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Contoh Wawancara : Pewawancara : Apakah anda mengalami kejenuhan

dalam belajar matematika? Siswa : Ya Pewawancara : Mengapa anda


mengalami kejenuhan dalam belajar matematika? Siswa : Karena gurunya
tidak bisa menyampaikan materi matematika secara menarik.
Pewawancara : Bagaimana menurut anda agar guru matematika bisa
menarik dalam menyampaikan materi? Siswa : Tidak monoton dalam
menyampaikan materi dan guru jangan galak. Pewawancara : Tidak
monoton yang seperti apa? Siswa : Dalam menjelaskan materi sebaiknya
menggunakan alat peraga sehingga membuat siswa tertarik dan tidak
mengantuk. Pewawancara : Apakah anda mengikuti les pelajaran
matematika di luar sekolah? Siswa : Ya Pewawancara : Mengapa? Siswa :
Karena saya tidak memahami materi matematika yang disampaikan guru di
kelas. Pewawancara : Apa harapan anda terhadap pembelajaran
matematika di kelas? Siswa : Sebaiknya guru matematikanya diganti
karena guru matematika yang mengajar di kelas tidak enak, galak dan
monoton.

1.1. Background of the Study


English as an international language has an important role to
develop science and technologies many countries in the world
use English as a medium of communication among people in
different countries, and also of writing many kinds of books in
which those are spread in different countries. In Indonesia
there are many kinds of foreign books written in English,
whether they are medical, Economical, Botanical, or other
books, they claim Indonesian students to be able to learn and
to use English in schools or in society in order that the books
they read can be applied in various fields so that the
development of science and technologies in Indonesia can be
obtained.

For many years, English has been the most important foreign
language in Indonesia, Which is taught from elementary school
to university. However, in senior high school, English is taught
as main subject in which the government has changed the
curriculum into Curriculum Based on Competence 2004.
According to Departemen Pendidikan Nasional (2003: 36).

The competence-basing language curriculum is a systematic


draft and strategy which build the communicative competence
or the competence of contextual. It means that it builds all the
basis of competences themselves. They are like linguistics
competences, social culture and strategies to make the benefit
context.

From the statement above, it is clear that Curriculum Based on


competence 2004 tries to develop and achieve the
communicative competence or discourse competence and has
perspective that is comprehensive to the discourse. The
learners must be able to master the four skills, they are:
listening, speaking, reading, and writing, also English
components such as: grammar, vocabulary, pronunciation, etc.

Among the four skills above, writing is the most difficult one.
Because it requires demonstrating the control of a number of
variables simultaneously; they are control of content, format,
sentence structure, vocabulary, punctuation spelling, etc.
Nunan (1989: 35) points out, It has been argued that that
learning to write fluently and expressively is the most difficult of
the macro skills for all language users regardless of whether
the language in question is first, second, or foreign language.
Another opinion comes from Heaton (1989: 138). He explain
that the writing skills are complex and sometimes difficult to
teach, requiring mastery not only of grammatical and rhetorical
devices but also of conceptual and judgment elements. It
means that ability to write needs a special skill and process in
organizing language material by using learners own words and
ideas and to be a good composition.

According to the results of the research done by the students


of IKIP Budi Utomo Malang show that in learning English, most
of the students find difficulties, especially in applying grammar
in their speaking and writing. So, they will make mistakes and
errors. It describes that learners ability in English is still poor
and they need to be taught more effectively.

The learners often make mistakes and even errors in learning


English, especially when they try to arrange sentences or use
tenses in their writing. As a result, they will write sentences
ungrammatically. Actually, ungrammatical sentences have
great influence when the learners are writing sentences. That
can be influenced by the first language which is different from
the second language in written form. Therefore, the first
language can interfere learners in the process of the second
language. Abbort (1981: 216) wrote,

For pedagogic purposes, teachers and others more likely to


be concerned with the performances of whole groups and
especially with the problems they have in commons. For these
purposes, we need to ensure that the data comes from fairly
homogeneous groups as regards mother tongue, age, previous
teaching, and if possible, intelligence. Perhaps the most
important of these factors is the mother tongue, particularly if
phonological errors arte being studied

From the statement above, it can be seen that errors in


learning a second language are caused by the interference of
the learners mother tongue. In other words, errors made by
the learners sometimes are caused by use of the first
language.
Making Errors are a natural and unavoidable part of the
process of learning English. Many kinds of errors arise when
the learners write because they do not master the English
structure well. Also, errors are the inability of the students in
using rules of the components and elements of the second
language. Brown (1987: 170) Said that second language
learning is a process that is clearly not unlike first language
learning in its trial and errors nature. It means that the learners
cannot avoid errors in learning second language. That
statement is supported by Wiganti (2000: 11)

Many linguist and researcher have found out that learners


errors may account the process of learning a target language,
in other words, making errors is considered to be natural to the
learners. More extremely, they hypothesize that errors should
not be viewed as problems to be overcome, but rather as
normal and inevitable features indicating the strategies that
learners use.

So almost all learners must make errors when they are


learning English because it is difficult to separate error in the
process of learning English.
Students errors are very useful ways of showing what they
have and have not learnt. Dubin F. and Olshtain E. (1986: 74)
reported,: , today errors are viewed as an integral part of the
language-learning process from which we can gain very
significant insight. It tells that errors are important to study in
order to understand the process of learning. A study of
learners errors describes what problems the learners are
having now and help the teacher to plan remedial work. In
addition, the teacher should not see negatively as a sign of
failure but see them positively as an indication of what the
teacher still needs to teach. So, if the teacher tries to prevent
students; errors, he/she never finds out what they do not know.

There are four standard competences in curriculum based on


competences in Curriculum Based on Competence 2004. One
of them is writing. In writing students are hoped to be able to
express many written meanings that have purposes in
communicative, text structure etc. They can develop their
writing in the forms of genre (kinds of text) such as: narrative,
descriptive, recount, news items, etc as a means of
communications.
One of genres is recount. Recount tells something happening
in the past time, like: history, journey, autobiography,
biography, diary, personal letter, etc. As it tells some events, it
usually uses sequence words such as: When, while, after,
before, until, etc. Then, tense used in recount text is simple
past tense, because it tells past events.

To make a good composition, the students must be able to


master and apply the structure correctly, especially about tense
used. In this case, the tense used is simple past tense. If they
cannot do that, of course, errors will arise. Automatically their
writing will cause misunderstanding for the readers, because
the readers cannot receive the massage or expression of their
idea well. Most of the students still find problems in using it,
because of their limited mastery, especially the differences
between regular and irregular verb. Therefore the writer wants
to analyze the errors made by the students and tries to give
solutions to overcome their problems. He chooses the title An
Error Analysis on the Use of Simple Past Tense among the
Ninth Year Students of SMPN 3 Pare.

1.2. Statement of the problems


Based on the background of the study there are problems,
which can be formulated after identifying the type errors,
omitted among the ninth year students of SMPN 3 Pare
The problem can be stated as follows:
- What analysis is to be described on the use simple past tense
among students of the ninth year SMPN 3 Pare?
- What analysis is to be described on the frequency occurrence
of the errors made among the students of the ninth year
students of SMPN 3 Pare on the use simple past tense?

1.3. Objective of the Study


This study has their objectives relating to the formulation of the
problems above. They can be stated as follows:
- To describe what errors, made among the students of the
ninth year students of SMPN 3 Pare on the use simple past
tense.
- To describe the frequency occurrence of the errors made,
among the students of the ninth year students of SMPN 3 Pare
on the use simple past tense.

1.4. Limitation of the Study


In this study, the researcher used a test to find the students
errors. He gave some material and the students all of them.
The researcher only took Indonesian students who were in the
ninth year students at SMPN 3 Pare.
The student did not concentrate on all structure/tense
problems found in students doing, since the researcher limited
his study in the problem of tense especially simple past tense.