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ERROR ANALYSIS IN THE APPLICATION OF SIMPLE PRESENT TENSE IN WRITING REPORT TEXT B ELEVENTH GRADE STUDENTS OF SMAN 1
NGUNUT IN ACADEMIC YEAR 2013/2014
Moh. Hanafi, M.Pd Dosen STKIP PGRI Tulungagung
ABSTRACT
In Indonesia, English is a second language. In senior high school, there are 4 skills that must be improved, namely listening, speaking, reading and writing. Many students think that the most difficult skill is writing. Based on the problem above, researcher conducted this study. This research is a descriptive qualitative research. This study is about error analysis in application simple present tense in writing report text by eleventh grade students of SMAN 1 Ngunut. The objectives of the study are (1) to describe the kinds of errors made by the eleventh grade students of SMAN 1 Ngunut in application of simple present tense in writing report text, (2) to describe frequency of errors made by the eleventh grade students in application simple present tense in writing report text. The result of analysis is there be found 14 types of errors. They are errors in case of pronoun (3,33%), case of adjective (2,22%), case of adverb (2,22%), formation of singular and plural (7,77%), article (3,88%), missing word (9,44%), preposition (11,11%), verb form (11,11%), punctuation (7,22%), spelling (6,66%) word choice (11,66%), capitalization (4,44%), sentence structure (13,33%) and passive voice form (5,55%). Based on the result of the research, the researcher suggests the students to practice their writing. If the students find difficulties, they can ask to the teacher or friends.
Key words : Error analysis, grammatical error, simple present tense.
Background of the study
As an International language,
English is needed in this modern era.
By mastering English, it will make the
communication easier with the other
people in the world. For many people,
learning to speak English well may be
the best thing that can do to improve
their life. It takes an important part in
every part of human international
relationship, such as science,
commerce, technology, culture, and
humanities.
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
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In many countries, English is the
dominant language. But, in Indonesia,
English is a foreign language. Based on
the curriculum 2006 of SMA, English is
one of subject that may be taught in
senior high school. In senior high
school, there are 4 skills that must be
improved, namely listening, speaking,
reading and writing. All of these skills
support to each others. Every skill has
different difficulties. In writing, the
process is more difficult than the other
skill. Many students get difficulties in
writing process, so they often get bad
score in this skill.
Writing is one of the skills
which must be improved by students.
The definition of writing according
Oshima (2006:265) is described below.
Writing is a process of creating, organizing, writing, and polishing. In the first step of the process, you create ideas. In the second step, you organize the ideas. In the third steps, you write a rough draft. In the final step, you polish your rough draft by editing it and making revisions.
There are many kinds of writing;
one of them is writing report text.
"Report is a text which presents
information about something, as it is. It
is as a result of systematic observation
and analyses. One of the characteristics
of report text is using simple present
tense”
(
http://www.englishindo.com/2012/03/re
port-text-penjelasan-contoh.html,
accessed on March 24th, 2012).
In learning writing process,
many students of senior high school
find difficulties in writing report text.
Some students make errors and
mistakes in their writing. Errors and
mistakes have different meaning. James
(1998) describes the differences below.
An error is an instance of language that is unintentionally deviant and not self corrigible by its author. A mistake is either intentionally or unintentionally deviant and self corrigible. Slips or lapses of the tongue, pen, or keyboard are easily detected and can be self corrected by their author unaided.
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
177
The example of mistake is using
inappropriate vocabulary, and the
example of error is grammatical error.
Many students make an error in creating
simple present tense when they write
report text. There are many differences
of errors are made by the students.
The objectives of the study
Based on the problems above,
the objectives of the study are:
1. To describe the kinds and
errors made by the eleventh
grade students of SMAN 1
Ngunut in application of
simple present tense in writing
report text.
2. To describe frequency of errors
made by the eleventh grade
student in application simple
present tense in writing report
text.
Error
In teaching and learning process
especially English, there are two terms
to differ done by the students, they are
mistake and error. Brown (2000) wrote
error is different from mistake. In
mistake, the students know and
understand the structure in use. Mistake
happened because of some factors such
as slip of tongue, slip of pen, mistake in
remembering, emotion etc. A mistake is
either intentionally or unintentionally
deviant and self corrigible. Slips or
lapses of the tongue, pen, or keyboard
are easily detected and can be self
corrected by their author unaided
(James, 1998). On other hand, error
happened because the students does not
know and understand about the
structure. An error is an instance of
language that is unintentionally deviant
and not self corrigible (James, 1998).
Many experts classify error in
different way. Error which can be
categorized based on surface strategy
taxonomy and linguistic category
classification.
1. Errors which are based on surface
structure taxonomies
In surface structure taxonomies,
error is classified into five categories.
Fitikides (in Andersen, 2011: 27)
classified error into five major
categories. First, misused form (wrong
preposition, wrong tense, etc.). Second,
incorrect omission (missing preposition,
missing auxiliary, missing morpheme
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
178
such as plural -s or past tense -ed, etc.).
Third, unnecessary words (superfluous
article, superfluous to, etc.). Fourth,
misplaced words (adverbials). Fifth,
confused words (wrong preposition).
2. Errors which are based on linguistic
category classification
James (in Andersen, 2011: 28)
categorized this error into three types.
1 Substance errors. It is classified
into two categories. First,
mechanical errors, such as
wearing error in punctuation,
typographic (keyboard-related),
dyslexic, confusibles
(anus/onus, cords/chords).
Second, misspellings proper. It
consists of mispronunciation and
written misencoding
(inter-/intralingual).
2 Text errors, it is divided into
three types. They are Lexical
errors, morphological errors, and
syntactic errors. Lexical error
consists of formal errors of lexis
and semantic errors in lexis.
Morphological error consists of
error in noun, verb, adjective,
adverb. Syntactic errors consist
of error in phrase structure,
clause, sentence, and
intersentence (cohesion).
3 Discourse errors, it consists of
coherence errors and pragmatic
errors.
Coherence errors include
topical, relational, and
sequential. The other hand,
pragmatic error includes taboos,
size of the imposition, value,
and power and social distance.
Based on the explanation above,
this research is included in linguistic
category classification. It is because this
research explains about error in sentence
structure. This study observes about the
error in simple present tense. The error
may happened in simple present is error
in subject and verb agreement, error
structural parallelism, error in pronoun,
error in adjective, error in adverb,
missing word, article, etc.
Error analysis
Error analysis is a study of
language errors. There are three stages
of error analysis. Coder (in Andersen,
2011: 23) identified three stages in error
analysis, they are recognition, linguistic
description, and psycho-linguistic
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
179
explanation. The first step is
recognition, knowing the types of error
very needed. After an error has been
identified, the next step is to classify it.
After knowing the error the next step is
description the error. The last step is
explanation the error.
This study focused on
grammatical error. Harris (1968:71)
states the kind of formal grammatical
matters is about subject and verb
agreement, structural parallelism, case
of pronoun, formation of adverb,
comparison of adjectives, formation of
adverb and formation of irregular verb.
The example of each case will be
described below.
Kinds of errors
Example of error
Subject and verb agreement
The two bridges is very unusual
He are my father
Structural parallelism
She enjoyed sewing, reading and sit.
Swim is my hobby
Case of pronouns
Dani go to Surabaya with her family
This car is ourCase of adjectives
My score is the best than my
friend’s score The afternoon
rush hour is the worse
Case of adverb
My mother speak English fluent
He runs very quick
Formation of irregular verb
He would tell us who had broke the window
The office is build by my father
(Kind of Formal Grammatical Matters
Based on Harris)
According to Pardiyono (2001:
23-24), there are three common errors
in creating simple present tense, they
will be described below.
Kinds of errors Examples of errors
Subject and verb agreement
I’am get up at five o’clock everyday
Singular and plural I buy ten book
My father has many cars
Missing word (transitive and intransitive)
We always study every night
Article the sweet oranges are my favorite fruit
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
180
(Kind of Errors Based on Pardiyono
Writing
Writing is one of skill that must
be mastered by students. Writing has
several meanings based on the experts.
Many experts have proposed the
definition and explanation of writing.
Widdowson (1978) states that writing is
the act of making up correct sentences
and transmitting them through the
visual medium as marked on paper.
Troyka (1987) states “Writing is a way
of communicating a message to a reader
for a purpose”. The purposes of writing
are to express one’s self, to provide
information for one’s reader, to
persuade one’s reader, and to create a
literary work. Based on the statement
above writing is making correct
sentence by purpose tell the experience,
information and persuade the reader on
a paper.
Fachrurrazy (1993:39) states the
purpose of writing can be classified into
five purpose. Firstly, to write in order to
learn, such as writing in book margin.
Secondly, to write in order to convey
emotion or feeling, such as writing in
diary. Thirdly, to write in order to
inform, such as writing in
announcement. Fourthly, to write in
order to convince or persuade, such as
writing in application letter. Fifth, to
write in order to entertain, such as
writing short stories for publication.
Based on Oshima (265: 265), in
writing, the writer has to do some steps.
1. Creating/Prewriting
The first step in writing process is to
choose a topic and collect information
about the topic.
2. Planning (outlining)
The second step of writing
process is planning (outlining). Here,
the writer organizes the idea into an
outline.
3. Writing
The third step in writing process
is writing. Writing is a continuous
process of discovery. In writing, the
writer may be added anew the idea or
delete ideas. The important one is the
idea must relevant with the topic.
4. Polishing
The last step in writing process
is polishing. It is also called revising
and editing. In revising step, we can
check the content based on unity, Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report
Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014181
coherence, and logic. In editing, the
writer must edit the error in grammar,
sentence structure, spelling, and
punctuation.
Report Text
Report text is a text described
about things and it is a result of
observation. "A report text describes the
way things are, with reference to a
range of natural, man-made and social
phenomenon in our environment”
(Bima, 2010:6). The purpose of report
text is to describe facts, such as subject
parts, behaviors and qualities. It is also
to describe about things, such as
mammals, the planets, plants, animals,
country, culture, transportation, and so
on.
Bima and Yuliani (2010: 6) state
report text consists of general
classification and description.
1. General classifications
General classification tells about
general statement. General classification
tells what the phenomenon under
discussion is. Besides, it also describes
about natural phenomena, environment,
social phenomena etc.
2.Description
Description tells about
something in detail. Description tells
what the phenomenon under discussion
like in term of parts (and their function),
qualities, habits or behaviors.
Every text has different
characteristics. Bima (2010: 6) states
the characteristics of report text as
follow: (a) Using of general nouns (b)
Using of relating verbs to describe
features (c) Using simple present tense
(d) Using of technical terms. Technical
terms is a term that related with the
topic in report text.
The differences between report text
and descriptive text
Report and descriptive text have
similarity in the social function and
generic structure. The purposes of the
two texts are to give the description of
the object. The differences is the scope
of the written object
(
http://www.englishindo.com/2012/03/re
port-text-penjelasan-contoh.html,
accessed on April 7, 2012).
The Simple Present Tense
In teaching and learning process,
the students often find difficulties in Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report
Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014182
tenses. There are many kinds of tense,
one of them is simple present tense.
Azar (1941: 3) says that simple
present tense expresses daily habits or
usual activities, general statements of
fact. It is used for events or situations
that exist always, usually, or habitually
in the past, present, and future”.
According to Wishon (1980: 192),
the simple present tense performs the
following functions:
1. Expresses general
truths.
2. Expresses customs and
habitual actions, often
with such adverbial
expressions as
frequently, usually,
every day, and so on. It
is also the usual present
tense form of stative or
“private” verb, such as
wish, hope, fear, love,
like, understand, and
know.
3. When used with the
verb do, shows
emphasis.
4. Expresses commands or
requests (second person
only)
5. Expresses future time
with a future time
adverbial.
Verbal sentence Examples
(+) S + V-1(s/es) + O
(-) S + do/does+ not + V-1 + O
(?) Do/does+ S + V-1 + O?
(+) He speaks English
(-) He does not speak English
(?) Does he speak English
Nominal sentence Examples
(+) S + is/am/are +C
(-) S + is/am/are + not + V-1 + C
(?) Is/am/are + S + C?
(+) He is happy
(-) He is not happy
(?) Is he happy?
Azar (1941: 6) states that
there are seven time signals of simple
present tense from 100% of the time to
0% of the time, they are:
1. Always
Always is used to show the
activity that is always happened.
2. Usually
Usually is used to show the
activity that is usually happened.
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
183
3. Often
Often is used to express the
activity that is often happened.
4. Sometimes
Sometimes is used to express the
activity that is sometimes
happened
5. Seldom
Seldom is used to express the
activity that is seldom happened.
6. Rarely
Rarely is used to express the
activity that is rarely happened.
7. Never
Never is used to express the
activity that s never happened.
According Pardiyono (2001: 23-
24), there are three common errors in
creating simple present tense, they are:
1. Be (is/am/are) usually is used
with verb.
For example in sentence “I’am
get up at five o’clock everyday.
This sentence is wrong. The
correct sentence is “I get up at
five o’clock everyday.
2. Suffix –es/-s in creating verb for
singular subject usually
incorrect.
For example in sentence “he go
to work by bus”. This sentence
is incorrect. The correct sentence
is “he goes to work by bus”.
3. In using transitive and
intransitive verb, many students
also get an error.
For example in sentence “we
always study every night”. This
sentence should be “we always
study English every night.
Beside that, the other errors based on
Halimb (2004: 1-4) are:
1. Using infinitive without “to”
and “s” after modal
The example of wrong sentence
is “he can does two things at the
same time. It should be “he can
do two things at the same time”.
2. Error in using article
a. To tell something in general
usually using plural form
without article. For the
example is “sweet oranges
are my favorite fruit”. The
wrong sentence is “ the
sweet oranges are my
favorite fruit”.
b. Article “the” in proper noun
is wrong structure.Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report
Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014184
The wrong sentence “the
Cowie move out every
night”. It should be “Cowie
moves out every night”.
3. Error in using possessive
pronoun
a. My, your, their, our, his, her,
its as determiner.
For example “That is my
book”.
b. Mine, your, theirs, ours, his,
hers is Promina.
For example “ours is a small
car”.
Research Design
The research design of this study
is qualitative research. Qualitative
research is a social inquiry, its goal is to
gain a deeper understanding of person’s
or group’s experience. It is also used to
gain insight into people’s attitude,
behaviors, value systems, concerns,
motivations, aspirations, culture or
lifestyles. The differences between
qualitative and quantitative research is
quantitative data is measurable, while
qualitative data cannot be put into a
context that can be graphed or displayed
as a mathematic term.
Population and Sample
The population of this research
is eleventh grade students of senior high
school at SMAN 1 Ngunut. Eleventh
grade consist of 6 classes of IPA and 5
classes of IPS. They are . XI IPA 1 have
29 students, XI IPA 2 has 30 students,
XI IPA 3 has 30 students, XI IPA 4 has
30 students, XI IPA 5 has 31 students,
XI IPA 6 has 30 students, XI IPS 1 has
28 students. XI IPS 2 has 28 students,
XI IPS 3 has 27 stuidents, XI IPS 4 has
28 students, and XI IPS 5 has 26
students. The total is 317 students.
To take the sample in this study,
the researcher use simple random
sampling. From the 6 classes of IPA
and 5 classes of IPS, the researcher take
XI IPS 5 as sample. This class consists
of 26 students.
Research procedure
This research focused on the
problem of eleventh grade student of
SMAN 1 Ngunut. To do this research,
the researcher is conducted in several
stages. Firstly, the researcher arranges a
schedule to do observation. It is
including asking permission to
headmaster of SMAN 1 Ngunut.
Secondly, researcher designs a writing
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
185
test to observe the student. Here, the
researcher prepares the instrument.
Thirdly, the researcher does the writing
test by writing report text. The last stage
is analyzing the student’s writing test
and describing the result of the research.
The Research Instruments
Research instrument is a media
that is used by researcher to collect the
data. The instrument of this research is
test of writing. Error analysis is a study
by using assignment writing. It is
because the researcher asks the student
to write report text. Based on the result
of this test, the researcher can analyze
the errors.
The writer gives an assignment
to eleventh grade student to create
report text based on the topic. To make
clear about a topic, the researcher gives
some topics to students; they are
animal, plant, country, and sport. Beside
these topics, the researcher permitted
the student to choose their own topic.
To help students about difficult word,
the teacher permitted student to open
the dictionaries.
Data Collection Method
In this study, the researcher’s
technique to collect data is by using
writing assignment. The source of data
is error made by eleventh grade student
of SMAN 1 Ngunut in writing report
text.
The Technique of Data Analysis
There are three stages in error
analysis, they are recognition, linguistic
description, and psycho linguistic
explanation. In this study, the first step
is finding the error. The next step is
describing the error, classifying the
error based on the type. The last is
counting the percentage of error in each
type.
After getting the total of each
type, the next analysis is counting the
percentage of error. To measure the
relative frequency errors, the researcher
uses this formula.
P = FETF
×100 %
P = percentage of the frequency of error
TF = total of frequency of error
FE = frequency of errors in each type
Research Findings
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
186
After the researcher conducted
the research, she analyzes the data.
Based on result of writing test of XI IPS
5, the researcher presents some
examples of errors in writing report text
made by XI IPS 5 as follow.
1. Error in case of pronouns
Actually, the students did not make
errors in all of the pronoun form. The
most happen is in subjective pronoun
and possessive pronoun. Generally,
the students make errors in subjective
because they called animal by using
she or he.
2. Errors in case of adjective
Most of errors in adjective happened
in comparison degree. The eleventh
grade students of SMAN 1 Ngunut,
usually made errors in comparative
and superlative degree. Besides, they
also made errors in irregular
adjectives, such as better.
Errors in case of adverb
3. Errors in adverb usually happen in
adding –ly.
Most of errors in adverb happened in
verbal sentence. The eleventh grade
students of SMAN 1 Ngunut, usually
made errors in verbal sentences.
4. Errors in singular and plural
Singular and plural pattern was
studied by the student in elementary
school, but they still make error in this
case. Usually, they did not adding s in
the plural noun. Although, it is simple
pattern, but there are still many
students made errors in this case.
5. Errors in article
Many students made error in using
article “the” and ”a” . Article “the”
should be used when she/he thinking
about the same specific things or
persons or mentions a noun the second
time, but there are students used “the”
in the first time. Article “a” should be
used in singular, but there are students
used “a” in plural. Errors in missing
word
In this case, the students did not make
a complete sentence. For example is
the students did not give an object to
the transitive verb.
6. Errors in preposition
Many students made errors in
preposition, especially in using “of”,
“at” and “to”. Sometimes, they add
preposition in sentence whereas it is
not needed.
7. Errors in verb
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
187
Errors in verb usually happen because
the students used verb-ing in their
sentences whereas it is not progressive
sentence. Besides, most of them made
errors in this case because they still
confuse to connect between “has” and
“have” with their subject. Sometimes,
they was used “have” to the singular
noun or “has” to the plural noun. Here
will be presented some errors in this
case.
8. Errors in punctuation
There are many students make errors
because lack of punctuation in their
sentence, especially comma. Many
students did not use comma in the
sentences whereas it is needed.
9. Errors in spelling
In Indonesia, English is a second
language. There is difference between
pronunciation and writing. Many
students of the eleventh grade of
students made error in spelling
because they write word like their
pronunciation.
10. Errors in word choice
Here, the students using a wrong
vocabulary in their sentences. It is
happened because they directly used
word from the dictionaries without
think about the meaning
11. Errors in capitalization
Although the eleventh grade students
is senior high school level, but many
students still make errors in
capitalization.
12. Errors sentence structure
Errors in sentence structure are the
highest errors. It is because they still
make a sentence in Indonesian
pattern. Many students made
sentences like they made sentences
in Indonesian.
13. Errors in passive voice
Many students also used passive
voice in their sentence when they
create simple present tense. Creating
passive voice is difficult enough, so
many students made errors in passive
voice.
Frequency of Errors
The counting of total errors
made by the eleventh grade students of
SMAN 1 Ngunut, will be presented
below.
Counting of total errors
Nam
Kinds of errors
1 2 3 4 5 6 7 8 9 1 1 1 1 1
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
188
e 0 1 2 3 41 √ √ √ √ √ √ √2 √ √ √ √ √ √ √ √ √ √3 √ √ √ √ √ √ √ √4 √ √ √ √ √ √ √5 √ √ √ √ √ √ √6 √ √ √ √ √ √ √ √7 √ √ √ √ √ √ √ √8 √ √ √ √ √ √9 √ √ √ √ √ √ √ √10
√ √ √ √ √ √ √ √ √
11
√ √ √ √ √ √ √ √ √
12
√ √ √ √ √ √ √ √
13
√ √ √ √ √ √ √ √
14
√ √ √ √ √ √ √ √ √ √
15
√ √ √ √ √
16
√
17
√ √ √ √ √ √
18
√ √ √ √ √ √ √ √ √
19
√ √ √ √ √ √ √ √ √
20
√ √ √ √ √ √ √ √ √
21
√ √ √ √ √ √ √
22
√
23
√ √ √ √ √
24
√ √ √ √ √ √
25
√ √
26
√ √ √ √ √ √ √ √
Tot
6 4 4 14
7 17
20
20
13
12
21
8 24
10
Based on the total of each types,
the frequency of errors can be counted
by previous formula. From the data
above, the researcher can made table
below.
Percentages of errors
No Kind of errors
Total of errors
Percentage
1 Case of pronouns
6 3,33%
2 Case of adjectives
4 2,22%
3 Case of adverb
4 2,22%
4 Formation of singular and plural
14 7,77%
5 Article 7 3,88%6 Missing
word17 9,44%
7 preposition 20 11,11%8 Verb form 20 11,11%9 punctuation 13 7,22%10 Spelling 12 6,66%11 Word
choice21 11,66%
12 capitalization
8 4,44%
13 Sentence structure
24 13,33%
14 Passive voice
10 5,55%
Total
180
Table above explain a kind of
error made by eleventh grade students
of SMAN 1 Ngunut in writing simple
present tense. From the data above, the
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
189
biggest errors made by students is
sentence structure.
Discussion
There are many errors made by
the eleventh grade students in writing
simple present tense. The result of this
analysis was the researcher finds about
14 kinds of errors. They are errors in
sentence structure (13,33%), word
choice (11,66%), preposition (11,11%),
verb form (7,22%), missing word
(9,44%), formation of singular and
plural (7,77%), punctuation (7,22%),
spelling (6,66%), passive voice
(5,55%), capitalization (4,44%), article
(3,88%), case of pronoun (3,33%), case
of adjective (2,22%), and case of adverb
(2,22%).
In conclusion, there are still
many errors in student’s writing,
especially in writing simple present
tense. So, the students need to develop
their skill in writing. They need to
practice their writings, it can be done at
school or home. By developing their
writing, their score will increase.
Conclusion
According to the findings of the
study, it could be concluded that the
researcher found that the student made
many errors in their writing in simple
present tense, especially in grammatical
errors. The grammatical errors which is
found by researcher are error in
pronoun , case of pronoun, case of
adjective, case of adverb, formation of
singular and plural, article, missing
word, preposition, verb form,
punctuation, spelling, word choice,
capitalization, sentence structure and
passive voice form.
In conclusion, the result of the
analysis above showed are error in case
of pronoun (3,33%), case of adjective
(2,22%), case of adverb (2,22%),
formation of singular and plural
( 7,77%), article (3,88%), missing word
(9,44%), preposition (11,11%), verb
form (11,11%), punctuation (7,22%),
spelling (6,66%) word choice (11,66%),
capitalization (4,44%), sentence
structure (13,33%) and passive voice
form (5,55%).
From the data above, can
conclude that there are 14 errors found
in writing simple present tense made the
eleventh grade students of SMAN
1Ngunut.
Suggestions
Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014
190
Based on the result of the
observation, the researcher gives some
suggestion for these following people:
1. For the English teacher
To make student’s writing better
than before, begin asking the
students in simple sentence. It is
because the researcher found
many sentences which have not
subject. Simple sentence
consists of subject and object.
After they can create simple
sentence, the English teacher
can develop it into complex
sentence.
2. For the students
The students need to practice
their writings, it can be done at
school or at home. If the
students find difficulties, the can
ask to the teacher or friends. It’s
better if they can write English
everyday although it just one
sentences. To make English
writing became habitual of the
student, the students can write
their diary in English or sending
short message to their friends by
using English.
3. For future researchers
For the future researchers who
want to do the similar research,
the result of this study can be
used to find out other error
analysis problems in state
college or private college with
different sample and population.
Hopefully, these suggestions can
be applied by English teacher and
students in teaching and learning
process, so it can develop the ability of
students in writing, especially in
English writing.
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