CHAPTER I
INTRODUCTION
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 to be KTSP in 2008.
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 2004-2009 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 2004-2009. 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. Non-continuous tells something happening in the present time, like:
brochure, label, biography, diary, report, personal letter, etc. As it tells
some events, it usually uses sequence words such as: If, while, after, before,
until, etc. Then, tense used in recount text is simple present tense, because
it tells present 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
present 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 present Tense among the Ninth Year Students of
SMPN 3 Bengkulu.”
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 Bengkulu
The problem can be stated as follows:
-
What analysis is to be
described on the use simple present tense among students of the ninth year SMPN
3 Bengkulu?
-
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 Bengkulu on the use simple present 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 Bengkulu on the use
simple present tense.
-
To describe the frequency
occurrence of the errors made, among the students of the ninth year students of
SMPN 3 Bengkulu on the use simple present tense.
1.4.
Limitation of the Study
In this study, the researcher used a test to find the students
errors. She 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 Bengkulu.
The students did not concentrate on all structure/tense problems
found in students doing, since the researcher limited her study in the problem
of tense especially simple present tense.
1.5.
Significance of the
Study
The use of the result of the study has great sign finance:
1.5.1 For teacher:
- Teacher
will know the errors that usually make among students on the use of simple
present tense.
-
Teacher will be able to predict
the errors that probably will happen to the students so that he will be able to
overcome the troubles.
1.5.2
For the students:
-
The students will be able to
study the simple present tense more easily.
1.6.
Definition of key terms
To avoid misunderstanding of the concepts used in this study, some
definitions are provided as the following:
- Errors are
flowed side learned speech or writing they are those parts of conversation or
writing that deviated from some selected of nature language performance.
- Mistakes are
due to memory, lapses, physical static such as tiredness and psychological
condition such as strong emotion of the language the learner is making errors
are systematically made, it is due to do the learners still developing the
knowledge of the target language rule system.
- Simple present tense; the simple present is the tense normally used for the relation of
daily event, the simple present tense is used for actions completed in the
present at a definite time. It is used for an action whose time now terminated,
or occurred in period of time now terminated. It is also used for a present
habit, and it is used in conditional sentences, type I.
- Native language, the learner’s first language or mother tongue, in this case Bahasa
Indonesia.
- Target language, the new language the learners are learning, in this case English.
CHAPTER II
REVIEW OF RELATED LITERATURE
The purpose of the chapter to review literature related to (a)
errors and mistake, (b) errors analysis, and (c) English simple present tense.
2.1. Errors and Mistakes
Many linguists have defined differently what an error is based on
their own concept. Vicki Fromkin and Robert Rodman (1978: 361) states that the
human brain is able not only to acquire and store the mental grammar, but also
access that linguistic store house to speak and understand what is spoken,
meaning they are against the grammatical rule of the language and result in
unacceptable utterances, in second language learning they occur because the
learner has not internalized the grammar of the second language. In order
words, the student arise out of lack of competence, therefore errors are
systematical. Furthermore, they make a distinction between errors, mistakes,
and lapses.
Mistakes arise when the speaker fails to match the language to the
situation and result in appropriate utterances. Lapses, in the other hand,
arise out tiredness, nervousness; or stain which result in slip of tongue,
false starts confusion of structure, etc. Both mistake and lapses are not
systematical and belong to phenomena of performance.
Unlike the two definitions mentioned above, Dullay in Brown (1987:
170) uses the term “errors” to refer to any deviations from a selected norm of
language performance, and matter what the characteristics or causes of the
definitions might be. They also explain that the norm used to identify the
errors may be anyone of the dialect of other varieties of language the native
speaker uses.
The terms errors, as noted by Dullay above is used for the
systematic deviations due to the learners still developing knowledge of the
target language rule, system or for idiosyncrasies in the inter language of the
learner which are direct manifestations of system with which a learner is
operating at the time.
In this present study the researcher prefer to use the definition of
errors given by her on the consideration that this study is not intended to
differentiate between errors and mistakes.
2.2. Error analysis
2.2.1. The Role of Error
Analysis in Language teaching and Learning.
In language learning the study of the
learners has become very important and has always been a cause of much concern
to the teacher and text-book writers alike. It has been used as indicator of
learning and guide in teaching. The study or learners errors are known as error
analysis. Error analysis shows the significance of learner’s errors and three
ways:
(1)
They tell the teachers how far
the learners have progressed and what remains for them to learn.
(2)
They provide evidence to
researchers of how language is learned of acquired and what strategy or
procedure the learner is employing to learn the language, and
(3)
They serve as feedback to the
learner of hypothesis she is using
Further more, Sue loarch (1984: 11) states
that error analysis is not confronted with the complex theoretical problem
encountered by contrastive analysis, e/q/ the problems of equivalence.
According to Soetikno (1996: 187)
contrastive analysis has in many case, failed to predict learning problems,
despite the claim that contrastive analysis has not only predicated
difficulties in the areas where the mother tongue and foreign differ but also
in the case of linguistic features that are unknown in the sources language.
However, there are weaknesses of error
analysis are also started by Zuchrudin Surya Winarta and Hariyanto in their book “Translation”
(2003: 17)
The points out of their major weaknesses of
error analysis are:
(1)
The confusion of error
description with error explanation (the process and product aspect of
analysis).
(2)
The lack of precision and
specificity in the definition of error categories and
(3)
Simplistic categorization of
the causes or learning’s errors.
As stated by Baradja (1990: 96), there are
three major difficulties in conducting error analysis. There are:
(1)
Difficulty in giving meaning to
the student utterances. If often happens that the researcher are usually and
other activities that she does not have time to make reconstruction of students
wring utterances or to return them to their original sentence or corpus, These
often cause mistake and produce unmeaning finding.
(2)
Difficulty in creating
instrument, which can be used to obtain the information that we need. If the
instrument we make is not good and systematic, we will get invalid and
unmeaning data. In other words the information Data we do not contain error
since students may avoid using difficult items.
(3)
Difficulty in classifying the
errors.
To classify errors into types is not easy
work and it takes much time.
Sometimes students are wrong utterance
cannot be regarded as ‘error’.
2.2.2. Categories of Errors in Error
Analysis
To categorize error into classification
based on the types or the sources of errors is not easy work. Many times error
cannot be traced back into one source. More over, the boundaries between
different sources of error many sometimes be unclear that the arbitrary
classification decision unavoidable
According to the process editing written by
Sue Loarch in her book (1984: 181) the writer concludes that there are two
categories of errors, global and local errors.
Global errors are thus which affect the over
all sentence organization significantly, while local errors are those affect
single element (constituent) in a sentences.
Suotikno (1996: 181) made a classification
of errors in comparative taxonomy based on comparisons between the structure of
L2 errors and certain other types of constructions there comparisons result in
four types of errors; developmental, inter-lingual, ambiguous and other errors
Further more, based on surface strategy taxonomy, Soetikno (1996: 181) give
emphasis on the ways surface structure is altered. Learners may omit necessary
items or add unnecessary ones, they may misfire item or miss order them. Thus,
the errors may be in the form of omission, addition, miss formation, and miss
ordering errors types.
Omission errors are characterized by the
absence of an item that must appear in a well-formed utterance. Although any
morpheme or word in a sentence is a potential candidate for omission, some
types of morpheme are omitted than others.
Additional errors are the opposite of
omission. They are characterized by the presence of an item, which must not appear
in a well-formed utterance. Additional errors include double marking,
regularization and simple addition that is an addition that is not double
marking or regularization.
Misformation errors are characterized by the
use of the wrong from of morpheme or structure, while in omission errors the
items is not supplied at all, in miss-formation errors the learners. Supplies
something although it is in correct.
Misordering errors are characterized by the
incorrect placement of a morpheme or group morphemes in an utterance.
This study has the same purpose as Dulay’s
statement in the classification of error types. The error classification is
intended as an aid to present data rather than to create a basic for extensive
speculating concerning the source of errors.
2.3. English simple
present tense
The simple present tense indicates that on
activity or situation began and ended at a particular time in the past.
Example:
-
I walk to school everyday.
-
He brings a new car three
times in a week.
Sentence pattern of simple present tense:
Affirmative (+): S + V1 (-s/ -es) + c (complement).
Example:
-
He sweeps the yard in the
morning.
-
I play piano everyday.
Negative (-): S + do/does not + infinitive +c.
Example:
-
I do not walk to school.
-
He does not bring a new car.
Interrogative (?): Did + S +
infinitive + c?
Example:
- Do
you walk to school?
-
Does he bring a new car?
The use of this tense is limited to indicate
that an activity, state or occurrence in daily without indicate any connection
with the “everyday” is one of the safe time signals for this tense.
In the simple present tense we must use
verb-I and added –s or –es for all singular subjects.
The verbs in the simple present tense
there are of two forms:
1)
Transition Verbs:
a. The simple present tense using transition verb
is formed by adding “-s/-es” to the infinitive:
Work _ Works
Cook _ Cooks
b.
Verbs ending in “e” add “s”
Only
Love-Loves
c.
Verbs ending in “y” following
consonant change the “y” into “i” before adding “es”:
Study - Studies
Fly - Flies
2). Bare Infinitive Verbs
These very considerably in their simple
present form:
To speak - Speak
To eat - Eat
To See - See
To leave - Leave
To come - Come
To fight - Fight
To find - Find
To hold - Hold
To make - Made, etc
The simple present form of the usage of
these verbs must therefore be learnt, but once this is done there is no other
difficulty, as time sequence.
CHAPTER III
RESEARCH METHODS
3.1. Research Design
The use of method in a research is very necessary, because it will
be able to help a researcher to get data easily. There are some methods that
can be used to do research. They are experiment, this survey method. And this
survey method the research the method that was used was survey. It is a method
used to describe phenomena of a case by taking its data that will be analyzed
and generalized to the population of research through Descriptive to
qualitative samples.
The case that was surveyed in this research was about phenomena of
English simple present tense errors committed among the ninth year students
of SMPN 3 Bengkulu
3.2. Place and time of
research
3.2.1. Place of Research
In trying to get relating to variables of
research, it is necessary to determine where the research must be held. In
doing a research the area where the data will be taken it must be held. In
doing a research the area where the data will be taken must be restricted. It
aims to make the research easy to be done, and it does not need much time, and
finance. The area used in the research should have good quality, because it will
be used as a place to get valid data. This research are taken at school of the
ninth year students of SMPN 3 Bengkulu
3.2.2. Time of Research
To determine how long the research must be held, it is necessary to
arrange the time schedule of research according to the activities done is
research. The activities were begun by proposing design of research and the
research started on 04th March 2008 and finished 1st July
2008.
3.3. Population and Sample
3.3.1. Population
Population is all individuals becoming subjects of research. Usually
the number of population in the area of research is great. It must consider the
ability of population. Because it will be influence whether the result of
research is good or not.
This research, the population is the whole numbers of the ninth year
students of SMPN 3 Bengkulu – Kediri.
There are three classes. Every class consists of 44 students. So the total
numbers are 132 students.
3.4.2. Sample
Sample is part of population becoming
subjects of research. The sample will be taken of the subjects or individuals
in area of the research are great enough. It is too many to make data from all
individuals in area of the research.
The data can be gotten from part of
population by using technique or random sampling. It is technique of taking
part of population or sample at random. It means that all individuals in the
population get the some chance to be selected to become the member of sample.
Meanwhile the sample of this research is 50
students. In class IX A, it will be taken 17 students, class IX B will be taken
17 students and class IX C will be taken 16 students.
3.4. Instrument of Research
Instrument used to get data in this research
was in the form of topics list used in the writing composition. The instrument
used in the research should be appropriate with the variables of research. So
in order to get data relating to each variable, the researcher used the form of
topics list as instrument for asking the students to produce their language in
the form of written language through writing composition spontaneously in the
class.
3.5. TECHNIQUE OF DATA COLLECTIONS
The technique used to collect data in this
research was by giving a test of writing composition to the students. The
purpose of giving the test was to ask the students to produce her/his language
through writing an English composition spontaneously. It means that it does not
give the opportunity to the students to look up his/her note.
The result of the student’s work was needed
to analyze her language, which has many kinds of errors. So in this case test
did not measure the student’s ability in the writing skill, but it analyzed the
student’s errors in producing their language in the written from in the aspect
of English simple present tense.
3.6. DATA ANALYSIS
The data were the errors found in the
sentences in the students writing. After the records had been collected, the
data processing procedure was carried out.
According to the Carden’s Model (1987:173)
the first step in process if analysis is the identification of errors. After
identifying the errors the total number of errors, made by the learners was
counted, and the value each errors was 1 (one).
After the identification of the errors the
researcher formed a reconstruction of the correction of the sentences in the
target language, or on the other word, the researcher comBengkulud the original
sentences and finally describe the differences.
BIBLIOGRAPHY
Allan, Ws.1975. Living English
Structure. London:
Longman Group Limited.
Dankin, J. 1974. Techniques in Applied Linguistics. Oxford University
Press. Source, Cause and Significance. In
Richards, J.C. (ED).
Dulay, H. Burt, M. and Krashen, S. 1982. Language Two. New
York: Oxford
University Press.
Echols, John M. & & Hassan Shadely. Kamus Inggris Indonesia. Jakarta: PT. Gramedia.
Join, M.P. 1992. Error Analysis, Source, Cause and Significance. In Richards, J.C.
(ED). Error Analysis: Perspectives on
Second Language Acquisition. London:
Longman Group Limited.
Richards, D.C. (ED). 1974, Error Analysis: Perspectives on Second
Language Acquisition. London:
Longman Group Limited. Robert Khorm,
English Sentence Structure, 1971, The University of Michigan.
Wierma, W. research Methods in Education on
Introduction. University
of Tolado: FE. Peacock
Publisher, Inc.
TABLE OF CONTENS
TITLE..………………………………………………………………………… i
TABLE OF
CONTENTS…………………………………………………………. ii
ABSTRACT………………………………………………………………………. iii
CHAPTER I: INTRODUCTION
1.1
Background of study………………………………………………. 1
1.2
Statement of Problem ………………………………………….. 5
1.3
Objective of the of Study………………………………………… 6
1.4
Limitation of the study…………………………………………… 6
1.5
Significance of study……………………………………………….. 6
1.6
Definition of key terms……………………………………………. 7
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1
Errors and Mistakes……………………………………………….… 9
2.2
Errors Analysis……………………………………………………… 10
2.2.1
The Role of Error Analysis in Language
Teaching and Learning…………………………………….. 2
2.1.2 Categories of Errors in Error
Analysis………………………... 14
2.3
English Simple present Tense………………….................................. 17
CHAPTER III: RESEARCH METHOD
3.1
Research Design…………………………………………………..… 17
3.2
Place and Time of Research………………………………………….. 17
3.2.1
Place of Research…………………………………….............. 17
3.2.2
Time of Research………………………………………………. 18
3.3
Population and Sample………………………………………………… 18
3.4.1
Population……………………………………………………… 18
3.4.2
Sample……………………………………………………….. 18
3.4
Instruments of Research………………………………………………. 19
3.5
Technique of Data Collecting………………………………………… 19
3.6
Data Analysis…………………………………………………………. 20
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ACKNOWLEDGEMENT
First of all, the
writer would like to say alhamdulillah to Allah SWT. for giving the writer
health, strength, and knowledge to finish this thesis entitled
This thesis is a partial requirement for “sarjana degree”
(SI) in English Study Program of IAIN Bengkulu. The writer believes that only
God’s blessing and disposing that allow the writer to finish this thesis.
Finally, the writer realized that it was still far from
being perfect, therefore any suggestion and constructive criticism are always
welcome for the better.
The researcher
|
AN
ERROR ANALYSIS ON THE USE OF SIMPLE PRESENT TENSE AMONG THE NINTH YEAR STUDENTS
OF SMPN 3 BENGKULU
By
ABDUL YONGKI SYAPUTRA
Nim : 2123238757
ENGLISH EDUCATION STUDY PROGRAM
TARBIYAH DEPARTMENT
INSTITUT AGAMA ISLAM NEGERI
(IAIN BENGKULU)
2015
 |
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