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i
AN ERROR ANALYSIS ON THE USE OF PAST TENSE IN
THE STUDENTS WRITING ON RECOUNT TEXTS
(A Descriptive Qualitative Study at the Eighth Grade Students of
SMP N 1 Tengaran)
A GRADUATING PAPER
Submitted to the Board of Examiners as Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd.)
By:
AFI KHABIBAWATI
NIM. 23030 16 0107
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2020
ii
iii
Salatiga, June 16th 2020
Sari Famularsih, S.Pd.I., M.A
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTETIVE COUNSELOR’S NOTE
Case: Afi Khabibawati’s graduating paper
Dear,
Dean of Teacher Training ad,
Education Faculty
Assalamualaikum Wr. Wb.
After reading and correcting Afi Khabibawati’s graduating paper entitled AN
ERROR ANALYSIS ON THE USE OF PAST TENSE IN THE STUDENTS
WRITING ON RECOUNT TEXTS (A Descriptive Qualitative Study at the
Eighth Grade Students of SMP N 1 Tengaran). I have decided and would like to
propose that this paper can be accepted by the Teacher Training and Education
Faculty. I hope this paper will be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Counselor
Sari Famularsih, S.Pd,I., M.A
NIP. 198109112011012004
iv
v
MOTTO
“Don’t give up, don’t ever give up”
(Jim Valvano)
“Struggle without sacrifice is nothing”
(Researcher’s Documentation)
vi
DEDICATION
This graduating paper is dedicated to:
1. Allah SWT and Prophet Muhammad SAW who always takes care of me,
listens to me, and gives me the best thing ever.
2. My beloved mom Wasitoh, who always pray, motivate and support me to
keep doing this research consistently.
3. My beloved grandmother Munawaroh, thanks for your praying and
motivation.
4. My brother Muhammad Lutfi Ivanudin who always support me every
time.
5. My sister Zahra who always support me every time.
6. My big families who always stay for me in every condition.
7. My all teachers who taught me.
8. My beloved partner Bagas Setiawan, thanks for giving motivation and
helping me to conduct this research.
9. My forever friends Herlina, Rona and Naili thanks for everything, you will
always be my lovely family.
10. All of my beloved friends (Galih, Sam, Nisa, Azhar, Reza, Wahyu and Reni)
thanks for your friendship, kindness, kidding and support.
11. All of my friends in English Education Department 2016.
12. My KKN Family in Sendang.
13. My PPL Family in SMP N 1 Tengaran.
14. All the people who the names cannot mentioned one by one for the
contribution in finishing this research.
vii
ACKNOWLEDGEMENTS
Assalamu’alaikum. wr . wb.
Alhamdulillahirobbil’alamin, all praise be to Allah SWT, who always
blesses and helps the writer so the writer can finish the graduating paper. Then,
bless and mercy is upon great Prophet Muhammad SAW for his guidance that
leads the writer to the truth.
However, this paper will not be finished without support and
encouragement from several people and institution. Hence, the writer would
like to express gratitude to:
1. Prof. Dr. Zakiyuddin, M.Ag. the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Prof. Dr. Mansur, M.Ag. the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Norwanto, M.Hum., Ph.D. the Head of English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) Salatiga.
4. Sari Famularsih, M.A. as the counselor who has given her great attention,
suggestions, and guidance, so this paper was finally completed.
5. All of the lecturers and the staff of State Institute for Islamic Studies (IAIN)
Salatiga.
Wassalamualaikum, Wr. Wb.
Salatiga, June 16th 2020
The Researcher
Afi Khabibawati
NIM. 23030160107
viii
ABSTRACT
Khabibawati, Afi. 2020.” An Error Analysis on The Use of Past Tense in The Students
Writing on Recount Texts (A Descriptive Qualitative Study at the Eighth Grade
Students of SMP N 1 Tengaran)”. A Graduating Paper. English Department State
Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, S.Pd.,
M.A.
This research is about error analysis on the use of simple past tense in English
recount text made by the students of SMP N 1 Tengaran in the academic year of 2019/2020.
The objectives of this research were to find out types of errors that occurs on the use of
simple past tense in English recount text written by the eighth grade students of SMP N 1
Tengaran in the academic year of 2019/2020 and to find out the dominant errors on the use
of simple past tense in English recount text written by the eighth grade students of SMP N
1 Tengaran in the academic year of 2019/2020.
The methodology of research was qualitative research especially descriptive study.
The techniques of collecting data was written test to find out the types of errors that occurs
on the use of simple past tense in English recount text written by the eighth grade students
of SMP N 1 Tengaran, and to find out the dominant errors on the use of simple past tense
in English recount text written by the eighth grade students of SMP N 1 Tengaran.
The result of this research showed that there are four types of errors that occur;
they are error of omission (28,57% or 18 errors), error of addition (12,69% or 8 errors),
error of misordering (6,34 or 4 errors) and error of misformation (52,38% or 33 errors).
From the data analysis the researcher found that the most dominant error students made is
error of misformation. Error of misformation relates to the use of the wrong form of the
morpheme or structure.
Keywords: Error, Writing, Recount text, Simple Past Tense.
ix
TABLE OF CONTENT
TITLE PAGE ........................................................................................................ i
DECLARATION .................................................................................................. ii
ATTENTIVE COUNSELOR NOTES ................................................................. iii
STATEMENT OF CERTIFICATION ................................................................. iv
MOTTO ................................................................................................................ v
DEDICATION ...................................................................................................... vi
ACKNOLEDGEMENT ........................................................................................vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENT ........................................................................................ x
LIST OF TABLES ……………….………………………………………………xii
LIST OF APPENDICES………………………………………………………...xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................. 1
B. Problem of the Study ................................................................................... 5
C. Objectives of the Study ................................................................................5
D. Limitation of the Study ................................................................................ 5
E. Benefits of the Study ....................................................................................6
F. Definitions of the Key Terms .......................................................................6
G. Graduating Paper Outline ............................................................................8
CHAPTER II THEORETICAL REVIEW
A. Error Analysis ...........................................................................................9
B. Writing .....................................................................................................19
x
C. Narrative Text ...........................................................................................23
D. Simple Past Tense ....................................................................................25
E. Review of Previous Research .................................................................. 30
CHAPTER III RESEARCH METHODOLOGY
A. Research Methodology...............................................................................33
B. Data Collection...........................................................................................35
C. Data Analysis Method ...............................................................................36
CHAPTER IV DATA ANALYSIS
A. Data Presentation .......................................................................................38
B. Discussion ................................................................................................. 39
CHAPTER V CLOSURE
A. Conclusions ............................................................................................... 47
B. Suggestions ............................................................................................... 48
REFERENCES
APPENDICES
xi
LIST OF TABLE
Table 2.1 Form of Simple Past Tense 26
Table 4.1 Percentages of Students’ Error 38
Table 4.2 Percentage of students’ errors 46
xii
LIST OF APPENDICES
List I Students’ Writing
List II Documentation
List III Consultant List
List IV Surat Tugas Pembimbing Skripsi
List V Surat Izin Penelitian
List VI Daftar Nilai SKK
List VII Curriculum Vitae
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is the most important thing of communication in all over the
world. Language is used by the people to make a communication. Without a
language the people cannot communicate with other because language is an
asset to communicate cannot be separate in our live. According to Hermer
(2007: 59) the meaning of language depends on where it occurs within a larger
stretch of discourse. In daily interaction, people use a language or more either
written or spoken to do their communication. Brown (2000:17) explained
“Language is a system of arbitrary conventionalized vocal, written and gesture
symbols that enables members of a given community to communicate
intelligibly with one another. Human as social creature, they live in their
community within language, culture and also tradition. Therefore, it is
impossible to communicate with others without language. People use language
to gain understanding their willingness, needs or intention.
There are many languages used as means of a communication by people
all over the world. In modern Era as right now, students are expected to be able
to communicate in English. English is also used to international
communication, in written or spoken activities. English is also used in science,
art, technology and many published books. It makes people around the world
2
learning English as well as possible. As students, learning English is needed in
every aspect of live.
Learning English is important since it has become an international
Language. Moreover, English helps someone to apply higher education in an
English-speaking country. Based on Mahu (2012:374-376), Learning English
will help someone to develop English Language Skills when he/she follows an
abroad program. In addition, In Indonesia English is considered as the first
foreign language and become compulsory subject learned by students from the
elementary school to university level. The students are familiar with four
language skills they are: listening, speaking, reading and writing. All skills in
English are essential because all these skills relate to each other. In the whole
learning and teaching process of English, writing is considered as the most
complicated skill of English, it is accordance with what Westwood (states) says
that the most difficult skill is writing, because the development of writing
requires the effective coordination which is cognitive, linguistic, and psycho-
motor processes.
According to Saragih, Silalahi, and Pardede (2014:56), “Writing is
difficult for the students because they lack vocabulary, spelling, and grammar”.
Based on the pre-research when the researcher did observation at SMP N 1
Tengaran, the researcher gets some information about the English lesson there.
SMP N 1 Tengaran using Curriculum 2013 in the education system, in this
system, recount text must be learned in detail in the eighth grade of junior high
school. Based on the pre-research, the researcher found one of the students’
3
problems, mostly the students were still confused about the use of simple past
tense. There were also a lot of students who have difficulties in writing English.
firstly, the students had difficulties in expressing their ideas and they were
confused on what they would write into the paper. Secondly, they have limited
vocabulary.
Based on an interview with Mrs. Windyah, an English Teacher in SMP
N 1 Tengaran on Monday, December 24th 2019. Writing becomes a common
problem in English learning process. Usually, most of students have problem
in writing a text, especially recount text. Students’ writing skill was not enough,
they had difficulties in expressing their ideas and they have limited
vocabularies. The teacher also says that there were a lot of students who make
same error when writing a recount text. According to the students, they still
confused to expressing their ideas, they have a lot of ideas but don’t know how
to write in English, a lot of students say that they still confused on the use of
past tense. Referring to this phenomenon, it is true that students in junior high
school still have difficulties in writing.
In junior high school, the students are introduced to several English
texts, such as narrative, recount, procedure, and so on. They are taught about
the generic structure of the text which includes the tenses used in those forms
of texts. The students have been expected to master of the simple tenses and to
produce English text in good grammar. However, there are still many
grammatical errors found when the students are trying to produce their own
4
English writing. Brown (2000: 217) states “an error can be seen from the
deviation of grammar in the native speaker”.
In this study, the researcher concerned with a type of text, which is
recount text. Recount is unfolding of a sequence of events over time
(Derewianka 1990:14). It is about recreating past experience in using language
to keep the past alive and to interpret the experience. Recount text aims at
retelling past event which is to entertain or inform others. According to
Alexander (2011:6) Recount text is a text to retell past events for the purpose
of informing or entertaining. Due to the fact that a recount text is intended to
retelling a person’s experience, it has to be written in a proper grammar to avoid
any misunderstanding for the readers.
Recently, Indonesia is using Curriculum 2013 in the education system,
in this system; recount text must be learned in detail in the eighth grade of
junior high school. In this study, the researcher would like to focus on analyze
the use of past tense, because the researcher still found the students in SMP
Negeri 1 Tengaran were still confused about the use of simple past tense.
Referring to this case, the researcher found two reasons why it is important to
analyze students’ errors in writing recount texts. First, to find out what their
difficulties are. Based on the error analysis, the researcher can classify the
errors and make some suggestions for the teacher about which part that need to
be improved. The second reasons are to make the students more understand
about the common errors in their writing, so they can avoid making same errors
in their writing.
5
Based on explanation above, the writer is interested in conducting a
research about An Error Analysis on The Use of Past Tense in The Students
Writing on Recount Texts (A Descriptive Qualitative Study at the Eighth Grade
Students of SMP N 1 Tengaran).
B. The Statement of the Problem
Based on the background of the study above, the problems of the study
are follows:
1. What types of errors occur on the use of past tense in the students’ recount
texts produced by the eighth-grade students of SMP N 1 Tengaran?
2. What are the dominant errors made by the eighth-grade students of SMP N
1 Tengaran?
C. Objective of the Study
Based on the problem of the study, this particular study aims to find:
1. To Describe the errors that occurs in using past tense made by the eighth-
grade students of SMP N 1 Tengaran.
2. To know the dominant errors made by the eighth-grade students of SMP N
1 Tengaran in using past tense.
D. Limitation of the Study
Based on the research entitled An Error Analysis on The Use of Past
Tense in The Students Writing on Recount Texts This research focuses on the
form, the error on the use of past tense in the students writing on recount text.
The researcher limits the data of the study, the researcher only analyze the error
on the use of to be on the past form (was/were) on the students recount texts.
6
E. Research Significance
The result of this study is expected to give benefits theoretically and
practically. Theoretically, this study expected to enhance the literature and
provide more information about the use of simple past tense on recount texts.
Practically, this study expected to give benefits for students, English Teacher,
and Future Researcher.
1. For Students
This study is useful for students, because the students can write more
correctly in future. This study could make the students to avoid making the
same errors in using simple past tense. Furthermore, the students can
improve their writing skill in recount text.
2. For English Teachers
This study expected to be a reference to the English teachers. The
English teachers can use this analysis to understand more about the students’
difficulties in writing recount text.
3. For Future Researchers
For the future researchers, this study expected can give them idea how
to teach simple past tense form, so that the students can more understand
clearly about the rule of simple past tense on recount text.
F. Definition of the Key Term
The researcher defines some key terms used in this study, in order to
clarify the key terms used in this study and avoid misunderstanding about the
terms, here is the list of definition which has been conducted by the researcher:
7
1. Errors
An error can be defined as a deviation from the norms of the targeted
language (Ellis, 1994: 51). In this study, the errors found are in eighth grade
students of SMP N 1 TENGARAN writing about recount text.
2. Error Analysis
According to James (1998: 1), error analysis is the process of
determining the incidence, nature, causes and consequences of unsuccessful
language. In this research, the researcher will analyze the error based on the
use of past tense in the students writing texts produced by the eighth-grade
students of SMP N 1 Tengaran.
3. Writing
According to Michael (1996:136) Writing is a personal act in which
writers take idea or prompts and transform them into “self-initiated” topics.
Writing can be defined as the activity to make letters or number on a surface,
especially using pen or pencil. The use of grammar and vocabulary correctly
are very requiring in writing to show how well the students‟ mastery in
writing
4. Recount Text
Recount text aims at retelling past event which is to entertain or inform
others. Based on Aderson, as cited by Hamid (2014:3), recount text can be
their personal diaries, letters, biographies, and speeches.
8
5. Simple Past Tense
According to Martinet (1986: 117) as quoted by Aminah (2017: 26), the
simple past is used for action completed in the past at a definite time. It is
used to indicate activities or states in the past, without indicating any
connexion with the present
G. Graduating Paper Outline
The researcher wants to arrange the graduating paper in order to be
understood by the reader easily. It is devising into five chapters.
Chapter I present the background of the study, problem of the study,
objective of the study, limitation of the study, significant of the study,
definition of the key terms and graduating paper outline.
Chapter II is the theoretical formwork. It consists of the previous studies
and review of related theory in order to strengthen the theory of the research.
Chapter III is Research Methodology. It consists of type of the research,
object of the research, data sources, and technique of data collection, data
analysis, and procedure of the research.
Chapter IV is research findings. It is consist of the error Made by eighth
grade students of SMP N 1 Tengaran on writing recount texts. Furthermore,
the finding talks about type and dominant errors made by eighth grade students
of SMP N 1 Tengaran.
Chapter V is closure that consists of conclusion and suggestion. The
last parts are references and appendix.
9
CHAPTER II
LITERATURE REVIEW
In this chapter, the researher attempts to explain the theoritical foundations
which consists of supporting and review of previuos research.
A. Error
1. Definition of Error
Krashen (1982:138) states that Every language learners, both native
and non-native make errors in their learning process. Errors are those parts
of conversation or composition that deviate from some selected norm of
mature language performance. Errors caused by the interference of the
learner’s mother tongue. People cannot learn language without first
systematically committing errors.
According to Brown ( 2000:217) as quoted by Edy (2016:9) an error
cannot be self-corrected, while mistakes can be self-corrected if the
deviation is pointed out to the speaker. It means that when the learners in
their production of languange make errors it shows their lack understanding
about the rules of languange. Learners do not have knowledge of the target
languange while the mistake identifies the learner inability to perform their
languange knowledge. Ellis (2008:48) adedd an error takes place when the
deviation arises as a result of lack knowledge. Provided of that, error and
learning cannot be sparated. Learnig English as a foreign or second
languange produces hundreds mistakes and errors.
10
According to Richard (1974: 1), learner’s errors are indicate both of
the state of the learner’s knowledge, and of the ways in which a second
language is learned. Sentences containing errors would be characterized by
systematic deviancy. It is of course true that the application of linguistic
and psychological theory to the study of language learning added a new
dimension of the discussion of errors; people now believed they had a
principled means for accounting for these errors, namely that they were the
result of interference in the learning of a second language from the habits
of the first language (Richard, 1974: 172).
According to Richards, cited in Hamid (2014:4), he divides errors
into three main categories which comprise with: interlanguage errors,
intralingual errors and developmental errors. Interlanguage errors refer to
“errors which are caused by the interference of the learner’s mother
tongue.” Intralingual errors refer to “errors which reflect the general
characteristics of rule learning, such as faulty generalization, incomplete
application of rules, and failure to learn conditions under which rules
apply.” In addition, developmental errors illustrate the learner attempting
to build up hypotheses about English language from his limited
experiences of it in the classroom or textbook.
Based on experts’ explanation previously, the researcher can
conclude that error is deviate from some selected norm of mature language
performance. error and learning cannot be sparated. learners cannot learn
language without first systematically committing errors.
11
2. Types of Error
Many linguists who study the error analysis have a standard that is
often called taxonomy. It is useful when to classify the types of any errors
that often arise in the second language learner speech and writing. In this
context, a linguist, Dulay formulate Surface Taxonomy Strategy in terms
of classification error in the sentence. Errors Include:
a. Omission
According to Dulay (1982:154), Omission errors are characterized
by the absence of an item that must appear in a well-formed utterance.
Learners make an incomplete sentence by omitting any morphemes.
The grammatical morphemes much more frequently omitted than
content morphemes.
b. Addition
When the omission describes the absence of something important in
sentence structure, there is an opposite called addition errors. It can be
characterized by the presence of an item which must not appear in a
well-formed utterance. Based on Dulay (1982:156) There are three
types addition; double markings, regularizations, and simple additions.
Addition errors which classified into double markings are found in
negative sentence.
Jack didn’t ate your fried chicken.
The sentence uses double marking to indicate past form by
representing both auxiliary and the verb. Other types of addition
12
which is separated to double markings are regularizations and simple
additions. They are:
She putted her marker in the pencil case.
A my friend visited Paris last month.
Both of the sentence shows addition; the first shows
regularization by adding suffix –ed in the irregular verb, and the
second indicates simple addition by adding article a.
c. Misninformation
Dulay (1982:158) states that Misinformation errors are
characterized by the use of the wrong form of the morpheme or
structure. Misinformation usually comes in the form of:
regularizations, archi-forms, and alternating forms.
Learners commonly misinform the sentence because of their habit
to form a sentence according to their native language. Sometimes they
also use wrong morphemes and also ignore important morphemes
which can cause ambiguity.
For reaching the top safely, climb carefully.
The learner ignores subject which is needed in this sentence.
Without a subject, a sentence cannot be understood well.
d. Misordering
According to Dulay (1982:162) Misordering errors are characterized
by the incorrect placement of a morpheme or group of morphemes in
an utterance.Misordering can occur in the native and foreign language
13
learning. Learners sometimes ignore the correct structure of each
sentence used in the target language. For example, the use of simple
past tense:
He yesterday stood in a corner during class.
The incorrect position for adverb of time was made by
learner in second language as same as they did in the first language,
Indonesian:
Dia kemarin berdiri di pojok selama pelajaran.
Both L1 and L2 found misordering with the similar kind of
errors. This occurs because of the misplacement of an adverb of
time.
3. Sources of Error
Most of the types of errors can be identified through the
identification stage. The type of error that has been known can lead us to
the find many sources of the errors. Most linguists formulated the sources
of error based on the influence brought by mother tongue to the target
language. According to Selinker (2008:103) There are two major sources
of learner errors; they are intralingual and interlingual error / transfer.
a. Interlingual error
Interlanguage or internal errors refer to “errors which are
caused by the interference of the learner’s mother tongue”. According
to Selinker (2008:103) Interlingual errors are those which can be
attributed to the nativelanguage (i.e., they involve cross-linguistic
14
comparisons). The beginning stages of learning a second language are
characterized by a good deal ofinterlingual transfer (from the native
language). Brown (1980:172) also added that For the third language
learners, there are varying degrees of interlingual interference from
both the first and second language to the third language, especially if
the second and third language are closely related or the learner is
attempting a third language shortly after beginning a second language.
b. Intralingual error
According to Selinker (2008:103) Intralingual errors are
those which reflect the general characteristics of rule learning, such as
faulty generalization, incomplete application of rules, and failure to
learn conditions under which rules apply. Intralingual errors are those
that are due to the language being learned, independent of the native
language.
Richard (1971 :174-175) divided intralingual error into four
categories, they are:
1) Over-generalization.
It can be defined as the use of previously available strategies
in new situations. It covers instances where the learner creates a
deviant structureon the basis of his experience of other structures in
the target language. I.e.he can sings, we are hope, it is occurs, he
come from. Over-generalization generally involves the creation of
one deviant structure in place of tworegular structures. It may be
15
the result of the learner reducing his linguistic burden. Over-
generalization is associated with redundancy reduction. It may
occur, for instance, with items which are contrasted in the grammar
of the language but which do not carry significant and obvious
contrast for the learner.
2) Ignorance of rule restrictions.
Closely related to the generalization of deviant structures is
failure to observe the restrictions of existing structures that is the
application of rules to context where they do not apply. Involves
the application of rules to the contexts where they do not apply. An
example is “he made me to rest” through extension of the pattern
found with the majority of verbs that take infinitival complements
(for example: ‘he asked / wanted / invited me to go’).
3) Incomplete application of rules
It involves a failure to fully develop a structure. Thus
learners of L2 English have been observed to use declarative word
order in questions (i.e. ‘you like to sing?’). In place of interrogative
word order (i.e. ‘do you like to sing?’). This type of intralingual
error corresponds to what is often refrred to as an error of
transitional competence.
4) False concepts hypothesized
Based on Ellis (1994:59) false concept hypotesized Arise
when the learner does not fully comprehend a distinction in the
16
target language- (the learner fails to comprehend fully), for
example the use of ‘was’ as a marker of past tense in ‘one day it
was happened’.
4. The Differences between mistakes and errors
According to Corder (1981: 10) Mistakes are of no significance to
the process of language learning. However, the problem of determining
what a learner’s mistake is and what a learner's error is one of some
difficulty and involves a much more sophisticated study and analysis of
errors than is usually accorded them. It is crucial to make distinction
between mistakes and errors, technically two very different phenomena.
a. Mistake
A mistake refers to a performance error that is either a random guess
or a “slip”, in that it is a failure to utilize a known system correctly
(Brown, 1980: 165). Corder (1981: 10) stated that mistakes refer to
errors of performance. Mistakes reflect occasional lapses in
performance; they occur because, in a particular instance, the learner is
unable to perform what he or she knows (Ellis, 1997: 17).
According to Ellis (1994: 51) a mistake occurs when learners fail to
perform their competence. That is, it is the result of processing
problems that prevent learners from accessing their knowledge of a
target language rule and cause them to fall back on some alternative,
non-standard rule that they find easier to access. Mistakes, then, are
performance phenomena and are, of course, regular features of native
17
speaker speech, reflecting processing failures that arise as a result of
competing plans, memory limitations, and lack of automaticity.
b. Error
Brown (1980:165) state that Different from mistake, an error is a
noticeable deviation from the adult grammar of a native speaker,
reflecting the interlanguage competence of the learner . Ellis (1994: 51)
also added that an error can be defined as a deviation from the norms
of the target language. We used error to refer to any deviation from a
selected norm of language performance, no matter what the
characteristics or causes of the deviation might be.according to Ellis
(1997 :17) Errors reflect gaps in a learner’s knowledge; they occur
because the learner does not know what is correct. An error takes place
when the deviation arises as a result of lack knowledge. It represents a
lack of competence.
According to Selinker (2008: 102) error take place when learner
has incorporated a particular erroneous form (from the perspective of
target language) into his or her system. Error is likely to occur
repeatedly and is not recognized by the learner as an error.
From the text above, the researcher can conclude that error and
mistakes are different, an error cannot be self-corrected, while mistakes
can be self-corrected if the deviation is pointed out to the speaker.
18
B. Error Analysis
1. Definition of Error Analysis
According to Selinker (2008:102) Error analysis is a type of linguistic
analysis that focuses on the errors learner make. Corder (1981: 10-11) stated
that A learner's errors, then, provide evidence of the system of the language
that he is using (i.e. has learnt) at a particular point in the course (and it must
be repeated that he is using some system, although it is not yet the right
system). Brown (1980: 166) added the fact that the learners do make errors
and that these errors can be observed, analyzed, and classified to reveal
something of the system operating within learner, led to a surge of study of
learners‟ errors, called error analysis.
According to Brown (1980: 164), second language learning is a process
that is clearly not unlike first language learning in its trial-and-error nature.
Inevitably the learners will make mistakes in the process of acquisition, and
indeed will even impede that process if they do not commit errors and then
benefit in turn from various forms or feedback on those errors. Krashen
(1982: 138) states that Researchers have found that most of the errors second
language learners make indicate they are gradually building an second
language rule system. According to Corder (1974) in Ellis (1994: 48), there
are some steps in error analysis research, they are:
1. Collecting of sample of learner language.
2. Identification of errors
3. Description of errors
19
4. Explanation of errors
5. Evaluation of errors
From the explanation above, the researcher can conclude that error
analysis is a type of linguistic analysis method that focuses on the errors
that learner make.
C. Writing
1. Definition of Writing
According to Michael (1996:136) Writing is a personal act in which
writers take idea or prompts and transform them into “self-initiated” topics.
When writing, learners use these four types of knowledge; knowledge of the
content, procedural knowledge to organize the content knowledge of
conventions of writing and procedural knowledge for integrating all the
other types of knowledgee. Writing is a complex activity. Writing is a
difficult subject, especially for students. Heaton (1989: 135) states that
writing is complex and difficult to teach and also learn, requiring mastery
not only of grammatical and theoretical devices but also of conceptual and
judgmental elements (Rohmah, 2009: 1). Halliday in Nunan (1991: 84)
stated that writing evolves in society as a result of cultural changes creating
communicative needs which cannot be readily met by the spoken
According to Gelb (1952:12), writing is clearly a system of human
intercommunication by means of conventional visible marks, but it is
evident from what has been said that what the primitives understood as
writing is not the same thing as what we do. Writing began at the time when
20
man learned how to communicate his though and feeling by means of visible
signs, understandable not only to himself but also to all other people more
or less initiated into the particular system.
Based on experts’ explanation previously, the researcher can
conclude that writing is one of the ways to thinking deeply about the
message that will give to the reader by producing the sentences arranged in
a certain order and linked together in particular ways.
2. Writing Process
According to Harmer (2004: 4), there are four main elements in
writing process:
a. Planning
When planning, the writer has to think about three main issues. In
the first place, they have to think about purpose of their writing since
this will influence not only the type of text the wish to produce, but also
the language they use and the information they choose to include.
Secondly, they have to think about the audience, they are writing for,
since this will influence not only the shape of writing, but also the
choice of language. Thirdly, writer has to consider the content of the
structure of the piece that is how best to sequence the fact, idea or
argument which they have decided. This stage called pre-writing.
b. Drafting
The first version of writing called draft. The writer must use the idea
that he generated in the planning as a guide. This stage needs an editing
21
for checking the text. This first ‘go’ at a text is often done on the
assumption that it will be amended later. As the writing process
proceeds into editing, a number of drafts may be produced on the way
to final version.
c. Editing
It is almost impossible to write a perfect paragraph on the first try.
The first try is called first draft. Perhaps the order of information is not
clear enough or the discourse marker is wrong. The way to revise and
improve the first draft is called editing. Editing is essential part of
preparing a piece of writing for public reading or publication. Richards
and Willy stated that “in editing, the writers check grammar, spelling,
punctuation, diction, sentence structure, and accuracy of supportive
textual material such as quotations, examples and the like”.
d. Final Version (Final draft)
Once writers have edited their draft, making the changes they
consider to be necessary, they produce their final version. This may
look considerably different from both the original plan and the first
draft, because things have changed in the editing process. But the writer
is now ready to send the written text to its intended audience.
According to Brown (2007: 335-336), the process of approach
to writing instruction:
22
a. Focus on the process of writing that leads to the final written
product;
b. Help student writers to understand their own composing process
c. Help them to build repertoires of strategies for prewriting, drafting,
and rewriting
d. Give students time to write and rewritee.
e. Place central importance on the process of revision
f. Let students discover what they want to say as they write
g. Give students feedback throughout the composing process (not just
on the final
product) as they attempt to bring their expression closer and closer
to intention
h. Encourage feedback from both the instructor and peers
i. Include individual conferences between teacher and student during
the process of composition.
3. Elements of Writing
Some elements in good writing are content, form, grammar, style
and mechanic. according by Harris (1969:68-69) A good writing must
express good characteristic as follow:
a. Content: writing must convey the main idea or an attentive reader
should be able to grasp the writer purpose. The substances of the
writing; the idea expressed.
23
b. Form: writing should contain logical or associative connection and
transition which clearly express the relationship of the ide described.
The organization of the content.
c. Grammar: writing should adhere to the rules of grammar related to the
tenses with the sequence of time, the employment of grammatical
forms and syntactic pattern.
d. Style: writing should engage its reader through original insight and
precise. according to Haris (1969: 69) say that style: the choice of
structures and lexical items to give a particular tone or flavor to the
writing.
e. Mechanic: writing must use good spelling, punctuation, and tidy and
clean writing.
D. Recount Text
1. Definition of Recount Text
Acording to Alexander (2011:6) Recount text is a text to retell past
events for the purpose of informing or entertaining. Derewianka (1980:14)
also added that Recount is unfolding of a sequence of events over time. It
is about recreating past experience in using language to keep the past alive
and to interpret the experience. Recount text aims at retelling past event
which is to entertain or inform others. According to Anderson, As cited in
Hamid (2014:3) recount is a piece of text that retells past events, which are
text that retells past events Getting along with Anderson’s idea,
Derewianka (1980:12) states: “In a Recount we reconstruct past
24
experience. A Recount is the unfolding of a sequence of events over time.
We are using language to keep the past alive and help us to interpret
experience”. He further argues that in order to achieve its purpose i.e. to
tell what happen, recount will move through some stages;
a) Orientation.
b) Event
c) Re-orientation.
Based on experts’ explanation previously, the researcher can
conclude that recount text that retells past events. The purpose of recount
text is to entertain or inform others.
2. Generic Structure of Recount Text
According to Derewianka (1980:14) there are some stages of recount text:
a. Orientation
This section provides information about who, where, and when the
occurrence of such events.
b. Events
Events are the series of occasions which are usually arranged in
chronological order.
c. Reorientation
This section serves as a cover story that summarizes the sequence of
events or activities that have taken place.
3. Languange Feature of Recount Text
25
As cited by Alexander (2011:6) recount text can be identified from
the characteristic language used, Its characteristics, among others; Using
nouns and pronouns, using action verbs, using past tense, using
conjunctions and time connectives, using adverbs and adverb phrases, and
using adjectives.
Nouns and pronouns are used to mention the characters involved.
The characters can be human or animal. In addition, the use of the past
tense in the form of regular or irregular verbs is needed.
E. Simple Past Tense
1. Definition
As cited by Azar (1992:18) Simple past tense is a crucial part in
narrative text. We use simple past tense when we write narrative text. The
form of simple past of regular verbs, add –ed to the base verb. The past
form is the same for all persons. The simple past is used to talk about
activities or situation that began and ended in the past (i.g., yesterday, last
night, two days ago, etc.). We can use specific time expressions like
yesterday, last week, and at three o’clock with the simple past. Azar (1992
:32) states that The simple past tense is used to talk about activities or
situations that began and ended at a particular time in the past.
According to Martinet (1986: 117), the simple past is used for action
completed in the past at a definite time. It is used to indicate activities or
states in the past, without indicating any connexion with the present. Based
on Hornby (1975: 85-86) There is often an adverbial of past time in the
26
sentence, (especially the use of adverbial with ago.) The adverbial may
indicate either a point of time (harry came to see me yesterday) or period
of time (she studied music while she was in Paris).
Based on experts’ explanation previously, the researcher can
conclude that simple past tense is used to talk about activities or situations
that began and ended at a particular time in the past, Simple past tense is a
crucial part in narrative text, so we always use simple past tense when we
write narrative text.
2. Forms in Simple Past Tense
Table 2.1
Form of simple past tense according to Azar (1992: 19):
STATEMENT {I – you – she – he
– it
– we – t hey}
Worked yesterday
Ate breakfast
NEGATIVE {I – you – she – he
– it
– we - they}
Did not work
yesterday
Did not ate breakfast
QUESTION Did {I – you – she –
he
– it – we - they}
Work yesterday
Ate breakfast
SHORT ANSWER Yes, {I – you – she
–
he – it – we - they}
Did
Didn’t
27
No,
To be in past form
{I – she – he – it }
Was
{you – we – they }
Were
The simple past tense in regular verbs is formed by adding -ed to the
infinitive.
The word Did is not used with was and were.
Negative (I-She-He-It) was not (wasn’t) busy.
(We-You-They) were not (weren’t) busy.
Question Was (I-She-He-It) right?
Were (We-You-They) right?
According to Azhar (1992: 21) The simple past form ends in –ed for
regular verbs. Most of verbs are regular, but many common verbs have
irregular past forms.
a. Pattern of Regular Verb
According to Broukal (2004: 148) there many pattern of regular verb :
1) Verbs ending e add d only (arrive-arrived, point-pointed).
2) The same form is used for all persons.
3) Verbs end in consonant ‘ y’, change y to I and add –ed (try-tried,
carrycarried).
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4) Verbs end in one consonant + vowel + consonant (one syllable
verbs), double the consonant and add –ed (stop-stopped, rub-
rubbed).
5) Verb end in x, w ad -ed (mix-mixed, show-showed).
6) Verb end in vowel + consonant and stress is on the first syllable
(twosyllable verb). Add –ed do not double the consonant (visit,
answer).
7) Verbs end in vowel + consonant and stress is on the second syllable
(twosyllable verb) double the consonant and add ed (prefer, occur).
8) The negative of regular and irregular verbs is formed with did not
(didn’t) and the infinitive.
9) The interrogative of regular and irregular verbs is formed with did +
subject + infinitive.
10) Negative interrogative
According to Aitken (1995:5) there are rules of negative introgative:
a) The rules about doubling the final consonant when adding ing
apply
b) also, when adding ed
c) Verbs ending in y following a consonant change the y into I
before
d) adding ed
e) But y following a vowel does not change, Aitken (1995: 5).
29
b. Irregular verbs
Based on Longman (1990:126) Many common English verbs
change form, rather than add ed. There is a little pattern to be found in
these changes and verbs of similar spelling in the infinitive may take
quite different forms in the past (think-thought, drinkdrank, etc.)
According to Longman (1990: 126) Some general patterns emerge:
1) A vowel change in the body of the verb: drive-drove, sing-sang,
know-knew. (even take-took, eat-ate, where the spelling may
disguise the rule)
2) This may be accompanied or replaced by consonant changes at the
end of the verb: buy-bought, think-thought, make-made
3) Some changes are of spelling rather than sound (pay-paid, lay-laid).
Other verbs have variants based upon this (learn-learned/learnt,
burn/burned/burnt)
4) A few verbs obey none of these: is/was, go/went and put/put are the
most common.
5) Some irregular verbs have the same form in all parts: hit – hit – hit,
cut-cut-cut.
3. The Use of Simple Past Tense
According to Longman (1990: 127) some sample the use of simple
past tense emerge:
a. It is used for actions completed in the past at a definite time. It is used
for a past action when the time is given “I meet him yesterday”, when
30
the time is asked about “when did you meet him?”, or when the action
clearly took place at a definite time even though this time is not
mentioned “the train was ten minutes late”. Sometimes the time
becomes definite as a result of a question and answer in the present
perfect “where have you been?”
b. The simple past tense is used for an action whose time is not given but
which (a) occupied a period of time now terminated, or (b) occurred at
a moment in a period of time now terminated.
c. The simple past tense is also used for a past habit: He always carried
an umbrella. They never drank wine.
d. The simple past is used in conditional sentences, type 2. (For use of
the unreal past after as if, as though, it is time, if only, wish, would
sooner/rather).
e. We use simple past to talk about events, actions or situations which
happened in the past and are now finished. We always have to say (or
imply) when the action happened, so we often use time references like
yesterday, ago, last summer.
F. Review of Previous Research
The researcher took several previous studies to ascertain the
authenticity of the study. The first research is from Tri Agustina (2016) entitled
error analysis in writing recount text. This research analyzes the recount text
made by the eighth-grade students of SMP Muhammadiyah 4 Surakarta. In
summary, there is dominant type of error from three classifications. First, the
31
type of lexical errors has dominant in wrong spelling, Second, syntactical
errors has dominant in misuses of verb in past tense. Third, discourse error has
dominant generic structure. So, the difficulties got from the syntactical error
shows that many students still do not understand and are confused in using
English.
The Second research is from Netanel.E (2017) that analyze of error in
simple past tense in recount texts written by eighth grade students of SMP
Pangudi Luhur 1 Yogyakarta. The researcher analyzes and classifies the types
of students’ error in using simple past tense in writing recount text. The result
from the study shows that the students make error into four categories. The
first category was omission. The second category was addition. The third
category is misordering. The last category is misinformation. The common
types of error in simple past tense are omission and misinformation. It can be
seen from the result of data calculation.
The third study is an undergraduate paper entitled An Error Analysis in
The Use of Past Tense in Writing Recount Text at The Second Year Students
of Smp Unismuh Makassar by Hamid. R (2014). This study only focuses on
the kind of error and dominant errors in the use of past tense in writing recount
text made by the Second Year students of SMP Unismuh Makassar. The result
shows that there are four kinds of error that found in the use of past tense in
writing recount text. They are error of omition category, error of addition, error
of misinformation, and error of misordering. Based on the chart in the findings,
32
the error of misinformation is the dominant error made by the students of Smp
Unismuh Makassar.
The three previous studies above were analyzed about error on the use
of simple past tense in students writing text. In this study, the researcher
analyzed about error on the use of simple past tense on the students’ recount
text. The researcher analyzed by using different way, this research only
focused on the use of to be in past form. The researcher investigates by using
different way. First, the researcher investigated student error on the use of
simple past tense in the students’ recount text problems through student writing
text. The researcher also use documentation such as taking picture to get valid
data.
33
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to present several data dealing with
the research such as the research methodology used by researcher.
A. Research Methodology
1. Research Methodology and Approach
In this research, the researcher used descriptive qualitative method,
qualitative method rely on text and image data The work way of descriptive
qualitative is collecting data, arranging data and interpreting the data.
According to Moleong (2003:3) a qualitative research deals with a kind of
research which does not use statistic procedures in analyzing the data. In a
qualitative research, the researcher tends to prior in accurate explanation to
analyze and present what have been found.
Data analysis technique that the researcher used is description. It will be
used as guidance to conduct the research from beginning to the end of the
work. The researcher will describe the types of errors that students make on
the use of simple past tense in English recount text. To get recount text, the
researcher asks the students to make a recount text based on their Experience.
This is a descriptive qualitative research which answers the problems of
errors commonly found in students’ writing. According to Suharsimi (2010:
21) a research can be named as a descriptive research because the data is
described using words that tell its condition
34
2. Setting of the Study
The study was conducted at SMP NEGERI 1 Tengaran which located
on Jl. Majid Besar Tengaran, RT.17/RW 03, Krajan Tengaran,
Kab.Semarang, Jawa Tengah, 50775. This research was conducted on 3rd June
until 5th June 2020. The research conduct on online test using WhatsApp
group. The researcher gave test to the students to be done. They had to make
a short recount text based on their experiences as an assignment, then the
researcher uses the students’ text as data.
3. Population and Sample
A population is the whole object of research. According to Arikunto
(2010: 173), a population is a set (or collection) of all elements processing
one or more attributes of interest. The population of this research was 165 of
students in eighth grade of SMP 1 Tengaran. Sample is partially or
representative of the population of the research. Sampling technique is
important to choose the sample. The researcher used random sampling
technique. Random sampling is a method of drawing a portion (sample) of a
population or universe so that each member of the population has an equal
chance of being selected as the sample. Random sampling was easy to carry
out and it did not need to follow difficult procedures. For grade VIII, there
are 8 classes in SMP N 1 Tengaran. The researcher chooses the sample by the
area, researcher only choose the students that lives in Tengaran because of
pandemic. Meanwhile, after choose the sample randomly, the samples of the
research are 15 students on the eighth grade in SMP N 1 Tengaran.
35
4. Data Collection
Data collection is needed for the writer to collect the data through
the informant of this research. To achieve the research purposes, the
researcher needs to collect the data through trough the informants of this
research. Thus, the techniques that were utilized in the process of gathering
the research are:
a. Test
Based on Arikunto (2010: 266) Test is used to measure the
capabilities of the object of the research. Especially for learning
achievement that commonly used in school, test can be divided into two
general categories, they are:
1) Test Created by Teacher
Test made by the teacher with particular procedure, but no trials
have repeatedly then is not yet known features and benefits.
2) Standardized Test
Test that usually already provided in the testing agencies, which
are already guaranteed quality. And Standardized Test trial has been
experienced repeatedly so it can be said to be good.
Test as instrument of data collection will help the writer easily
collect the data. The researcher gave test to the students to be done. They
had to make a short recount text based on their experiences as an
assignment. Before it, the researcher reminded them about the role of
recount text, the generic structure and the simple past tense, etc.
36
b. Documentation
According to Dulay, Burt and Krashen (1982:153),
Documentation method is collecting data on things or variable such as
notes, transcript, books, newspapers, magazines, inscriptions, agendas,
etc.In this research, the researcher used sheets of students’ tasks as media
of the research. The sheet was used to help researcher to give scores to
the students. The researcher also takes some photos of the students’
activities while write their text in order to get valid data.
5. Data Analysis Method
In analyzing the students’ errors, the researcher used descriptive or
qualitative method. This method is used to describe students’ ability on the
use of simple past tense in English Recount text.
According to Dulay, Burt and Krashen (1982: 154-162), errors can be
classified into four types. They are: errors of omission, errors of addition,
errors of misformation, and errors of misordering.
According to Corder (1974) in Ellis (1994: 48), there are some steps in
error analysis research, they are:
1. Collecting of sample of learner language.
In this research the researcher collecting the students texts as the data.
2. Identification of errors
After collecting the text, the researcher identifies the errors and
classify to the types of errors that occur on the use of simple past tense
on the student recount text made by the eighth-grade students of SMP
37
N 1 Tengaran.
3. Description of errors
The researcher describes the errors that occur on the use of simple
past tense on the student recount text made by the eighth-grade students
of SMP N 1 Tengaran.
4. Explanation of errors
The researcher explains the errors that occur on the use of simple
past tense on the student recount text made by the eighth-grade students
of SMP N 1 Tengaran.
5. Evaluation of errors
The last steps, the researcher make evaluation about the error that
occur on the use of simple past tense on the student recount text made
by the eighth-grade students of SMP N 1 Tengaran.
To analyze how many percent of errors made by the students, the
researcher uses percentage formula according to Sudijono (1997: 4) as
quoted by Aminah (2017:33):
P = 𝑭
𝑵 × 100%
P = Percentage of the error
F = Frequency of the error
N = Total number of the errors
38
CHAPTER IV
DATA ANALYSIS
A. Data Presentation
In this chapter, the researcher would like to present the result of the
research to answer the problem statement in chapter one. The researcher
wanted to analyze the errors made by the students of SMP N 1 Tengaran on
the use of simple past tense in English recount text.
The data of this research was the students’ recount text writing that
was produced by students on the eighth grades of SMP N 1 Tengaran. Those
recount text writing were produced as the assignment. After writing the
recount text, then the students gave their assignment to the teacher at that
time. After all the tasks submitted to the teacher, the researcher asked the
data of writing assignment and asked permition to the English Teacher to
make the copies of those sources of data. Those copies then would be
identified whether it contained error or not.
There are four types of errors that students made in their writing;
they are error of omission, error of addition, error of misordering and error
of misformation. From the analysis of the data, the percentages of students’
errors can be seen in the table below:
Table 4.1
The percentage of students’ errors
No. Types of error Total of error Percentage
39
1. Error of Omission 18 28,57%
2. Error of Addition 8 12,69%
3. Error of Misordering 4 6,34%
4. Error of Misformation 33 52,38%
Total 63 100%
From the table above, the researcher found that the most dominant
error students made is error of misformation with the percentage is 52,38%
or amount 33 errors. the other percentage of errors are 12,69% or 8 for error
of addition, 28,57% or 18 for error of omission and 6,34% or 4 for error of
misordering.
B. Discussion
Based on the data presentation and analysis of the data, the
researcher will discuss the research finding as follows:
1. The analysis about types of errors that occur on the use of simple
past tense in English recount text.
The details of the types of errors that students made in their writing
can be seen in the explanation below:
a. Error of Omission
There are amount 18 or 28,57% errors of omission that
students made in their writing. Their errors in this area were as
follows:
1) Wrote : My mother not permit me to go
It should be : My mother did not permit me to go
40
2) Wrote : I very sad
It should be : I was very sad
3) Wrote : We was enjoy
It should be : We was enjoyed
4) Wrote : We visit our grandmother
It should be : We visited our grandmother
5) Wrote : But there is no problem
It should be : But there was no problem
6) Wrote : There many souvenir shops
It should be : There were many souvenir shops
7) Wrote : We was tired
It should be : We were tired
8) Wrote : It is very crowded
It should be : It was very crowded
9) Wrote : It is unforgettable moments
It should be : It was an unforgettable moment
10) Wrote : I am very bored
It should be : I was very bored
11) Wrote : I really happy and enjoyed it
It should be : I was really happy and I enjoyed it
12) Wrote : I watch drakor
It should be : I watched drakor
13) Wrote : I play pubg
41
It should be : I played pubg
14) Wrote : We saw animals that fed by officers
It should be : We saw animals that were fed by officers
15) Wrote : The time finished
It should be : The time was up
16) Wrote : it is really fun
It should be : it was really fun
17) Wrote : I just play phone
It should be : I just played phone
18) Wrote : I also play mobile legend
It should be : I also played mobile legend
b. Error of Addition
There are amount 8 or 12,69% errors of addition that students
made in their writing. Their errors in this area were as follows:
1) Wrote : We were played
It should be : We played
2) Wrote : We was gather
It should be : We gathered
3) Wrote : we were enjoy
It should be : we enjoyed
4) Wrote : I was prepared to pray
It should be : I prepared to have prayer
5) Wrote : I was woke up
42
It should be : I woke up
6) Wrote : We went to the shop
It should be : We were went to the shop
7) Wrote : The targets that were not achieved
It should be : the targets that not achieved
8) Wrote : It all was canceled
It should be : It all canceled
c. Error of Misformation
There are amount 33 or 52,38% errors of misformation that
students made in their writing. Their errors in this area were as
follows:
1) Wrote : It make me fun
It should be : It made me fun
2) Wrote : I fell happy
It should be : I felt happy
3) Wrote : We go to
It should be : We went to
4) Wrote : I get
It should be : I got
5) Wrote : Take a bath
It should be : Took a bath
6) Wrote : We go to there by car
It should be : We went there by car
43
7) Wrote : We fell so bored
It should be : We felt so bored
8) Wrote : I can see
It should be : I could see
9) Wrote : I can’t forget that moment
It should be : I couldn’t forget that moment
10) Wrote : I can’t forget
It should be : I couldn’t forget
11) Wrote : We need two hour to arrived there
It should be : It took two hours to arrive there
12) Wrote : It is a beautiful place
It should be : It was a beautiful place
13) Wrote : It is
It should be : It was
14) Wrote : Her name is Ida
It should be : Her name was Ida
15) Wrote : I’m very sad
It should be : I was very sad
16) Wrote : They name are Fais and Arif
It should be : Their names were Fais and Arif
17) Wrote : I’m very happy
It should be : I was very happy
18) Wrote : Which is located
44
It should be : Which was located
19) Wrote : This is my favorite place
It should be : This was my favorite place
20) Wrote : Semarang were
It should be : Semarang was
21) Wrote : The view were so beautiful
It should be : The view was so beautiful
22) Wrote : it is
It should be : It was
23) Wrote : We was very excited.
It should be : We were very excited
24) Wrote : I am graduated from.
It should be : I was graduated from
25) Wrote : And I always smile
It should be : And I smiled
26) Wrote : I can’t speak English
It should be : I couldn’t speak English
27) Wrote : children are very enthusiastic
It should be : the children were very enthusiastic
28) Wrote : the last 10 days of fasting are very heavy.
It should be : the last 10 days of fasting were very heavy
29) Wrote : there is a ban
It should be : there was a ban
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30) Wrote : there are many tasks
It should be : there were many tasks
31) Wrote : There are a lot of food vendors.
It should be : There were a lot of food vendors.
32) Wrote : there are a variety of foods served at home
It should be : there were a variety of foods served at home
33) Wrote : we eat together
It should be : we ate together
d. Error of Misordering
There are amount 4 or 6,34% errors of misordering that
students made in their writing. this error characterized by the
incorrect placement of a morpheme or group of morphemes in an
utterance. Their errors in this area were as follows:
1) Wrote : We rushed to the gor in the rain still.
It should be : We rushed to the gor in the rain.
2) Wrote : And don’t forget we take a picture together
It should be : And we didn’t forget to take a picture
together
3) Wrote : We again get lost
It should be : we got lost again
4) Wrote : That’s a little experience that we and our
friends also got during volleyball competition.
46
It should be : That’s a little experience that we got during
volleyball competition)
2. The Dominant Errors in the Use of Past Tense in Writing Recount
Text
The table below shows the percentage from each kinds of errors in
the use of Past Tense in writing recount text made by the eighth-grade
students of SMP N 1 Tengaran.
Table 4.2
The percentage of students’ errors
The table above shows the percentage from each kinds of errors,
and the researcher concluded that Error of Ommision, Error of
Addition, and Misordering are only mistakes, as a result of the
percentage does not fulfill the minimum standard of errors which at
least 35% from the total of each kinds of errors.
KINDS OF ERRORS PERCENTAGE
Error of Ommision 28,57%
Error of Addition 12,69%
Error of Misinformation 52,38%
Error of Misordering 6,34%
TOTAL 100%
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Chart 1: The Students’ Dominant Error
Based on the chart above, error of ommision category had
28,57%, error of addition category had 12,69%, misformation had
52,38%, and misordering had only 6,34%. The data shows that
misformation was the dominant kinds of error in the use of simple Past
Tense in writing recount text made by Eighth grade students SMP N 1
Tengaran.
12.69%6.34%
52.38%
28.57%
0.00%
20.00%
40.00%
60.00%
Category 1
The Students' Kinds of Error
Addition Misordering
Misinformation Ommision
Linear (Addition)
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CHAPTER V
CLOSURE
A. Conclusion
After finishing the research which entitled “An Error Analysis on
The Use of Past Tense in The Students Writing on Recount Texts (A
Descriptive Qualitative Study at the Eighth Grade Students of SMP N 1
Tengaran)”, the writer can draw some conclusions as follow:
1. There are four types of error that occurs on the use of simple past
tense in English Recount text written by the students of SMP N 1
Tengaran in the academic year of 2019/2020. Based on the research
finding in chapter four, it shows that the students made total of 63
errors, including: the error of misformation (52,38% or 33 errors).
The error of addition (12,69% or 8 errors), the error of omission
(28,57% or 18 errors) and the error of misordering (6,34% or 4
errors).
2. From the result, the most dominant error is misinformation in
52,38% or 33 errors. This type of error relates to the use of wrong
form of the morpheme or structure.
B. Suggestion
1. To the students
a. The students should practice writing recount text by using simple
past tense more.
49
b. The students should pay more attention about the grammar rules,
especially on the use of the verb in simple past tense.
2. To the teacher
a. The teacher should teach the students about simple past tense well.
b. The teacher should explain to the students about the use of simple
past tense in the sentences.
c. The teacher can give a clear example in a text, so that the students
can understand about the use of simple past tense in a recount text.
d. The teacher should give more practices to the students in order to
make them understand the materials better and reduce the error in
their sentences.
3. To the institute
The institute should monitor the entire English teacher to teach the
same material to the students, so the students’ ability can be equal.
4. For the next Researcher
The next researchers can make this study as their reference to
conduct another researcher on the same field. They are also expected to
be able to cover the limitation about this; they can conduct a research
with the taxonomy in this study but in different aspect of grammar. The
writer hopes that the next researchers can prepare everything as good as
possible in doing research and can follow up this research
50
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STUDENTS WRITING
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DOCUMENTATION
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LEMBAR KONSULTASI SKRIPSI
Nama Mahasiswa : Afi Khabibawati
N I M : 23030160107
Dosen Pembimbing : Sari Famularsih, S.Pd.I., M.A
Judul Skripsi pada surat penunjukan pembimbing skripsi : AN ERROR
ANALYSIS ON THE USE OF “TO BE” IN THE STUDENTS WRITING ON
RECOUNT TEXTS(A Descriptive Qualitative Study at the Eighth Grade Students
of SMP N 1 Tengaran)
No. Tanggal Isi Konsultasi Catatan Pembimbing Paraf
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
8/4/2020
17/4/2020
22/4/2020
30/4/2020
15/5/2020
22/5/2020
30/5/2020
6/6/2020
13/6/2020
16/6/2020
20/6/2020
1/7/2020
7/7/2020
Proposal
Proposal
Proposal
Proposal
Chapter I-II
Chapter I-II
Chapter I-II
Chapter III
Chapter III
Chapter IV-V
Chapter IV-V
Chapter IV-V
Abstract, Appendix dll
Revisi
Revisi
Revisi
ACC
Revisi
Revisi
ACC
Revisi
ACC
Revisi
Revisi
ACC
ACC
Dosen Pembimbing,
Sari Famularsih,S.Pd,I.,M.A
NIP. 198109112011012004
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CURICULUM VITAE
Name : Afi Khabibawati
Student Number : 23030160107
Place and Date of Birth : Kab. Semarang, 19th march, 1998.
Address : Tengaran, RT.10/RW.02, Kec. Tengaran, Kab.
semarang
E-mail address : [email protected]
Education :
2003 – 2004 : kindergarten (RA Masyithoh) Tengaran
2005 – 2010 : Elementary School (SD) Tengaran
2011 – 2013 : Program Junior High School (SMPN) 1 Tengaran
2014 – 2016 : Junior High School (SMAN) 1 Tengaran
2016 – now : English Education Department Teacher Training
and Education Faculty State Institute for Islamic
Studies (IAIN) Salatiga.