1 Mengung-

kapkan

makna dalam

bentuk teks

fungsional

pendek

(misalnya

pengumuman

, iklan,

undangan

dll.) resmi

dan tak resmi

dengan

menggunaka

n ragam

bahasa lisan

dalam

berbagai

konteks

kehidupan

sehari-hari

Making, accepting

and declining an

invitation;

The tone of an

invitation is always

positive, in

anticipation of a

pleasurable

occasion. Picture

your guests smiling

when they read your

letter of invitation.

Clever phrasing,

poetry or a themed

approach may be

appropriate for an

informal occasion,

but you should

express the details

clearly. For further

tips visit to invite






Membuat pengumuman lisan secara berpasangan dan menyampaikannya di depan kelas.

Menjawab pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Mempresentasikan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Performans 2 x 45 Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

someone

Melakukan teks lisan fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:mengingat kejadian tertentu

Melakukan teks monolog berbentuk recount

Majalah

Internet

4.2 Mengung-

kapkan

makna dalam

teks monolog

sederhana

dengan

menggunaka

n ragam

bahasa lisan

secara

akurat, lancar

dan

berterima

dalam

berbagai

konteks

kehidupan

sehari-hari

dalam teks

Teks monolog

berbentuk

procedure,

contohnya:

How to Make Gudeg

Jogja (Green Jack

Fruit Sweet Stew)

Ingredients:

- 5 onions

- 10 candlenuts

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan,





Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi secara individu

Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.

Berdiskusi secara berkelompok untuk membuat sebuah cerita dan bercerita

Merespon teks monolog sederhana berbentuk recount.

Melakukan teks monolog sederhana berbentuk recount

Menjawab pertanyaan teks monolog sederhana berbentuk procedure

Melakukan teks monolog lisan berbentuk procedure.

Quiz

Ulangan

tertulis

Tugas

3 x 45

3 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

berbentuk:

recount,

narrative, dan

procedure

- 10 garlic cloves

- 4 bay Leaves

- 1/2 lb. (250g)

green jack fruit

- 2-1/2 tsp. (12g)

coriander seeds

- 1-1/4 tsp. (6g)

cumin

- 1/4 cup (62ml)

coconut sugar

- 2 cups (500ml)

coconut milk

- 2 tsp. (30g)

tamarind

- 2 lb. (1kg) chicken

(cut into small pieces

with bone)

- 5 cups (1.25l)

water

- 2 inches bruised

peduli sosial, tanggung jawab

secara sambung menyambung.

Mempresentasikan teks monolog lisan berbentuk procedure

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

galangal

Instructions:

- First, cut green

jack fruit 1 inch thick.

Wash and boil until

tender.

- Next, ground

onions, candle nuts,

sauté paste, bay

leaves, and galangal

until fragrant.

- Add the chicken

pieces, stir fry until

chicken changes

clour.

- Then, pour 4 cups

of water and coconut

sugar, bring to a boil.

- Add the green jack

fruit and simmer until

the chicken and

vegetables are

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

tender.

- Finally, add

coconut milk 5

minutes before it’s

done, bring back to a

boil. Serve hot with

ice.

- This dish is sweet

and usually served

with shrimp cracker

2. Procedure text can be explained as bellow: Social function : to

describe how

something is

accomplished

through

a

sequence of actions

or steps.

Generic structure:

- Goal.

- Materials (not

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

required for all

procedural texts)

- Steps (a series of

steps oriented to

achieving the goal)

Membaca

5 Memahami

makna teks tulis

fungsional

pendek dan esei

sederhana

berbentuk

recount,

narrative dan

procedure dalam

konteks

kehidupan

sehari-hari dan

untuk

mengakses ilmu

pengetahuan

5.1 Merespon

makna dalam

teks tulis

fungsional

pendek

(misalnya

pengumuman

, iklan,

undangan

dll.) resmi

dan tak resmi

secara

akurat, lancar

dan

berterima

dalam

konteks

kehidupan

sehari-hari

dan untuk

mengakses

identify the structure

of recount texts;

Meeting a Star

On Saturday

morning at 9:30, I

was

walking down Sunda

Street, looking

for a record store. A

man stopped me

and asked me the

way to the Hyatt

Hotel. I wasn't sure

exactly where it






Mengidentifika-si beberapa pengumuman tertulis di tempat umum secara berkelompok.

Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok

Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar

Mengidentifikasi topik dari teks yang

dibaca

Quiz

Ulangan

tertulis

2 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

ilmu

pengetahuan

was, but I walked

with him to the end

of Sunda Street. He

was very friendly,

and his face looked

so familiar. Then I

remembered where

the Hyatt was and

told him how to get

there. He thanked

me and tried to give

me something.

I thought it was

money. I said 'no' at

first, but he really

wanted me to have

it, so I took it.

I found the record

store and listened

to a few records. D'

berbehasa

Inggris

Majalah

Internet

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

Masive had a new

record that was

number two in the

top

twenty. I decided to

buy it. I looked

in my bag for my

wallet and found a

piece of paper the

man gave me. It was

a photo. I was so

surprised! He was a

singer in D' Masive!

Answer these

following questions

based on the text in

1. Where was the

writer?

2. What was he

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

doing?

3. What did the

man ask the

writer?

4. How was the

man's

character?

5. Did the writer

help the man?

6. What did the

writer decide to

buy?

7. What did he find

in his wallet?

Explain.

8. How was he

when he knew

who the man

was?

5.2 Merespon

makna dan

langkah

retorika teks

Teks tulis

monolog/esei

sederhana

Religius, jujur, toleransi, disiplin, kerja keras,


Berorientasi

Membaca nyaring bermakna teks narrative secara

Mengidentifikasi makna dalam teks procedure

Mengidentifikasi

Quiz

Ulangan

tertulis

2 x 45

2 x 45

2 x 45

Developing

English

Competenc

ies

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

tulis esei

secara

akurat, lancar

dan

berterima

dalam

konteks

kehidupan

sehari-hari

dan untuk

mengakses

ilmu

pengetahuan

dalam teks

berbentuk:

recount,

narrative, dan

procedure

berbentuk

procedure,contoh

nya ;

THE HOLE GAME

Materials needed:

Two players, one

marble per

person, a hole in

ground,a line

(distance) to start

from.

mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).



individu

Mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks, secara berkelompok.

Berlatih menggunakan kalimat past tense untuk

menyatakan peristiwa dan kalimat imperative

untuk menyatakan petunjuk.

langkah-langkah retorika dalam teks procedure

Membaca nyaring teks procedure

Menulis teks berbentuk procedure.

Tugas for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Menulis

6 Mengungkapkan

makna dalam

teks tulis

fungsional

6.1 Mengungkap-

kan makna

dalam bentuk

teks tulis

fungsional

pendek

Arrange recount texts;

Answer the following

questions.

Religius, jujur, toleransi, disiplin, kerja keras, mandiri,


Berorientasi pada tugas (bermotivasi,

Membuat pengumuman tertulis secara berpasangan dan mempublikasika

Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

Performans

ns

2 x 45

2 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

pendek dan esei

sederhana

berbentuk

recount,

narrative, dan

procedure dalam

konteks

kehidupan

sehari-hari

(misalnya

pengumuman

, iklan,

undangan

dll.) resmi

dan tak resmi

dengan

menggunaka

n ragam

bahasa tulis

secara

akurat, lancar

dan

berterima

dalam

konteks

kehidupan

sehari-hari

1. Do you have a

diary?

2. What do people

usually write in it?

3. What sort of

advantages can

people get from

writing it?

4. Have you ever

written your past

experience in a

diary?

5. I f yes, what was it

about?

demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

tekun/tabah, bertekad, enerjik).



nnya di kelas /sekolah

Menulis gagasan utama

Mengelaborasi gagasan utama

Membuat draft, merevisi, menyunting

Menghasilkan teks fungsional pendek

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

6.2 Mengung-

kapkan

makna dan

langkah-

langkah

retorika

secara

akurat, lancar

Teks tulis

monolog/esei

sederhana

berbentuk

procedure,contoh

nya ;

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu,



Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing.

Melakukan koreksi teman

Mengidentifikasi makna dalam teks procedure

Mengidentifikasi langkah-langkah retorika dalam teks procedure

Membaca nyaring teks

Tugas

Performan

sns

2 x 45

2 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

Standar



Karakter

Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

dan

berterima

dengan

menggunaka

n ragam

bahasa tulis

dalam

konteks

kehidupan

sehari-hari

dalam teks

berbentuk:

recount,

narrative, dan

procedure

THE HOLE GAME

Materials needed:

Two players, one

marble per

person, a hole in

ground,a line

(distance) to start

from.

semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab



sejawat untuk menyempurnakan draft.

Menyempurnakan draft berdasarkan koreksi teman.

procedure

Menulis teks berbentuk procedure.

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

SILABUS PEMBELAJARAN

Nama Sekolah : Darul Muttaqin

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 2

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

Mendengarkan

7 Memahami

makna dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

kehidupan

sehari-hari

7.1 Merespon

makna dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosialisas

i) resmi dan

tak resmi

secara

akurat, lancar

dan

berterima

yang

menggunaka

n ragam

bahasa lisan

sederhana

dalam

berbagai

respond to

expression of

happiness;

1. What do you

think of the

situations?

Are there

good

news or bad

news?

2. What do you

feel when

you hear a

good news?

3. What do you

feel when

you hear a






Mendengarkan percakapan interpersonal/transak sional melalui film secara individu.

Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.

Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Mengidentifikasi kata yang didengar

Mengidentifikasi makna kata

Mengidentifikasi hubungan antar pembicara

Mengidentifikasi makna tindak tutur berterima kasih

Merespon tindak tutur berterima kasih

Mengidentifikasi makna tindak tutur memuji

Merespon tindak tutur memuji

Mengidentifikasi makna tindak

Quiz

Ulangan

tertulis

Tugas

2 x 45

2 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

konteks

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

berterima

kasih,

memuji, dan

mengucapka

n selamat

bad news?

4. How do you

respond to

someone

telling you a

good

and a bad

news?

5. What will

you do or

say to show

your

happiness?

6. What will

you do or

say to show

your

sympathy?

7. Will you be

surprised

especially

when

hearing the

bad news?

tutur mengucapkan selamat

Merespon tindak tutur mengucapkan

selamat

konteks situasi

berbehasa

Inggris

Majalah

Internet

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

7.2 Merespon

makna dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosialisas

i) resmi dan

tak resmi

secara

akurat, lancar

dan

berterima

yang

menggunaka

n ragam

bahasa lisan

sederhana

dalam

berbagai

konteks

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

menyatakan

rasa terkejut,

menyatakan

respond to

expressions

of sympathy;

1. I’m sorry to

hear that ..

2. Adjective for

expressing

feeling:

- Happy,

terrible, sad,

etc.

3. Adjectives ‘-

ing vs ed’

- Boring ><

bored

Adjective set

expressions

- get bored turn

bad, etc.

5. Subject-verb

agreement:

-John is happy






Mendengarkan percakapan interpersonal/ transaksional melalui tape secara klasikal

Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

Mengidentifikasi makna tindak tutur menyatakan rasa terkejut

Merespon tindak tutur menyatakan rasa terkejut

Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya

Merespon tindak tutur menyatakan rasa tak percaya.

Mengidentifikasi makna tindak tutur menyetujui undangan, tawaran, ajakan.

Merespon tindak tutur menyetujui undangan, tawaran, ajakan.

Quiz

Ulangan

tertulis

Tugas

2 x 45

4 x 45

6 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

rasa tak

percaya,

serta

menerima

undangan,

tawaran, dan

ajakan

to see you.

6. Words and

expressions

used in asking

for and giving

permission:

-May I use the

phone?

-You can leave

now.

8 Memahami

makna dalam

teks fungsional

pendek dan

monolog yang

berbentuk

narrative,

descriptive, dan

news item

sederhana

dalam konteks

kehidupan

sehari-hari

8.1 Merespon

makna yang

terdapat

dalam teks

lisan

fungsional

pendek

sederhana

(misalnya

pengumuman

, iklan,

undangan

dll.) resmi

dan tak resmi

secara

respond to

narrative

texts.

Listen to the

tape and

complete the

following

story.

The Little

Girl and the

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan,




Orientasi ke masa depan

Mengidentifikasi beberapa iklan lisan di tempat umum secara berkelompok.

Mendengarkan iklan melalui tape secara klasikal.

Mendiskusikan isi dan bentuk bahasa yang digunakan secara kelompok

Mengidentifikasi topik sebuah pengumuman lisan

Mengidentifikasi informasi tertentu dari undangan lisan

Mengidentifikasi tujuan dari pengumuman yang didengar.

Quiz

Ulangan

tertulis

Tugas

1 x 45

1 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

akurat, lancar

dan

berterima

dalam

berbagai

konteks

kehidupan

sehari-hari

Wolf

James

Thurber

One afternoon,

a big wolf 1......

in the dark

forest for a

little girl to

come along

carrying 2......

to her

grandmother.

Finally, the

little girl

came along

and she was

carrying a

basket of food.

"Are you

carrying

that basket to

your

peduli sosial, tanggung jawab

(punya perspektif untuk masa depan)

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

grandmother?"

3 ..........the

wolf. The little

girl said

yes she was.

So the wolf

asked her

where her

grandmother

lived and the

little girl told

him and he

4............ into

the woods.

When the little

girl 5 ...........the

door of her

grand mother's

house, she

saw there was

somebody in

bed with

a nightcap and

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

6 .......... She

had

approached no

nearer than

twenty-five

feet from the

bed when she

7..................... it

was not her

grandmother

but the wolf,

for even in a

nightcap a wolf

doesn't

look anymore

like your

grandmother

than 8..............

lion looks like

Calvin

Coolidge. So

the little girl

took an

automatic out

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

of her basket

and shotthe

wolf dead.

8.2 Merespon

makna dalam

teks monolog

sederhana

yang

menggunaka

n ragam

bahasa lisan

secara

akurat, lancar

dan

berterima

dalam

konteks

kehidupan

sehari-hari

dalam teks

berbentuk;

narrative,

descriptive,

dan news

item

respond to

narrative

texts.

Study the

following

explanation.

Then, listen to

your teacher

reading

another story

and complete

the table

Different writers

organise their

stories in different

ways.

However, they usually give their information about:

the setting (the place, time)

the characters






Mendengarkan berita/deskri psi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset.

Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok

Mengidentifikasi main idea dari teks yang didengar

Mengidentifikasi tokoh dari cerita yang didengar

Mengidentifikasi kejadian dalam teks yang didengar

Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan

Mengidentifikasi inti berita yang didengar

Mengidentifikasi sumber berita yang didengar

Tugas

Ulangan

tertulis

Tugas

1 x 45

1 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

(the people in the story)

the events (the conflict in the story)

the outcome (what happened in the end)

Berbicara

9 Mengungkapkan

makna dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

kehidupan

sehari-hari

9.1 Mengungkap-

kan makna

dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosialisas

i) resmi dan

tak resmi

secara

akurat, lancar

dan

berterima

dengan

menggunaka

n ragam

bahasa lisan

sederhana

dalam

use expression

of happiness

Answer

thesequestio

ns orally.

1. What do you

usually say

when you

are pleased

or happy?

2. What do you

usually say

when you

want to

attract

someone's






Secara berpasangan belatih menggunakan tindak tutur dan responnya.

Menggunakan tindak tutur berterima kasih

Merespon tindak tutur berterima kasih

Menggunakan tindak tutur memuji

Merespon tindak tutur memuji

Menggunakan tindak tutur mengucapkan selamat

Merespon tindak tutur mengucapkan selamat

Tugas

Performans

6 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

konteks

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

berterima

kasih,

memuji, dan

mengucapka

n selamat

attention?

3. Do you have

different

expressions

when

showing

your

happiness in

front of your

friends and

elderly

people? If

yes, what

are the

expressi-

ons?

4. One of your

friends had

an accident.

What do you

say

to show your

sympathy?

5. Your brother

has a

berbehasa

Inggris

Majalah

Internet

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

problem. He

looks sad.

What will

you say to

show your

affection?

9.2 Mengungkap-

kan makna

dalam

percakapan

transaksional

(to get things

done) dan

interpersonal

(bersosiali-

sasi) resmi

dan tak resmi

secara

akurat, lancar

dan

berterima

dengan

mengguna-

kan ragam

bahasa lisan

sederhana

dalam

konteks

use expressi-

ons of

sympathy and

showing

affection;

1. It's really

great. I'm so

happy.

2. I'm delighted

to hear that.

3. It gives me a

great

pleasure.

4. What a nice

news. It

makes me

happy.






Bermain peran secara berkelompok

Menggunakan tindak tutur menyatakan rasa terkejut

Merespon tindak tutur menyatakan rasa terkejut

Menggunakan tindak tutur menyatakan rasa tak percaya

Merespon tindak tutur menyatakan rasa tak percaya

Menggunakan tindak tutur menerima undangan

Tugas

kelompok

Performans

6 x 45 Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Standar


Materi

Pembelajaran

Nilai Budaya &

Karakter Bangsa

Kewirausahaan/

Ekonomi Kreatif

Kegiatan

Pembelajaran

Indikator Penca-


Alokasi

Waktu

Sumber

Belajar

kehidupan

sehari-hari

dan

melibatkan

tindak tutur:

menyatakan

rasa terkejut,

menyatakan

rasa tak

percaya,

serta

menerima

undangan,

tawaran, dan

ajakan

5. I'm really

sorry to hear

that!

6. Oh that's

awful. What

a shame.

7. Are you

fine?

8. Oh dear. I

know how it

feels.

9. Please

accept my

condolen-

ces !

10. What a

terrible

situation for

you.

Inggris

Majalah

Internet

Documents

AN ERROR ANALYSIS IN USING VERB-ING FORMSrepository.uinjkt.ac.id/dspace/bitstream/123456789/25308/1/DITA FATWA-FITK.pdf · Surat Pengajuan Judul Skripsi ... and senior high school