An Analysis of Students Errors in Using English Tenses

AN ANALYSIS OF STUDENTS ERRORS
IN USING ENGLISH TENSES

(A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug)

By
Lia Ratna Komala
207014000289

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

AN ANALYSIS OF STUDENTS ERRORS IN USING
ENGLISH TENSES

(A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By:
Lia ratna Komala
207014000289

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers
Training certifies the Skripsi (Scientific Paper) entitle AN ANALYSIS OF
STUDENTS ERRORS IN USING ENGLISH TENSES (A Case Study at the
Second Grade Students of SMP YAPERA An-Nurmaniyah Ciledug), written by
Lia Ratna Komala, students registration number 207014000289 was examined
in the examination session of the Faculty of Tarbiya and Teachers Training,
Syarif Hidayatullah State Islamic University J akarta on May, 14
th
2014. The
skripsi has been accepted and declared to have fulfilled one of the requirements
for the degree of S.Pd (Bachelor of Arts) in English Language Education at the
English Education Department.
J akarta, May, 14
th
2014

KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-064
UIN JAKARTA
Tgl. Terbit : 5 Maret 2010
FITK
No. Revisi: : 01
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,
Nam : Lia Ratna Komala
Tempat, Tgl. Lahir : Tangerang, 02 Oktober 1987
NIM : 207014000289
J urusan/Prodi : Pendidikan Bahasa Inggris
J udul Skripsi : An Analysis of Students Errors in Using English
Tenses (A case study at the second grade
students of SMP YAPERA An-Nurmaniyah
Ciledug)

Dosen Pembimbing: Ismalianing Eviyuliwati, M.Hum.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat wisuda

i

ABSTRACT

Lia Ratna Komala. An Analysis of Students Errors in Using English Tenses (A
Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug),
Skripsi of English Education Departement, the Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University J akarta, 2014.

Advisor : Ismalianing Eviyuliwati, M.Hum
Keyword : Error Analysis, Tenses (Simple Present Tense, Simple Present
Continuous Tense, Simple Past Tense)

The aim of this research was to describe the students errors and its causes
in using simple present tense, simple present continuous tense and simple past
tense. In this research, the writer used a qualitative method in a form of
descriptive analysis (percentage) that included observation, collecting the
students test, analyzing, and interpreting the data. For collecting the data the
researcher used test as the instrument. This research was conducted to 28 students
in class 8.6 of SMP YAPERA An-Nurmaniyah Ciledug. The result of the research
showed that the highest frequency of errors was simple past tense; there were 73
errors or 37.24 %. The writer classified the types of error into missformation,
omission, and addition. Among those three types, the most frequency error was
missformation that reached 96 errors or 70.59%. The other finding was the
sources of error which are divided into three categories. Those are interlingual
errors, intralingual errors, and communicative strategies. Intralingual errors and
communicative strategies are the most common source of error, there were
40.44%.

ii

ABSTRACT

Lia Ratna Komala. An Analysis of Students Errors in Using English Tenses
(Studi kasus di kelas VIII SMP YAPERA An-Nurmaniyah Ciledug), Skripsi
J urusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah J akarta, 2014.

Pembimbing : Ismalianing Eviyuliwati, M.Hum.
Kata Kunci : Analisa Kesalahan, Tenses (Simple Present Tense, Simple
Present Continuous Tense, Simple Past Tense)

Tujuan penelitian ini adalah untuk menjelaskan beberapa kesalahan yang
digunakan siswa dan penyebab-penyebabnya dalam menggunakan simple present
tense, simple present continuous tense dan simple past tense. Dalam penelitian ini,
penulis menggunakan metode kualitatif dalam bentuk deskriptif analisis yang
meliputi pengamatan, pengumpulan tes siswa, analisis, dan penafsiran data. Untuk
mengumpulkan data, penulis menggunakan soal sebagai instrument. Penulis
melakukan penelitian pada 28 siswa dikelas 8.6 siswa kelas delapan SMP
YAPERA An-Nurmaniyah Ciledug. Hasil penelitian menunjukan terdapat
frekuensi kesalahan tense terbanyak adalah simple past tense; terdapat 73
kesalahan atau 37.24%. Penulis mengklasifikasikan macam-macam kesalahan
kedalam misrormation, omission, and addition. Diantara macam-macam
kesalahan tersebut misformation menjadi klasifikasi error terbanyak mencapai 96
kesalahan atau 70.59%. Penemuan yang lain adalah penyebab-penyebab
kesalahan yang terbagi menjadi 3 kategori, yaitu interlingual errors, intralingual
errors, dan communicative strategies. Intralingual error dan communicative
strategies adalah penyebab kesalahan terbanyak, terdapat 40.44%.

iii

ACKNOWLEDGEMENT

In the name of Allah, the beneficent and the merciful, all praises be to
Allah the lord of the universe, who has been giving mercy and blessing until the
writer accomplished her skripsi entitled An Analysis of Students Errors in
Using English Tenses. Peace and salutation be upon to the noble prophet of
Islam Muhammad SAW, his families, her relatives, and her faithful followers.
In this occasion, the writer would like to express her sincere gratitude to
her advisor, Mrs. Ismalianing Eviyuliwati, M.Hum who has patiently given her
valuable help, guidance, and corrections to finish this skripsi.
The writer would also like to give her sincerest gratitude and great honor
to her parents (Mr.Toha and Mrs.Titin Komala Sari) and to her lovely Husband
(Sukarjo, S.E), for giving an understanding, a support, an advice, love and moral
encouragement to the writer. Without them, the writer cannot finish his study. For
whole family who always gives their love, support, motivation, and advice in
accomplishing her study.
Further appreciation and gratitude goes to:
1. Dra. Nurlena Rifai, MA, Ph.D as the dean of Faculty of Tarbiya.
2. Drs. Syauki M.Pd as the Head of English Departement.
3. All lecturers of English Departement who have taught and educated
the writer during his study.
4. The teachers of SMP YAPERA An-Nurmaniyah Ciledug, especially
English teachers, and all of the staffs and all of students SMP
YAPERA An-Nurmaniyah Ciledug, for their contribution and
kindness.
5. All of his friends in the 2007 English Education Departement,
especially class B especially for Sri, Imam, Khodirin, Iman for sharing
their knowledge and giving motivations to the writer to be better.
Thanks for being his friend and a wonderful four years in campus.

iv

The words are not enough to say any appreciations. May Allah guide them
and give them all happiness in throughout their life.
The words are not enough to say any appreciations for their help and
contributions on this skripsi. May Allah SWT protect and give them happiness
throughout their life. Finally, the writer realizes that the skripsi is far from being
perfect. It is a pleasure for her to receive constructive critiques and suggestions
from the readers.

J akarta, 14 Mei 2014

The Writer
(Lia Ratna Komala)

v

TABLE OF CONTENTS

ABSTRACT i
AKNOWLEDGEMENT iii
TABLE OF CONTENTS .......................................................... v
LIST OF TABLES ..... vii
LIST OF APPENDICES ... viii

CHAPTER I : INTRODUCTION 1
A. Background of the Study ........................................ 1
B. Identification of the Problem .. 3
C. Research Focus ............................ 4
D. Research Question ....................... 4
E. The Objectives of the Study 4
F. Significance of the Study ..... 5

CHAPTER II : THEORETICAL FRAMEWORK 6
A. Error Analysis .... 6
1. Definition of Error Analysis ......... 6
2. Definition of Error 7
3. Differences Between Error and Mistake .. 8
4. The Causes and Sources of Error ..................... 9
5. Types of Error .......... 10
6. The Procedures of Error Analysis ........................ 14

B. The Nature of Grammar ........ 15
1. Definition of Grammar ... . 15

C. Tense ...... 16
1. Definition of Tense ............................................ 16

vi

2. Kinds of Tense ................................................... 17
3. Simple Present Tense ..... 18
4. Simple Present Continuous Tense ..... 19
5. Simple Past Tense .. 21

D. Relevant Studies ........................................................ 22

CHAPTER III : RESEARCH METHODOLOGY ...................... . 24
A. Place and Time of Research .. 24
B. Method of Research .................................................. 24
C. Research Subject ....................................... 25
D. Research Instrument .......................................... 25
E. Checking of the Instrument Validity ..................... 26
F. Technique of Data Analysis ....................................... 27

CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION 28
A. Research Finding .... 28
1. Data Description ... 28
2. Data Analysis .... 31
B. Data Interpretation ...... 43
C. Causes of Students Errors .. 47

CHAPTER V : CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ....... 50

BIBLIOGRAPHY .. 51
APPENDICES 53

vii

LISTS OF TABLES

Table 3.1 : The Table of Tested Area ............................................................... 25
Table 4.1 : Percentage of Errors in the Form of Simple Present Tense .............. 28
Table 4.2 : Percentage of Errors in the Form of Simple Present Continuous
Tense ............................................................................................. 29
Table 4.3 : Percentage of Errors in the Form of Simple Past Tense ............... .... 30
Table 4.4 : Data Recapitulation of Students Errors in Simple Present Tense 31
Table 4.5 : Data Recapitulation of Students Errors in Simple Present
Continuous Tense ......................................................... 34
Table 4.6 : Data Recapitulation of Students Errors in Simple Past Tense .. ... 37
Table 4.7 : Table of the Sequence of Tenses ..................................................... 41
Table 4.8 : Table of Types of Errors ................................................................. 42
Table 4.9 : Table of Total of the Students Errors ............................................. 42
Diagram 4.1 : Total of Error Frequency and Its Percentage ................................... 47
Table 4.10 : Table of the Sources of Error .......................................................... 47

viii

LISTS OF APPENDICES

Appendix 1 : The Reconstructions of Students Original Writing 74
Appendix 2 : Instrument Students Writing English Tenses . 86
Surat Pengajuan J udul Skripsi
Surat Bimbingan Skripsi
Surat Permohonan Izin Penelitian
Surat Keterangan Telah Melaksanakan Penelitian
Surat Pernyataan Karya Sendiri

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses background of the study, identification
of the problem, research focus, research question, the objective and significances
of the study.
A. Background of the Study
In this era globalization, Indonesia as developing country, it is necessary
for Indonesian students to master an English language as an international language
which is use by almost countries in this world in order to be able to interact which
other nations for developing science, technology and culture.
Nowadays in Indonesia, English becomes essential language subject of
education issues. The government realizes how important English today for global
development. Therefore, English has been an important part of the school
curriculum, which is learnt as the main subject by the Indonesian students to
develop technology, science and culture. To achieve it, the Indonesian students
must be able to master the four skills in English; they are listening, speaking,
reading, and writing, and also English components such as grammar, vocabulary,
pronunciation etc. and now learning English is necessary for Indonesian students,
therefore it is taught from elementary school to university level.
Learning English language is not as simple as we thought because there is
a set of rules that must be learnt, which is called grammar. Grammar is one of the
English components which are taught to every language learner. It has an
important role in understanding the English language. Without proper knowledge
of grammar the students will find many problems to build up the sentences and
express their ideas for communication activities. But if they have a good
grammar, they will be confidence in speaking and writing English and they are
also able to use the language correctly and clearly. Penny Ur, in her said that a
2

learner who knows grammar is one who has mastered and can apply the rules to
express him or herself in what would be considered acceptable language forms.
1

Harmer defines that grammar as the description of the ways in which
words can change their forms and can be combined into sentence in that
language.
2
Michael swan stated that grammar is the rules that say how words
are combined, arranged, and changed to show different meaning.
3

To be able to communicate in English, the students should have to master
grammar. Grammar is a great rule in students acquisition in English. It seems the
heart of language. One of its aspects discussed in grammar is tense. Tense is
something to express activity that need time relation. Based on curriculum, there
are six tenses which are taught in the J unior High School include simple present
tense, simple present continuous tense and simple past tense.
There are some differences between Indonesian and English, especially
about tense, as follows: in Indonesian saya pergi ke pasar setiap hari minggu.
It shows habitually. Then, saya sedang pergi ke pasar sekarang, it shows in
the progress events. And then saya pergi ke pasar kemarin, it shows pass
events. Based on three sentences, it can be concluded that Indonesian does not
need to change the verb, although the sentences have different time indicators.
Meanwhile, in English, I go to the market every Sunday. It shows habitually.
Then, I am going to the market now, it shows in the progress events. And then
I went to the market yesterday, it shows pass events. Based on three sentences,
it can be concluded that English needs tenses to change the verb based on time
indicators. From those conclusions, it shows students cannot understand tenses in
English by using Indonesian paradigm.
Therefore, tenses is considered as one of difficult materials when students
learn grammar. It is proved by some researchers who studied about tenses. As
mentioned in some studies on an analysis on students difficulties in using

1
Penny Ur, Grammar Practice Activities: A Partical Guide for Teacher, (New York:
Cambridge University Press, 1980), p. 4.
2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Group, 1983), p. 12.
3
Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p.
Xxiii.
3

simple present tense by M. Solahudin.
4
And other studies on an analysis on
students difficulties in learning simple past tense by Evi Setiawati.
5

There are many errors and mistakes in learning English tenses but making
errors and mistakes is normal and unavoidable. This problem is as J ohn Norrish
notes its natural for the students as human being to make error, even many
native speakers produce many mistakes in speaking and they would be unaware of
the way they speak unless they heard recording of themselves.
6

Based on the problem descriptions above, the writer actuated to research
this study with to analyzing students errors in using simple present tense, simple
present continuous tense and simple past tense. This idea is also supported by the
writer experience in teaching such topic in her PPKT (Praktek Profesi Keguruan
terpadu) in one of the J unior High School in Ciputat. The writer taught English
tenses especially in simple present tense, simple present continuous tense and
simple past tense to the second grade students.
Because of the above case, the writer interested to analyzing the students
errors in using simple present tense, simple present continuous tense and simple
past tense. She appoints her study by the title: An Analysis of Students Error
in Using English Tenses (A case of study at the second grade of SMP YAPERA
An-Nurmaniyah, Ciledug Academic year 2013/2014).

B. Identification of the Problem
Seeing the learners problems above, the writer identifies the problem that
the learners still get difficulties how to differentiate simple present tense from
simple present continuous tense and simple past tense.

4
Muhamad Solahudin Al Muharom, An Analysis on the Students Difficulties in Using simple
Present Tense. Skripsi, (Jakarta: FITK UIN, 2011)
5
Evi Setiawati, An Analysis on Students Difficulties in Learning Simple Past Tense. skripsi,
(Jakarta: FITK UIN, 2010)
6
Jhon Norish, Language Learners and Their Errors, (New York: Macmillan Press Ltd, 1983),
p. 27.
4

C. Research Focus
To limit the problems discussed in this skripsi, the writer focuses her
study on analyzing the students grammatical errors on the simple present tense,
simple present continuous tense and the simple past tense.

D. Research Question
Based on the background of the study above, the writer would like to
formulate the problem:
1. What were the types errors made by the students in using simple present
tense, simple present continuous tense and simple past tense?
2. What causes the students made errors in using of simple present tense, simple
present continuous tense and simple past tense?

E. The Objectives of the Study
Based on the research question above, the objectives of this study were to
describe errors made by the students in using simple present tense, simple present
continuous tense and simple past tense. This study mainly intends:
1. To describe the types errors of simple present tense, simple present
continuous tense and simple past tense made by the students.
2. To describe the causes errors of simple present tense, simple present
continuous tense and simple past tense.

F. The Significance of the Study
The results of this research were expected to give significance not only
theoretically but also practically.
For teachers, this study will provide of students errors in using simple
present tense, simple present continuous tense and simple past tense. It will give
better insight to the teachers to deal with errors in tenses, especially in using
simple present tense, simple present continuous tense and simple past tense.
Practically, it will provide feedbacks which can be used to adapt their teaching
techniques.
5

For students, it can be an input to improve their knowledge of English, and
it can be used to encourage students to be more cautious in using simple present
tense, simple present continuous tense and simple past tense.
For further researchers, who are interested in analyzing the English tenses
can get the basic information from this study to do further researches.

6

CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses error analyses which are divided into definition of
error analysis, differences between error and mistake, sources of error, types of
error and the procedures of error. In addition, it discusses about grammar, tense
which are divided into definition of tense and kinds of tenses. Finally, it discusses
the relevan study related to this study.
A. Error Analysis
1. Definition of Error Analysis
Using second language is a proses that involves the making of mistake
even error. In the new system of language, learner will directly connect with such
a new vocabulary, a new grammatical pattern and a foreign pronunciation which
are different from the learners native language.
Error analysis is a process of analyzing of ones error. In this case, it is
students error. The analyzing process relates to the effective teaching learning
process. There are some experts that purpose different concept of error anaysis.
As S.K sharma stated, error anaysis is a process based on anaysis of learners
error with one clear objective: involving a suitable and effective teaching learning
strategy and remedial measure necessary in certain clearly marked out areas of the
foreign.
1

Error analysis is a valuable source of information to teachers. It provides
information on learners error which helps teachers to correct it and also improves
the effectiveness of their teaching. In other words, errors give signs to teachers
and researchers wheater the using process is successful or not.
2

Furthermore, Ellis explains about an error analysis Error analysis consists
of a set of procedures for identifying, describing and explaining learner errors.

1
S.K Sharma, Error Analysis: Why and How, (English Teaching Forum, April 1982) Vol.
XXX
2
H. Douglas Brown, Principles of Language Learning and Teaching, (New York:
longman, 2000), p. 218.
7

Technically errors can occur in both comprehension errors are difficult to detect
as it is often impossible to locate the precise linguistic source of an error.
3

It can be concluded that error analysis is an evaluation methodology in
language learning to analyze, identify, describe, and explain the learners error by
giving an indication to us in process of learning.

2. Definition of Error
Error is natural part of language learning, learning the second language is a
process unlike learning the first language. In this new system of language, learners
will directly connect with such a new vocabulary, a new grammatical pattern and
a foreign pronunciation which differ from their first language. It will always occur
although the best effort has been done, when they try to speak or write the target
language, it is inevitable to them to produce many errors.
Dulay stated error as the flawed side of learner speech of writing. They
are those parts of conversation or composition that deviate from some selected
norm of mature language performance.
4
It means that the area of learners errors
can be found in the spoken such as in their conversation and writing such as in
their composotion. H.D Brown defines an error as noticeable deviation from the
adult grammar of a native speaker, reflecting the inter-language competence of
learner.
5

Errors may also be viewed as global or local errors Burt and Kiparsky
cited in Brown global errors are preventing the hearer from comprehending some
aspect of the massage. The sentence in global error is difficult to understand. In
contrast, the sentence in local error is able to understand.
6
It means that when the
sentence is difficult to understand is global errors, in contrast, in local errors, the
sentence easy to understand.

3
Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University
Press, 2008), p. 50.
4
Heidi Dulay et al, Language Two, (New York: Oxford University Press, 1982), p. 138.
5
H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition (New
jersey: prenntice Hall Inc, 1994), p. 217.
6
Brown, op. cit., p. 260.
8

From some experts definition about errors, it can be concluded that error
is something which the students made in their learning process. It was caused by
incorrect rule of language as a partial knowledge and competence that is achieved
in the process of language learning. The error is more serious than mistake
because error cannot be corrected by own self, but mistake can be corrected by
own self.

3. Differences between Error and Mistake
In learning foreign language not only the students make error but also
mistake. In the study of error analyis, linguists distinguish error from mistake.
Error and mistake are different. Error is wrong response because the students do
not have knowledge about what the right answer is. While mistake is wrong
response that if the students thought about it, they would realize what the right
answer is. It means that the students if given a second chance, they have the
potential to correct a mistake, wheares the students do not have potential to
correct an error until they learnt what the correct is.
The differences between them can be defined as H.D Brown stated errors
are a result of partial knowledge because teaching-learning process extends over
time. A mistake is a performance of error that is either the random guess or slip, in
that it is a failur to utilize a know system correctly.
7
The statement above means
that errors occurred because of the extended process in teaching-learning caused
by biased knowledge, but mistake occurred because of slips of the tongue.
In addition, Edge in Harmer suggested that we can divide mistake into two
broad categories: slips and attempts. Slips are mistakes which students can
correct themselves and which therefore need explanation, while attempts are
mistakes committed when students try to say something but do not yet know the
correct way of saying it.
8

The statement above means that both of slips and attempts are
mistakes, the different is slips can be corrected by the students, but attempts

7
Ibid., p. 257.
8
Jeremy Harmer, The Practice of English Language Teaching, (London:Longman Group:
1983), p. 99.
9

the students do not yet know how to say something when they want to say.

4. The Causes and Sources of Error
In the learning process,it possible the students do errors. It is caused of
many factor. Norrish classifies causes of error in to three types, there are
carelessness, first language interference, and translation.
a. Carelessness
It is often closely related to lack of motivation. Many teachers will admit that
is not always the students fault if he loses interest, perhaps the materials
and/or style of presentation do not suit him.
b. First language
Norrish states that learning a language (a mother tongue or foreign language)
is matter of hobit formation. When someone tries to learn new habits the old
ones will interference the new ones. This cause of error is called first language
interference.
c. Translation
It is one of cause of error. This happens because a students translates his first
language senteance or idiomatic expression into the target language word by
word. This probably the most common cause of error.
9

Another expert who discusses the sources of error is Brown. He claims
that four major sources of error. He labels interlingual transfer, intralingual
transfer, context learning and communication strategies.
Interlingual transfer is the negative influence of the mother tongue of
learner. This is a significant source of error for all learners. In the start of learning
a second language are especially vulnerable to interlanguage transfer from the
native language, or interference.
Intralingual transfer is the negative influence of the target language. Carl
J ames in his book mentions that intralingual errors is apart from recourse to L1
transfer, the learners in ignorance of a TL form an any level and of any class can

9
J. Norrish, Language Learning and Their Error, (London: Mc.Millan Publisher Ltd,
1987), pp. 21-26.
10

do either of two things: either they can set about learning the needed itemizing,
engaging their learning strategies or they can try to fill the gap by resorting to
communication strategies.
Context of learning is a third major source of error. Context refers to the
classroom with its teacher and its materials in the case of school learning or the
social situation in the case of untutored second language learning. In a classroom
context the teacher or the textbook can lead the learner to make faulty hypotheses
about the language.
Communication strategies were defined and related to learning styles.
Learners obviously use production strategies in order to enhance getting their
messages across. However, at times these techniques can themselves become a
source of error.
10

The writer dicided to use the causes of error according to Brown to find
the students errors in using english tenses (simple present tense, simple present
continuous tense and simple past tense).

5. Types of Error
The writer explained types of error based on some experts ideas. Error
can be classified into several types. Dulay noted that the descriptive classification
of errors covered four main types of errors. They are linguistic category, surface
strategy, comparative analysis, and communicative effect.
11

a. Error types based on linguistic category
This type of error classify the errors by combining the language
components include phonology (pronunciation), syntax, and morphology
(grammar), semantics and lexicon (meaning and vocabulary), and discourse
(style) with the particular linguistic constituent the error affects include the
elements that comprise each language component.
For example of error based on linguistic category; me forget it

10
Brown, op.cit., pp. 172-174.
11
Heidi Dulay, et al., Language Two, (New York: Oxford University Press, 1982), pp. 146-163.
11

The learner attempted to use of me as subject. It is included in syntax error
in use of pronoun.
b. Error types based on surface strategy taxonomy
In this type, learners may omit necessary items or add unnecessary one;
they may misform items or misorder them.
There are four subtypes error based on surface strategy taxonomy:
1. Omission, this error are categorized by the omitting an item should be
appeared in a well-formed utterance. Although any morpheme or word in a
sentence is a potential candidate for omission, some types of morphemes are
omitted more than others.
Here the example of Error type based on surface strategy taxonomy;
I saw two bird on the tree
The learners omit the s to describe a noun in plural.
2. Addition, this error is the opposite of omissions. These errors are categorized
by the presence of an item which must not appear in a well-formed utterance.
It is divided into three types of addition errors;
a) Double marking, this addition error is described as the failure to delete certain
items which are required in some linguistic constructions, but not in others.
The learners who have acquired the tensed form for both auxiliary and verb
For example: we didnt went there
Its because two items rather than one are marked for the same feature (tense
in the example above).
b) Regularization, a rule typically added to a linguistic item is erroneously added
to exceptional items of the given class that do not take a marker.
c) Simple addition, if an addition error is not a double marking or regularization,
it is called simple addition. No particular features characterize simple addition
other than those that characterize all addition errors. For example, the fishes
doesnt live in the water
The linguistic item added is the third person singular-s.
12

3. Misformation, these errors are characterized by the use of the wrong form of
the morpheme or structure. In misformation errors the learner supplies
something, although it is incorrect. For example, the dog eated the chicken
The learner supplies a past tense marker, but it was not the right one.
a). Regularization Errors, the misformation category are those in which a regular
marker is used in place of an irregular one, as in runned for ran or gooses for
geese.
b). Archi-forms, the selection of one a class of forms to represent others in the
class is a common characteristic of all stages of second language acquisition.
c) Alternating Forms, as a learners vocabulary and grammar grow, the use of
archi-forms often gives way to the apparently fairly free alternation of various
members of a class with each other.
4. Misordering, as the label suggests, misordering errors are characterized by the
incorrect placement of a morpheme or group of morphemes in an utterence.
For example:
- He is all the time late
- What daddy is doing?
The correct sentence are:
- He is late all the time
c. Error types based on comparative taxonomy
Comparative taxonomy classifies errors based on comparison between the
structure of language learner errors and certain other types of construction. This
classification is divided into four parts:
1) Developmental errors, these errors is like the errors made by the students
learning the target language as their first language. For example, dog eat it
2) Interlingual errors, this error is like in structure to a semantically equivalent
phrase or sentence in the learners native language. For example, I visit temple
Prambanan
This is errors in using phrase, which the learner translate Indonesian language
word for word into English language.
13

3) Ambiguous errors, this error reflect the learners native language structure,
and at the same time, they are of the type found in the speech of children
acquiring a first language. This error equally well as developmental or
interlingual. For example, I no have a car
4) Other errors, this error is beside of the other types above such as
developmental errors, interlingual errors, and ambiguous errors. For example,
she do hungry
d. Errors types based on communicative effect taxonomy
12

The communicative effect deals with errors from the perspective of their
effect on the listener or the reader. It focuses on distinguishing between errors that
seem to cause miscommunication and those that dont. These errors divided into
two parts;
1) Global error
These errors that effect overall sentence organization significantly hinder
communication. It is because of the wide syntactic scope of such errors. The
most systematic global errors include:
a) Wrong order of major constituents, For example, English language use many
people
b) Missing, wrong, or misplaced sentence connectors, for example, (if) not take
this bus, we late for school
c) Missing cues to signal obligatory exceptions to pervasive syntactic rules, for
example, the students proposal (was) looked into (by) the principal
d) Regularization of pervasive syntactic rules to exceptions, for example, we
amused that movie very much it should be that movie amused us very much
2) Local errors
Local errors include errors in noun and verb inflections, articles,
auxiliaries, and the formation of quantifiers. Local errors are not similar to global
errors, the sentence in local errors do not usually hinder communication
significantly. For example, why we like each other?

12
Heidi Dulay, op.cit., pp. 189-191.
14

Although the student made error in this type, the reader can get the
meaning or understand what the sentence means.
The writer dicided to use the types of error according to Dulay to find the
students error in using English tenses (simple present tense, simple present
continuous tense and simple past tense.

6. The Procedures of Error Analysis
The writer dicided to use the procedure of errors according to Rod Ellis,
the procedures involved in each of the steps are:
13

a. Collecting of a Sample of Learner Language
The type of data collected can have a marked effect on the result of an
error analysis, as a result of the different production processes which they
typically involve. For example, Logoco found differences in the number and
type of errors in samples of learner language collected by means of free
composition, translation, and picture composition.
b. Identifications of Errors
The definition of error is problematic, as J ames admits. The difficulty
centers around a number of issues. The first is whether grammatically
(i.e.well-formedness) or acceptability should serve as criterion. An utterance
may be grammatically correct but pragmatically unacceptable. For example, I
want to read your newspaper addressed to complete stanger is grammatical
but pragmatically unacceptable.
c. Description of Errors
The description of errors involves a comparison of the learners
idiosyncratic utterances with a reconstruction of those utterances in the target
language or, more recently, with a baseline corpus of native speaker language.
d. Explanation of Errors
Explanation is concerned with establishing the source of errors, i.e.
accounting for why it was made. This stage is the most important for SLA

13
Rod Ellis, The study of Second Language Aquisition 2nd Edition, (Oxford: Oxford
University Press, 2008), p. 26.
15

research as it involves an attempt to establish the process responsible for L2
acquisition.
e. Evaluation of Errors
Error evaluating involves a consideration of the effect that errors have on
the person (s) addressed. This effect can be gauged either in terms of the
addresses effective response to the errors. Error evaluation studies
proliferated in the late 1970s and in the 1980s, motivated quite esplicitly by a
desire to improve language pedagogy.

B. The Nature of Grammar
The knowledge of grammar is very important to express what someone
wants to say and interprets correctly. According to Penny Ur, a learner who
knows grammar is one who has mastered and can apply the rules to express him
or herself in what would be considered acceptable language forms.
14

1. Definition of Grammar
Actually grammar is used to mean the structure of language. It is an
essential part of the use of language process, both in spoken and written language.
Grammar is the set of rules which determine the way in which units such as words
and phrases can be combined in a language. According to Penny Ur Grammar
may be roughly definedas the way a language manipulates and combines words
(or bits of word) in order to form longer units of meaning.
15
Swan defines
grammar as the rules that say how words are combined, arranged and chaged to
show different meaning.
16

Grammar is a system of language and its a science that teaches a learner
to speak, to read and to write correctly. It can help the students to learn language
more quickly and more effeciently. When the learners understandthe grammar (or
system) of a language, they can understand many things themselves.
English grammar discusses a lot of aspects, such as tense, word order,

14
Penny Ur, Grammar Practice Activities: A practicil Guide for Teacher, (New York:
Cambridge University Press, 1988), p. 4.
15
Penny Ur, op.cit., p. 5.
16
Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p.
52.
16

conditional sentence, modal auxiliary, etc. One of the english grammar in which
Indonesian students tend to make error id tense. Here the writer will discuss
about tense.

C. Tense
1. Definition of Tense
The word tense is derived ultimately from the Latin word tempus
meaning time.
17
Tense is a form of verb used to indicate the time. In discussing
tense and time A.S Hornby states that the words time and tense must not be
confused. The word time stands for a concept with which all mankind is familiar,
divided into past, present and future. The word tense stands for a verb form or
series of verb forms used to express a time relation. Tenses may indicate wheater
an action, activity, or state.
18

Tense commonly refers to the time of the situation which relates to the
situation of utterance or at the moment at the speaking. For example, the
commenest tenses found in languages are present, past and future: a situation
described in the present tense is related as simultaneous with the moment of
speaking (J hon is singing); the situation described in the past as related prior to
the moment of the speaking (J hon was singing); while the situation described in
the future as relates subsequent to the moment of speaking (J hon will singing).
Since tense refers to the time of the situation which relates to the situation
of the utterances, it can be described as deictic.
19
In other words, deictic refers to
an interval or period of the time which contains the moment of utterance. It can be
expressed by some words: yesterday, now and tomorrow. English verbs have only
two simple tenses, the tenses called the simple present (e.g he writes) and the
simple past (e.g he wrote).
The English tense that would be discussed are simple present, present

17
Jhon Lyons, Linguistic Semantic an Introduction, (Cambridge: Cambridge University
Press 1995), p. 312.
18
A.S. Hornby, Guide to Patterns and Usage in English, (London: Oxford University
Press, 1975), p. 78.
19
Bernard Comrie, Aspect: An Introduction to the Study of Verbal Aspect Related
Problem, (Cambridge: Cambridge University Press, 1995), p. 2.
17

continuous and simple past.

2. Kinds of Tense
There are simple and compound tenses in English verbs. The oxford
dictionary of English grammar states some linguist define tense narrowly by form
which gives English only two tenses: the present tense, which is lexical verb is the
same as the last (except for the s ending in the third person singular); and the
past tense, which in regular lexical verbs has the ed inflection.
20
It means there
are two tenses based on the form. There are the present tense and the past tense.
English has also many compound tenses. According to Hornby, the
compound tenses are made by combining two or more verb forms and these
combinations may be concerned with time.
21
It can be seen that there are many
compound tenses other two tenses (the present tense and the past tense). Frank
says that there are three past tenses and two future tenses, and then the past perfect
is tied in time to the past tense, the present perfect to the present tense, and the
future perfect tense to the future tense.
22
It shows there are many kinds of tenses
based on the time.
The writer concludes if simple and compound tense are mixed together,
there are twelve kinds of tenses. They are simple present, simple past, simple
future, present progressive, past progressive, future progressive, present perfect,
past perfect, future perfect, present perfect progressive, past perfect progressive,
and future perfect progressive.

3. Simple Present Tense
1) Definition
The present tense is the simplest tense in English. The simple present tense
is used to show action that happens all the time, for it looked at the finite verbal
group without auxiliaries.
The present tense is also the only tense that still uses form of distinction

20
Sylvia Chalker and Edmund Weiner, The Oxford of English Grammar, (NewYork:
Oxford University Press, 1994), p. 395.
21
A.S. Hornby, op,cit., p. 79.
22
Marcela Frank, op,cit., p. 66.
18

for person and number. The distinction is that the third person singular has s or
es to the form used in other person and number.
To form the negative sentence it has auxiliary verb does not for the third
person singular subject (He, She, It), and do not for the subject (I, You, We,
They). For the verb to be, do not use an auxiliary verb, even for questions and
negatives.
23
For example She is not a student.
2) The sentence pattern of simple present tense
a) Affirmative:
Subject + Verb 1 (s/es)
E.g. Their clases begin at seven
She sends the latter to her mother every month.
Subject + Verb be (are, am, is) + Complement
E.g You are a teacher.

b) Negative:
Subject + Auxiliary verb (do/does) + Not + Verb 1
E.g Their classes dont begin at seven.
She doesnt send the letter to her mother every month.
Subject + Verb be (are, am, is) + Not + Complement
E.g You are not a teacher.

c) Interrogative:
Auxiliary verb (do/does) + Subject + Verb 1
E.g Do their classes begin at seven?
Does she send the letter to her mother every month?
Verb be (are, am, is) + Subject + Complement
E.g Are you a teacher?

23
http://www.englishclub.com/grammar/verb-tenses_present.htm
19

3) The usage of simple present tense.
24

The simple present tense performs the following functions or usages:
a) To express the general truth.
e.g. The sun rises in the east.
b) To express the customs and habitual action.
e.g. She studies English everyday.
c) To show the future time.
e.g. I start my new job tomorrw.

4. Simple Present Continuous Tense
1) Definition
Present contiuous tense is also know as present progressive tense. Present
progressive is verb phrases composed of forms of the auxiliary be +the present
participle (ing-form) of the principle verb.
According to A.S Hornby the present progressive is the tense most often used
for this purpose. It is the tense more closely associated with the present time.
There may be an adveribal on present time (e.g. now, today), but this is not
essential.
25

The continuous forms represent actions or events, viewed at some point
between their bigining and end. They imply that an action or series of actions has
already begun but is not yet completed. At the same time, they indicate that the
duration of the action or series of actions is limited.
26

2) The sentence pattern of simple progressive tense
According to A.J . Thomson and A.V. Martinet the present continuous
tense is formed with auxiliary verb be +the present participle:
27
The present
continuous tense censist of three forms, they are:

24
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey:
Prentic Hall, Inc 1989), p. 11.
25
A.S. Hornby, Guide to Patterns and Usage in English Second Edition, (London: Oxford
University Press, 1975), p. 82.
26
B.D. Graver, Advanced English Practice Second Edition, (Oxford University Press,
1979), p. 56.
27
A.J. Thomson and A.V. Martinet, A practical English Grammar: Fourth Edition, (New
York: Oxford University Press, 1986), p. 153.
20

a) Affirmative:
Subject + To be (are, am, is) + Present Participle (Ing-form)
E.g. She is reading an English book.
They are sitting on the chair
b) Negative:
Subject + To be (are, am, is) + Not + Present Participle
(Ing-form)
E.g. She is not reading an English book.
They are not sitting on the chair
c) Introgative:
To be (are, am, is) + Subject + Present Participle (Ing-form)
E.g. Is she reading an English book.
Are they sitting on the chair?

3) The usage of present contiuous tense.
28

a) To express an action that is happening right now.
E.g. Im typing the final task righ now.
b) To express the beginning, progression or end of the action.
E.g. It is beginning to rain.
c) To express about something that is happening at the time of speaking.
29

E.g. Please dont make some so much noise. Im studying.
d) To talk about something which happening at or around the time of speaking.
E.g. Wheres is Tom? He is playing Tennis
e) For a definite arrangement in the near future (and is the most usual way of
expressing ones immediate plans).
E.g. What are you doing tomorrow evening?

28
Betty Scharampfer Azar, op.cit., p. 11.
29
Michael Swan, op.cit., p. 445.
21

5. Simple Past Tense
1) Definition
The simple past tense is formed with the past form of the verb which may
be either regular, by adding ed to infinitive form (incidentally, most verb are
regular) or irregular which must be learned and memorized in each case.
30

Marcella Frank said. . . simple past tense represent definite time, it refers
to event that were completed before the statement is made. It is often
accompained by such expression or definite past as yesterday, last year, two years
ago, etc.
31

2) The sentence pattern of simple past tense
a) Affirmative :
Subject + verb 2
E.g. Andrew found his pen two days ago.
Subject + Was/were + Complement
E.g. They were in the class at 7 oclock a.m.
b) Negative :
Subject + Auxiliary Verb (did) + Not + V 1
E.g. Andrew did not find his pen two days ago.
Subject + Was/were + Not + Complement
E.g They were not in the class at 7 oclock a.m.
c) Introgative :
Auxiliary Verb (did) + Subject + Verb 1
E.g. Did Andrew find his pen two days ago?
Was/were + Subject + Complement
E.g. Were they in the class at 7 oclock a.m.?

30
Nasrun Mahmud, English for Muslim University Students, (Jakarta, Pusat Bahasa dan
Budaya IAIN, 2000), p. 20.
31
Marcella Frank, Modern English: Exercise for Non Native Speaker, Part 1: Parts of
Speech, (New Jersey: Prentice Hall, Inc, 1972), p. 49.
22

3) The usage of simple past tense.
32

a) The simple past tense is used to talk about activities or situation that began
and ended in the past.
E.g. The students did their homework yesterday.
b) To express the duration of an event completed in the past.
E.g. I was in J akarta for four years (Im in Surabaya now).
c) To express habitual action in the past.
E.g. When I was child, I caried loudly.

D. Relevant Studies
There are two relevant studies that the writer takes about tenses. They are:
An analysis on grammatical errors in simple present tense on students
descriptive writing and an analysis on students difficulties in learning simple past
tense.
The first relevant study is about an analysis on grammatical errors in
simple present tense on students descriptive writing a case study focusing on
analyzing the grammatical errors in simple present tense and the dominant
influence that made by students in their descriptive writing. The objective of the
study is to fine the grammatical errors in simple present tense and to investigate
the influence of errors that commonly caused in writing descriptive. The methods
used by the researcher is documentation method that explained the subject about
the language fanction, explained about the rules in writing a descriptive text, held
and field research by preparing questions sheet and answer sheets and analyzed
the students work by making a list of the students errors in descriptive text.
33

The second study is about an analysis on students difficulties in learning
simple past tense a case study focusing to analyze the students difficulties in the
form and in the usage of the simple past. The purpose of this research are to find
out the difficulties and to analyze the reason why the students face difficulties in
learning simple past tense. This research is used two kinds of ways; the library

32
Betty Schrampfer Azar, op.cit., p. 24.
33
Husniati, An Analysis on Grammatical Errors in Simple Present Tense on Students
Descriptive Writing. skripsi, (Jakarta: FITK UIN, 2010), pp. 2-5.
23

study and field research. The library study, she reads some books, papers, internet
and other references concerning to the topic and the field study she takes the
observation, gives the test and does the interviews.
34

Different from these researchs, the write focuses her study on analyzing
the students grammatical errors on the simple present tense, simple present
continuous tense and the simple past tense.

34
Evi Setiawati, An Analysis on Students Difficulties in Learning Simple Past Tense.
skripsi, (Jakarta: FITK UIN, 2010), pp. 2-4.
24

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this
study, including place and time of the research, method of research, research
subject, research instrument, checking of instrument validity and the technique of
data analysis.
A. Place and Time of Research
This research was held at Yayasan Pendidikan An-Nurmaniyah SMP
YAPERA or SMP An-Nurmaniyah which is located at J l. Dr. Cipto
Mangunkusumo (J ln. H. Mencong) No. 62 Paninggilan Utara-Ciledug. The writer
makes the proposal on 22 may 2013 and began an observation until 27 March
2014.
Before doing the research, fristly the writer observed the location and
population where the research carried out. Then, she observed the English
teaching learning activity and she watched the method that used by the English
teacher about tenses expecially in learning simple present tense, simple continous
tense and simple past tense. Finally, the writer gave short answer question test in
order to get the data and to analyze the most common students error in using
tenses (simple present tense, simple present continuous tense and simple past
tense).

B. Method of Research
This method of research used the descriptive qualitative as the method to
analyze the students error in the use of tenses which are commonly made.
The analysis involves, firstly, collecting the data of the students test to find
out the errors. The second step is the identification of students error in the use of
tenses (simple present tense, simple present continuous tense and simple past
tense). The next step is the classification of the error, this step is when the errors
25

of the use tenses into some categories (omission, addition, misformation, and
misorder). The next step is the explanation of the errors which the errors of tenses
are going to be evaluated and found out its sources. The last is the evaluation after
description of the errors and explain why the errors happened.

C. Research Subject
There are eight classes of the second grade students of SMP YAPERA An-
Nurmaniyah which consists of 28-30 students in every class.
The writer used a Random Sampling technique to get the representative
data. By the Purposive Sampling technique, the writer only took one of among the
classes. She took VIII-6 class which the students are 28 people. She gave the test
which the focus is using tenses, particularly the tenses are simple present tense,
simple present continuous tense and simple past tense.

D. Research Instrument
The procedure of collecting data used in this reserach were:
1. Test
The type of the test was short answer question. It was focused on simple
present tense, simple present continuous tense and simple past tense. She made 20
short answer question tests, the test contains of 20 numbers which divided into 6
numbers of simple present tense, 7 number of simple present continuous tense
and 7 numbers of simple past tense.

Table 3.1
The Table of Tested Area
No Tenses Item
Number
Total

1.

Simple Present
Tense
Using verb in the positive sentence 1, 6, 10,17
6 Using verb in the interrogative
sentence
13, 15
Using verb in the positive sentence 2, 8, 11
26

2
Present
Continuos Tense
Using verb in the negative sentence 4, 12, 18
sentence
16

3
Simple Past
Tense
Using reguler or irregular verb in
the positive sentence
3, 14,19

sentence
5, 7
Using verb in the negative sentence 9, 20
Total 20

2. Interview
In the interview section, its containing 10 questions that English teacher
has to answer, while 6 questions for students to answer.

E. Checking of Instrument Validity
The instrument of this research was the short answer question tests,
containing 20 items. Before the test was used to collect data from the sample of
the study, it had been tried out to the second grade students of SMP An-
Nurmaniyah Tangerang. Then, by using ANATES program, the writer found the
instrument valid (see appendix).
F. Technique of Data Analysis
In analyzing the data, its used descriptive analysis technique (percentage).
First, the writer collected the data from the test. Second, identification of error, the
writer identified the students errors of plural nouns in writing descriptive
paragraph. The last, description of error, the writer described the types of errors
and the causes of errors that were appeared in the students descriptive paragraph.
Next, the writer analyzed the causes of errors that students made in their writing
27

descriptive paragraph. And its also used the formula that purposed by Anas
Sudijono. In the following formula:
1

P =
x 100%
P=Percentage
F=Frequency of error occurred
N=Number of cases (total frequent / total individual)

And to know the average of error percentage, the formula used:

P =

x 100%
P=Percentage
F=Frequency of error occurred
N=Number of cases (total frequent / total individual)
n= Number of item test

1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2004), p. 43.
28

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

This chapter presents method of analysis such as; research findings and
interpretation.
A. Research Finding
1. Data Description
The short answer question tests were given to the students that consist of
20 quetions focusing on simple present tense. Simple present contiuous tense and
simple past tense discussed the errors made by the second year students of SMP
YAPERA An-Nurmaniyah Ciledug on Wednesday, March 26, 2014.
These are the table of errors frequency and error percentage of simple
present tense, simple present continuous tense and simple past tense.

Table 4.1
Percentage of Errors in the Form of Simple Present Tense
No Simple Present Tense Item
Number
Error
Frequency
Error
Percentage

1

Using verb in the
positive sentence

1 10 26.32%
6 10 26.32%
10 9 23.68%
17 8 21.05%
2 Using verb in the
interogative sentence
13 0 0.00%
15 1 2.63%
Total 6 38 100%
Average 22.62%

The Table 4.1 shows the data of error frequency and error percentage as a
result item in using simple present tense. From 6 item numbers, the writer 38
errors occured. So, the total of error percentage obtained from the 6 item numbers
29

attain 135.71% with the average is 22.62%.
P =
F
N x n
x 100%
P =
38
28 x 6
x 100%
P =
38
168
x 100%
P = 22.62%

Table 4.2
Percentage of Errors in the Form of Simple Present Continuous Tense
No Simple Present
Continuous Tense
Item
Number
Error
Frequency
Error
Percentage

1
Using verb in the
positive sentence

2 1 4.00%
8 7 28.00%
11 1 4.00%

2
Using verb in the
negative sentence
4 2 8.00%
12 10 40.00%
18 4 16.00%

3
Using verb in the
positive sentence

16

0

0.00%
Total 7 25 100%
Average 12.76%

result item in using simple present continuous tense. From 7 item numbers, the
writer 25 errors occured. So, the total of error percentage obtained from the 7 item
numbers attain 89.29% with the average is 12.76%.

P =
F
N x n
x 100%
P =
25
28 x 7
x 100%
30

P =
25
196
x 100%
P = 12.76%

Table 4.3
Percentage of Errors in the Form of Simple Past Tense
No Simple Past Tense Item
Number
Error
Frequency
Error
Percentage

1
Using reguler or irreguler
verb in the positive
sentence
3 5 6.85%
14 14 19.18%
19 5 6.85%
2 Using verb in the
interrogative sentence
5 12 16.44%
7 3 4.11%

3
Using verb in the
negative sentence
9 18 24.66%
20 16 21.92%
Total 7 73 100%
Average 37.24%

result item in using simple present continuous tense. From 7 item numbers, the
writer 73 errors occured. So, the total of error percentage obtained from the 7 item
numbers attain 260.71% with the average is 37.24%.

P =
F
N x n
x 100%
P =
73
28 x 7
x 100%
P =
73
196
x 100%
P = 37.24%
2. Data Analysis
31

Every student is given 20 item numbers of test, it means there are 560 total
sentences collected from 28 students. From the total sentences acquired by giving
students a test focused on the use of simple present tense, simple present
continuous tense and simple past tense, the writer collects 136 errors.
Based on the error occurrences, the writer classifies the errors that occur
into some categories as well:
1. Misformation, errors are where the characterized by the use of the wrong
form of the morpheme or structure.
2. Omission, errors are where the absence of an item that must appear.
3. Addition, errors are where the presence of an item which must not appear.
By using these categories, the writer classifies the errors, the causes and
explains the problem in the data recapitulation.

Table 4.4
Data Recapitulation of Students Errors in Simple Present Tense
Item
Number
Students Sentences Types of
Error
Causes of
Error
Error
Correction and
Explanation
1

Student 2
Student 3
Student 7
Student 10
Student 12
Student 13
Student 14
Student 19
Student 23
Student 28
Adi always
get up early
in the
morning.

Omission

Interalingual Adi always gets
up early in the
morning.

The sentence
shows an
habitual action,
so the verb
should be
invinitive verb
and it has s for
singular noun.
6 Student 7 The students
is studying
Misformation
Communicative
strategies
The students
study English
32

Student 9
Student 11
Student 14
Student 18
Student 24

Student 19
Student 20
Student 21
Student 27
English twice
a week.

The students
studied
English twice
a week.

Misformation

Communicative
strategies
twice a week.

The sentence used
the verb of plural
and the subject has
not added by s.
So the verb should
be study.

10 Student 2
Student 6
Student 9
Student 20
Student 24

Student 3
Student 17
Student 23
Student 25
My sister
cook rice in
the kitchen
everyday.

My sister are
cooking rice
in the kitchen
everyday.

Omission

Misformation
Interlingual

Communicative
strategies
My sister cooks
rice in the
kitchen
everyday.

The sentence
shows an
habitual action,
so the verb
should be
invinitive verb
and it has s for
singular noun.
17 Student 3
Student 5
Student 7
Student 18

Student 1
Susi and her
sister is
going to the
market
everyweek.

Susi and her
Misformation

Misformation
Communicative
strategies

Intralingual
Susi and her
sister go to the
market
everyweek.

The sentence
33

Student 4
Student 9
Student 28
sister goes to
the market
everyweek.

used the verb of
plural and the
subject has not
added by s. So
the verb should
be go.
15 Student 10 Mia: do she
always cleans
the room
every
morning?
Febi: Yes,
she does
Misformation

Communicative
strategies
Mia: does she
always cleans the
room every
morning?
Febi: Yes, she
does
The sentence
shows an
habitual action,
in interrogetive
sentence uses
does for
singular subject
of third person.

From the Table 4.4, it can be seen that the most errors occure in number 6.
In that number, there are 10 students who make errors. The students made errors
because they might get difficulties in differing between singular and plural subject
and deciding the change of the verb related to the tenses in the sentence.

Table 4.5
34

Data Recapitulation of Students Errors in Simple Present Continuous Tense
Item
Number
Error
Sources of
Error
Error
Correction and
Explanation
2 Student 11 Diyas are
drinking tea
right now.
Misformation Intralingual Diyas is drinking
tea right now.

The sentence
shows an action
in the progress.
The subject is
singular so
auxiliary verb
should be is.
8 Student 7

Student 11
Student 18
Student 20
Student 21
Student 25
Student 28
Be quite! The
baby sleep
now.

Be quite! The
baby Was
sleeping now.
Misformation

Misformation
Interlingual

Communicative
strategies
Be quite! The
baby is sleeping
now.

The sentence
shows an activity
in the progress at
the moment of
speaking. The
subject is
singular, so
auxiliary verb
should be is.
11 Student 19 Listen, the
boys next
door is
Misformation Intralingual Listen, the boys
next door are
singing my
35

singing my
favorite song.
favorite song.

The sentence
shows an activity
in the progress at
the moment. The
subject is plural,
so auxiliary verb
should be are.
4 Student 11

Student 19
Ali is not sent
a letter to his
friend this
morning.

Ali is not
sends a letter
to his friend
this morning.
Misformation

Misformation
Interlingual

Intralingual
Ali is not sending
a letter to his
friend this
morning.

The sentence
shows an action
in the progress.
In negative form
of simple present
continuous tense,
the verb should
be present
participle (ing-
form).
12 Student 4
Student 7
Student 8
Student 9

Student 6
My father is
not drive a
car to
Bandung.

My father is
Misformation

Misformation
Interlingual

Communicative
My father is not
driving a car to
Bandung.

The sentence
shows an action
in the progress.
36

Student 23

Student 20
Student 21
Student 22
Student 26
Student 27
not drived a
car to
Bandung.

My father is
not drives a
car to
Bandung.

Misformation
strategies

Intralingual

In negative form
of simple present
continuous tense,
the verb should
be present
participle (ing-
form).
18 Student 5

Student 11

Student 19
Student 27

Markus and
Bambang are
not watches
movie this
week.

Markus and
Bambang are
not watch
movie this
week.

Markus and
Bambang are
not watched
movie this
week.
Misformation

Misformation

Misformation
Communicative
strategies

Interlingual

Communicative
strategies
Markus and
Bambang are not
watching movie
this week.

The sentence
shows an action
in the progress.
In negative form
of simple present
continuous tense,
the verb should
be present
participle (ing-
form).
Based on the Table 4.5, the most errors occure in number 12. In that
number, there are 10 students who make errors. The students made errors because
they might get difficulties in changing the verb on negative sentence of simple
present continuous tense.
Table 4.6
37

Data Recapitulation of Students Error in Simple Past Tense
Item
number
Error
Sources of
Error
Error
Correction and
Explanation
3 Student 4
Student 24
Student 26

Student 19
Student 25
She passes the
English test
last week.

She was
passing the
English test
last week.
Misformation

Misformation
Communicative
strategies

Intralingual
She passed the
English test last
week.

The sentence
shows a situation
in the past. So
the verb should
be V2 passed.
14 Student 1
Student 8
Student 12
Student 14
Student 24
Student 25

Student 2
Student 3
Student 5

Student 6
Student 7
Student 9
Student 13
Student 26
Ria is
speaking
English with
her friend a
few minuts
ago.

Ria speak
English with
her friend a
few minuts
ago.

Ria spoken
English with
her friend a
few minuts
ago.

Misformation

Misformation

Addition
Communicative
strategies

Interlingual

Intralingual
Ria spoke
English with her
friend a few
minuts ago.

The sentence
shows a situation
began and ended
at a particular
time in the past.
So the verb
should be V2
spoke.
19 Student 1 He comes to Misformation Intralingual He came to the
38

Student 2
Student 8
Student 10

Student 3
Student 25
the party three
days ago.

He come to
the party three
days ago.

Misformation

Interlingual
party three days
ago.

The sentence
shows a situation
in the past. So
the verb should
be V2 came.
5 Student 8
Student 16
Student 18
Student 22
Student 28

Student 10
Student 12
Student 17

Student 1
Student 5
Student 6
Student 14
Tia: Did you
visited your
sister two
days ago?
Tio: yes, I did

Tia: Did you
visiting your
sister two
days ago?
Tio: yes, I did

Tia: Did you
visits your
sister two
days ago?
Tio: yes, I did
Misformation

Misformation

Addition

Intralingual

Communicative
strategies

Communicative
strategies
Tia: Did you
visit your sister
two days ago?
Tio: yes, I did

The sentence
shows an action
in the past. In
negative form of
simple past
tense, the verb
should be bare
invinitive visit.
7 Student 2
Student 3

Student 24
Ronald: does
Bubu and Rio
play
badminton
yesterday?
Aya: Yes,
they did

Ronald: do
Misformation

Misformation
Communicative
strategies

Intralingual
Ronald: did
Bubu and Rio
play badminton
yesterday?
Aya: Yes, they
did

The sentence is
39

Bubu and Rio
play
badminton
yesterday?
Aya: Yes,
they did
interrogative past
form. The
auxiliary verb is
did whether it
is singular or
plular subject.
9 Student 8
Student 9
Student 10
Student 16
Student 17

Student 12
Student 15
Student 20
Student 22
Student 27

Student 4
Student 5
Student 6
Student 7
Student 13
Student 21
Student 23
Student 26
My brother
did not
drawing a
beautiful
montain last
Sunday.

My brother
did not drew a
beautiful
montain last
Sunday.

My brother
did not draws
a beautiful
montain last
Sunday.

Misformation

Misformation

Addition
Communicative
strategies

Intralingual

Intralingual
My brother did
not draw a
beautiful
montain last
Sunday.

The sentence
shows a situation
in the past. In
negative form of
simple past
tense, the verb
should be bare
invinitive
draw.
20 Student 9
Student 12
Student 15
Student 16
Sinta did not
celebrated her
birthday last
year.

Misformation

Intralingual

Sinta did not
celebrate her
birthday last
year.
The sentence
40

Student 18
Student 19
Student 20

Student 24
Student 25

Student 5
Student 6
Student 7
Student 11
Student 14
Student 17
Student 23
Student 27

Sinta did not
celebrating
her birthday
last year.

Sinta did not
celebrates her
birthday last
year.

Misformation

Addition

Communicative
strategies

Intralingual
shows a situation
in the past. In
negative form of
simple past
tense, the verb
should be bare
invinitive
celebrate.

From the Table 4.6, it can be seen that the most errors occure in number 9.
In that number, there are 18 students who make errors. The students made errors
because they might get difficulties in changing the regular and irregular verb on
negative sentence of simple past tense.

Table 4.7
Table of the Sequence of Tenses
No Tenses Frequency of
Errors
Percentage of
Error
1. Simple present tense 38 27.94%
2. Simple present
continuous tense
25 18.38%
3. Simple past tense 73 53.68%
41

Total 136 100%
Average 24.29%

The Table 4.7 has revealed the total of frequency of error that reaches 136
errors that the students did in using of tenses. It can also be seen that the average
of percentage of error of error reaches 24.29%.
The Table 4.7 also shows that the highest error frequency is simple past
tense with 73 errors occurrences that reaches 53.68%. It shows that the most
students have problems in transforming regular adn irregular verb in the sentence.
The second position is simple present tense with 38 errors and contributes
27.94%. The last position is simple present continuous tense which reaches 25
errors occurrences 18.38%.
The following table shows the types of error found in using tenses.

Table 4.8
Table of Types of Errors
No Types of errors Frequency Percentage (%)
1 Misformation 96 70.59%
2 Addition 25 18.38%
3 Omission 15 11.03%
Total 136 100%

Based on the Table 4.8, it can be known that total of errors is 136 from
560 sentences collected from 28 students in using english tenses. Those 136 errors
are classified into three types of error; Misformation, omission and addition. From
136 errors, 96 of them are misformation, which means students have faild to use
the correct form of tenses. This type of errors contributes 70.59% to whole errors.
The second place is addition of error which reaches 25 errors. The students have
problems in interesting items that should not appear in sentences. The last position
placed by omission which reaches 15 errors, the students have problems in
interesting items that should appear in sentences.

42

B. Interpretation
1. Data of Students Errors in Using Tenses with Simple Present Tense, Simple
Present Tense and Simple Past Tense.

Table 4.9
Table of Total of the Students Errors
Errors Clasification
Students Tenses
Misformation Addition Omission Total
of
errors
Student 1 Simple Present Tense
Simple Present Continuous Tense
Simple Past Tense
1
0
2
0
0
1
0
0
0
1
0
3
Simple Past Tense
0
0
3
0
0
0
2
0
0
2
0
3
Simple Past Tense
2
0
2
0
0
0
1
0
0
3
0
2
Simple Past Tense
1
1
1
0
0
1
0
0
0
1
1
2
Simple Past Tense
1
1
2
0
0
3
0
0
0
1
1
5
Simple Past Tense
0
1
0
0
0
4
1
0
0
1
1
4
Simple Past Tense
2
2
0
0
0
3
1
0
0
3
2
3
43

Simple Past Tense
0
1
4
0
0
0
0
0
0
0
1
4
Simple Past Tense
2
1
2
0
0
1
1
0
0
3
1
3
Student
10
Simple Present Tense
Simple Past Tense
1
0
3
0
0
0
1
0
0
2
0
3
Student
11
Simple Past Tense
1
4
0
0
0
1
0
0
0
1
4
1
Student
12
Simple Past Tense
0
0
4
0
0
0
1
0
0
1
0
4
Student
13
Simple Past Tense
0
0
0
0
0
2
1
0
0
1
0
2
Student
14
Simple Past Tense
1
0
1
0
0
2
1
0
0
2
0
3
Student
15
Simple Past Tense
0
0
2
0
0
0
0
0
0
0
0
2
Student
16
Simple Past Tense
0
0
1
0
0
0
0
0
0
0
0
1
Student
17
Simple Past Tense
1
0
2
0
0
1
0
0
0
1
0
3
44

Student
18
Simple Past Tense
2
1
2
0
0
0
0
0
0
2
1
2
Student
19
Simple Past Tense
1
3
2
0
0
0
1
0
0
2
3
2
Student
20
Simple Past Tense
1
2
2
0
0
0
1
0
0
2
2
2
Student
21
Simple Past Tense
1
1
0
0
0
1
0
0
0
1
1
1
Student
22
Simple Past Tense
0
1
2
0
0
0
0
0
0
0
1
2
Student
23
Simple Past Tense
1
1
0
0
0
2
1
0
0
2
1
2
Student
24
Simple Past Tense
1
0
4
0
0
0
1
0
0
2
0
4
Student
25
Simple Past Tense
1
1
4
0
0
0
0
0
0
1
1
4
Student
26
Simple Past Tense
0
1
1
0
0
2
0
0
0
0
1
3
Student
27
Simple Past Tense
1
2
1
0
0
1
0
0
0
1
2
2
45

Student
28
Simple Past Tense
1
1
1
0
0
0
1
0
0
2
1
1
Total 96 25 15 136

Based on the Table 4.9, its clearly seen that the lowest errors made by the
students number 16 which only 1 error, and the highest errors made by student
number 5,7,9 and 19 with 7 errors. Total of the whole of the errors are 136 made
the students of second grade students of SMP YAPERA An-Nurmaniyah Ciledug
in using english tenses (simple present tense, simple present continuous tense and
simple past tense). From the table, there are 96 errors found in misformation, 25
errors in addition and 15 errors in omission.
The writer interpreted the errors based on classification of those types of
errors:
1. Percentage of the students errors misformation
P =
F
N
x 100%
=
96
136
x 100%
= 70.59%
2. Percentage of the students errors Addition
P =
F
N
x 100%
=
25
136
x 100%
= 18.38%
3. Percentage of the students errors Ommision
P =
F
N
x 100%
=
15
136
x 100%
= 11.03%

46

Diagram 4.I
Total of Errors Frequency and its Percentage

Based on the diagram 4.1, it can be in terpreted that the most common type
of errors made by students in using simple present tense, simple present
continuous tense and simple past tense is in misformation. It is the hight errors in
which the students made 96 errors or 70.59%, 25 errors or 18.83% the students
made errors in addition and 15 or 11.03% the students also made errors in
omission.

2. Causes of Students Errors
Regarding the causes of students errors, there are some categories of
errors as the writer had discussed in chapter II. The writer explains about sources
of error described in the table below:

Series1,
misformation,
70.59%
Series1,
Addition ,
18.38%
Series1,
Omission,
11.03%
Percentage of Students' Errors
47

Table 4.10
Table of the Causes of Error
No Causes of Error Frequency Percentage
1 Intralingual transfer 55 40.44%
2 Interlingual transfer 26 19.12%
3 Communicative strategies 55 40.44%
Total 136 100%

Due to the Table 4.10, there were 55 causes or 40.44% caused by
intralingual also there were 55 causes or 40.44% caused by communicative
strategies. Most of the students committed errors because of intralingual (target
language), the students process the new language data in their mind and produce
rules for its production, so they often do the overgeneralization or communicative
strategies, the students might express the meaning of the sentence in an unsuitable
way or misunderstanding toward the new language or target language. And there
were 26 sources or 19.12% caused by interlingual transfer, the students might be
influenced by their mother tongue in terms or pattern, systems or rules.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. The Conclusion
In this study, the students errors in using English tenses especially in
using simple present tense, simple present continuous tense and simple past tense
have to analyze by the researcher and the process of error analysis is identifying,
classifying, explaining and evaluating.
The data interpreted in the previous chapter have provided the frequency
of the errors occur in students sentences in using simple present tense, simple
present continuous tense and simple past tense. From 560 sentences collected
from 28 students, it is found 136 error occurences. The percentage of errors takes
up 24.29% possiblity of students to make errors on the use of tenses (simple
present tense, simple present continuous tense and simple past tense).
The writer also classified the types of errors committed by the second
grade of SMP YAPERA An-Nurmaniyah Ciledug:
1. Misformation, errors are where the characterized by the use of the wrong form
of the morpheme or structure.
2. Omission, errors are where the absence of an item that must appear.
3. Addition, errors are where the presence of an item which must not appear.
It is clearly shows from the types of errors explained above that the most
common errors committed by the students are misformation errors.
The errors came from many factors. First, the students felt confused in
choosing the appropriate tenses because when the teacher was explaining the
lesson some of the students focused on their teachers explanation, but the other
talked each other and exactly they did not focus on it. So, when the students faced
by the test, most of them confused to choose the right answers (based on the
observation). Second, they might get difficulties in differing between singular and
plural subject. Then, they difficult to deciding the change of the verb related to the
tenses in the sentence.
50

It is also found three main causes that cause students commit errors, those
are:
1. Intralingual: 55 causes or 40.44%
2. Interlingual: 26 causes or 19.12%
3. Communicative strategies: 55 causes or 40.44%

B. The Suggestion
Based on the conclusion, the writer suggests a careful attention for both
teachers and students in using tenses especially, simple present tense, simple
present continuous tense and simple past tense. The teacher helps students by
introducing and providing various tenses (simple present tense, simple present
continuous tense and simple past tense). And gives detail explanation about
definition, form and usage of tenses correctly and analyzing the grammatical
errors. In this case, are useful for English teacher in order to understand more the
students difficult. By understanding what the problems encountered by the
students, the teacher can furthermore give some assists and positive motivation to
students.
The writer also encourages students to pay more attention to the form and
usage of simple present tense, simple present continuous tense and simple past
tense. Remembering all of the form and understanding the transforming
affirmative sentences into negative and interrogative sentences. It is also
recommended that the teacher gives the details explanation about the differing
between singular and plural subject and the deciding the change of the verb
related to the tenses in the sentence. It is necessary for the teacher to improve his
knowledge of English language and the methods of English language teaching.

51

BIBLIOGRAPHY
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J ersey: Prentic Hall, Inc 1989.
Brown, H. Douglas. Principles of Language Learning and Teaching. New York:
longman, 2000.
Chlaker, Sylvia and Edmund Weiner. The Oxford of English Grammar.
NewYork: Oxford University Press, 1994.
Comrie, Bernard, Aspect: An Introduction to the Study of Verbal Aspect Related
Problem. Cambridge: Cambridge University Press, 1995.
Dulay, Heidi et al. Language Two. New York: Oxford University Press, 1982.
E. Rebecca. Mastering American English. New J ersey: Prentice-Hall, Inc, 1956.
Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford
University Press, 2008.
Frank, Marcella. Modern English: Exercise for Non Native Speaker, Part 1: Parts
of Speech. New J ersey: Prentice Hall, Inc, 1972.
Garver, B.D. Advanced English Practice Second Edition. Oxford University
Press, 1979.
Harmer, J eremy. The Practice of English Language Teaching. New York:
Longman Group, 1983.
Hornby, A.S. Guide to Patterns and Usage in English. London: Oxford
University Press, 1975.
http://www.englishclub.com/grammar/verb-tenses_present.htm
Husniati, Siti. An Analysis on Grammatical Errors in Simple Present Tense on
Students Descriptive Writing. Skripsi. J akarta: FITK UIN, 2010.
Lyons, J hon. Linguistic Semantic an Introduction. Cambridge: Cambridge
University Press 1995.
Mahmud, Nasrun. English for Muslim University Students. J akarta, Pusat Bahasa
dan Budaya IAIN, 2000.

52

Norish, J hon. Language Learners and Their Errors. New York: Macmillan Press
Ltd, 1983.
Norrish, J . Language Learning and Their Error. London: Mc.Millan Publisher
Ltd, 1987.
Setiawati, Evi. An Analysis on Students Difficulties in Learning Simple Past
Tense. Skripsi. J akarta: FITK UIN, 2010.
Sharma, S.K. Error Analysis: why and how. English Teaching Forum, April 1982.
Solahidin, Muhamad Al Muharom. An Analysis on the Students Difficulties in
Using Simple Present Tense. Skripsi. J akarta: FITK UIN, 2011.
Sudijono, Anas. Pengantar Statistik Pendidikan. J akarta: PT. Raja Grafindo
Persada, 2004.
Swan, Michael. Practical English Usage. New York: Oxford University Press,
1980.
Thomson, A.J . and A.V. Martinet, A Practical English Grammar: Fourth Edition.
New York: Oxford University Press, 1986.
Ur, Penny, Grammar Practice Activities: A Partical Guide for Teacher. New
York: Cambridge University Press, 1980.

APPENDIX
REASEARCH INSTRUMENT

Name : _____________________________
Class : _____________________________
Fill these blanks with the appropriate verb!
1) Adi always . up early in the morning.

2) Diyas tea right now.

3) She the English test last week.

4) Ali is not a letter to his friend this morning.

5) Tia : Did you your sister two days ago?
Tio : yes, I did

6) The students ............ English twice a week.

7) Ronald : .. Bubu and Rio play badminton yesterday?
Aya : Yes, they did

8) Be quite! The baby . Now.

9) My brother did not .......... a beautiful montain last Sunday.

10) My sister . rice in the kitchen everyday.

11) Listen, the boys next door .... my favorite song.

12) My father is not ............ a car to Bandung.

13) Norman : you like a music?
Fitri : Yes, I do.

14) Ria ......... English with her friend a few minuts ago.

15) Mia : ...... she always cleans the room every morning?
Febi : Yes, she does

16) ........ they doing their homework tonight?

17) Susi and her sister ......... to the market everyweek.

18) Markus and Bambang are not . movie this week.

19) He to the party three days ago.

20) Sinta did not ............ her birthday last year.

KUNCI JAWABAN

1. Gets 11. Are singing

2. Is drinking 12. Driving

3. Passed 13. Do

4. Sending 14. Spoke

5. Visit 15. Does

6. Study 16. Are

7. Did 17. Go

8. Is sleeping 18. Watching

9. Draw 19. Came

10. Cooks 20. Celebrate

53

The Reconstruction of Students Original Writing

No Item
number
Sentences Types of Error Sources of Error Error Correction and Explanation
Student 1 5

14

17

19
Tia: Did you visits your
sister two days ago?
Tio: yes, I did

Ria is speaking English
with her friend afew
minuts ago.

Susi and her sister goes to
themarket everyweek.

He comes to theparty three
days ago.

Addition

Misformation

Misformation

Misformation

Communicativestrategies


Intralingual

Intralingual
Tia: Did you visit your sister two days ago?
Tio: yes, I did

Thesentenceshows an action in thepast. In
negativeformof simplepast tense, theverb
should bebareinvinitivevisit.

Ria spoke English with her friend a few
minuts ago.
Thesentenceshows a situation began and
ended at aparticular timein thepast. So the
verb should beV2 spoke.

Susi and her sister go to themarket
everyweek.
Thesentenceused theverb of plural and the
subject has not added by s. So theverb
should bego.

Hecameto theparty threedays ago.

Thesentenceshows a situation in thepast. So
theverb should beV2 came.

54

Student 2 1

7

10

14

19
Adi always get up early in
themorning.

Ronald: does Bubu and Rio
play badminton yesterday?
Aya: Yes, they did

My sister cook ricein the
kitchen everyday.
Ria speak English with her
friend a few minuts ago.


He comes to theparty three
days ago.

Omission

Misformation

Omission

Misformation

Misformation

Intralingual


Interlingual

Interlingual

Intralingual

Adi always gets up early in themorning
Thesentenceshows a habitual action, so the
verb should beinfinitiveverb and it has s
for singular noun.

Ronald: did Bubu and Rio play badminton
yesterday?
Aya: Yes, they did

Thesentenceis interrogativepast form. The
auxiliary verb is did whether it is singular
or plular subject.

My sister cooks ricein thekitchen everyday.

Thesentenceshows an habitual action, so the
verb should beinvinitiveverb and it has s
for singular noun.

minuts ago.



55

Students 3 1

7

10

14

17

themorning.

Ronald: does Bubu and Rio
Aya: Yes, they did

My sister arecooking rice
in thekitchen everyday.


Susi and her sister is going
to themarket everyweek.

Omission

Misformation

Omission

Misformation

Misformation

Intralingual



Interlingual


for singular noun.

yesterday?
Aya: Yes, they did

or plular subject.

for singular noun.

minuts ago.

everyweek.

56

19

He come to theparty
threedays ago.

Misformation

Interlingual
should bego.


Student 4 3

9

12

17
Shepasses theEnglish test
last week.

My brother did not draws a
beautiful montain last
Sunday.

My father is not drives a
car to Bandung.

Misformation

Addition

Misformation

Misformation

Intralingual

Interlingual

Intralingual

Shepassed theEnglish test last week.
theverb should beV2 passed.

My brother did not draw a beautiful montain
last Sunday.

Thesentenceshows a situation in thepast. In
should bebareinvinitivedraw.

My father is not driving a car to Bandung.

Thesentenceshows an action in theprogress.
In negativeformof simplepresent
continuous tense, theverb should bepresent
participle(ing-form).

should bego.
Student 5 5

Tio: yes, I did

Addition


Tio: yes, I did

57

9

14

17

18

Sunday.



Markus and Bambang are
not watches moviethis
week.

Addition

Misformation

Misformation

Misformation

Intralingual

Interlingual




last Sunday.

negative formof simplepast tense, the verb

minuts ago.

everyweek.
should bego.

Markus and Bambang arenot watching
moviethis week.


58

20 Sinta did not celebrates her
birthday last year.
Addition Intralingual Sinta did not celebrateher birthday last year.

should bebareinvinitivecelebrate.
Student 6 5

9

10

12

Tio: yes, I did

Sunday.

kitchen everyday.

My father is not drived a
car to Bandung.

Addition

Addition

Omission

Misformation


Intralingual

Interlingual

CommunicativeStrategies

Tio: yes, I did


last Sunday.



for singular noun.



59

14

20
Ria spoken English with
her friend a few minuts
ago.

Sinta did not celebrates her
birthday last year.

Addition

Addition

Intralingual

Intralingual

Ria spokeEnglish with her friend afew
minuts ago.


Sinta did not celebrateher birthday last year.


60

Student 7

1

6

8

9

12

themorning.

Thestudents is studying
English twicea week.

Bequite! Thebaby sleep
Now.

Sunday.

My father is not drivea car
to Bandung.

Omission

Misformation

Misformation

Addition

Misformation

Intralingual


Interlingual

Intralingual

Interlingual

for singular noun.

Thestudents study English twicea week.

should bestudy.

Bequite! Thebaby is sleeping now.

Thesentenceshows an activity in the
progress at themoment of speaking. The
subject is singular, so auxiliary verb should
beis.

last Sunday.




61

14

17

20

ago.


birthday last year.

Addition

Misformation

Addition

Intralingual


Intralingual

minuts ago.


everyweek.

should bego.


Student 8 5

Tia: Did you visited your
Tio: yes, I did

Misformation

Intralingual

Tio: yes, I did

62

9

12

14

19

My brother did not
drawing a beautiful
montain last Sunday.

to Bandung.

Ria is speking English with
ago.

Hecomes to theparty three
days ago.

Misformation

Misformation

Misformation

Misformation


Interlingual


Intralingual

last Sunday.




minuts ago.



Student 9

6

Misformation



63

9

10

12

14

My brother did not
drawing a beautiful

kitchen everyday.

to Bandung.

ago.

Misformation

Omission

Misformation

Addition


Interlingual

Interlingual

Intralingual

should bestudy.

last Sunday.



for singular noun.



minuts ago.


64

17

20

Sinta did not celebrated her
birthday last year.
Misformation

Misformation
Intralingual

Intralingual
everyweek.

should bego.


Student 10 1

5

9

themorning.

Tia: Did you visiting your
Tio: yes, I did

My brother did not
drawing a beautiful

Omission

Misformation

Misformation

Intralingual



for singular noun.

Tio: yes, I did


last Sunday.


65

15

19

Mia : do shealways
cleans theroomevery
morning?
Febi : Yes, shedoes

Hecomes to theparty three
days ago.

Misformation

Misselecton


Intralingual


Mia: does shealways cleans theroomevery
morning?
Febi: Yes, shedoes
Thesentenceshows an habitual action, in
interrogetivesentenceuses does for
singular subject of third person.


Student 11 2

4

6

Diyas aredrinking tea right
now.

Ali is not sends a letter to
his friend this morning.


Misformation

Misformation

Misformation

Intralingual

Interlingual


Diyas is drinking tea right now.
Thesubject is singular so auxiliary verb
should beis.

Ali is not sending a letter to his friend this
morning.




66

8

18

20

Bequite! Thebaby was
sleeping Now.

not watch moviethis week.

birthday last year.

Misformation

Misseletion

Addition

Interlingual

Interlingual

Intralingual
should bestudy.


beis.

moviethis week.



Student 12 1

5

themorning.

Tia: Did you visiting your
Tio: yes, I did
Omission

Misformation

Intralingual



for singular noun.

Tio: yes, I did

67

9

14

20

My brother did not drew a
Sunday.

minuts ago.

birthday last year.

Misformation

Misformation

Misformation

Intralingual


Intralingual
last Sunday.


minuts ago.



Student 13 1

9

themorning

beautiful mountain last
Sunday.
Omission

Addition

Intralingual

Intralingual

for singular noun.

last Sunday.


68

14

ago.

Addition

Intralingual

minuts ago.


Student 14 1

5

6

14

themorning.

Tia : Did you visits your
Tio : yes, I did

Thestudents is studing

minuts ago.

Omission

Addition

Misformation

Misformation

Intralingual



Interlingual

for singular noun.

Tio: yes, I did



should bestudy.

minuts ago.


69

20

birthday last year.

Addition

Intralingual


Student 15 9

20
Sunday.

birthday last year.
Misformation

Misformation
Intralingual

Intralingual
last Sunday.



Student 16 5

9

Tia : Did you visited your
Tio : yes, I did

My brother did not
drawing a beautiful
Misformation

Misformation

Intralingual


Tio: yes, I did


last Sunday.

70

20

birthday last year.

Misformation

Intralingual




Student 17 5

9

10

Tia : Did you visiting your
Tio : yes, I did

My brother did not
drawing a beautiful
mountain last Sunday.

My sister cooked ricein
thekitchen everyday.

Misformation

Misformation

Misformation

Intralingual



Tio: yes, I did


last Sunday.



for singular noun.

71

20 Sinta did not celebrates her
birthday last year.
Addition Intralingual Sinta did not celebrateher birthday last year.

Student 18 5

6

8

17

Tio : yes, I did


sleeping Now.


Misformation

Misformation

Misformation

Misformation

Intralingual





should bestudy.


should bestudy.


beis.

everyweek.
should bego.

72

20 Sinta did not celebrated her
birthday last year.
Misformation Communicativestrategies


Student 19 1

3

4

6

themorning.

Shewas passing the
English test last week.

Ali is not sent aletter to his
friend this morning.

Thestudents studied

Omission

Misformation

Misformation

Misformation

Intralingual

Intralingual

Intralingual


for singular noun.


Ali is not sending a letter to his friend this
morning.



should bestudy.

73

11

18

20
Listen, theboys next door
is singing my favorite
song.

not watched moviethis
week.

birthday last year.
Misformation

Misformation

Misformation
Intralingual


Intralingual
Listen, theboys next door aresinging my
favoritesong.

progress at themoment. Thesubject is plural,
so auxiliary verb should beare.

moviethis week.




74

Student 20 6

8

9

10

Thestudents studied

sleeping Now.

Sunday.

kitchen everyday.

Misformation

Misformation

Misformation

Omission



Intralingual

Interlingual


should bestudy.


beis.

last Sunday.



for singular noun.

75

20 Sinta did not celebrated her
birthday last year..
Misformation Intralingual Sinta did not celebrateher birthday last year.

Student 21 6

8

9

Thestudents studied

sleeping Now.

My brother did not draw a
Sunday.

Misformation

Misformation

Addition



Intralingual


should bestudy.


subject is singular, so auxiliary verb sh My
father is not driving a car to Bandung.

last Sunday.


76

12 My father is not drives a
car to Bandung..
Misformation Intralingual My father is not driving a car to Bandung.

participle(ing-form).ould beis.
Student 22 5

9

12
Tio : yes, I did

Sunday.

car to Bandung.
Misformation

Misformation

Misformation
Intralingual

Intralingual

Intralingual
Tio: yes, I did


last Sunday.




77

Student 23 1

9

10

12

20
themorning.

Sunday.


My father is not drived a
car to Bandung.

birthday last year.
Omission

Addition

Misformation

Misformation

Addition
Intralingual

Intralingual



Intralingual
for singular noun.

last Sunday.



for singular noun.




78

Student 24 3

6

7

last week.


Ronald: do Bubu and Rio
Aya : yes, they did

Misformation

Misformation

Misformation



Intralingual




The sentence used theverb of plural and the
subject has not added by s. So the verb
should bestudy.

yesterday?
Aya: Yes, they did

or plular subject.

79

10

14

20

kitchen everyday.

minuts ago.

Sinta did not celebrating
her birthday last year.

Omission

Misformation

Misformation

Interlingual




for singular noun.

minuts ago.




80

Student 25 3

8

10

14

19

Shewas passing the
English test last week.

sleeping Now.


minuts ago?

Hecome to theparty three
days ago.

Misformation

Misformation

Misformation

Misformation

Misformation

Intralingual




Interlingual



beis.


for singular noun.

minuts ago.




81

20 Sinta did not celebrating
her birthday last year.
Misformation Communicativestrategies Sinta did not celebrateher birthday last year.

Student 26 3

9

12

last week.

Sunday.

car to Bandung.

Misformation

Addition

Misformation


Intralingual

Intralingual


last Sunday.




82

14

her friend afew minuts
ago.

Addition

Intralingual


minuts ago.

Student 27 6

9

12

Thestudents studied

Sunday.

car to Bandung.

Misformation

Misformation

Misformation


Intralingual

Intralingual


should bestudy.

last Sunday.




83

18

20

not watched moviethis
week.

birthday last year.

Misformation

Addition


Intralingual

moviethis week.



Student 28 1

5

8

themorning.

Tio : yes, I did

sleeping Now.
Omission

Misformation

Misformation

Intralingual

Intralingual


Adi always gets up early in themorning.
for singular noun.

Tio: yes, I did



84

17


Misformation

Intralingual
beis.

everyweek.
should bego.

An Analysis of Students Errors in Using English Tenses

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An Analysis of Students Errors in Using English Tenses

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AN ANALYSIS OF STUDENTS ERRORS

IN USING ENGLISH TENSES

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