error analysis stain salatiga
TRANSCRIPT
ERROR ANALYSIS
ON THE USE OF SIMPLE PRESENT TENSE
IN PAPER ASSIGNMENT OF WRITING SUBJECT
MADE BY THE FOURTH SEMESTER STUDENTS
OF ENGLISH DEPARTMENT AT STAIN SALATIGA
IN THE ACADEMIC YEAR OF 2011/2012
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillments
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
By:
RISTI YANI RAHMAWATI
NIM. 113 08 015
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (STAIN)
SALATIGA
2012
DECLARATION
بسم هللا الرمحن الرحيم "In The Name of Allah the Most Gracious and the Most Merciful"
Hereby the writer declares that this graduating paper is made by the writer
herself, and it is not containing materials written and has been published by other
people and other people‟s ideas except the information from the references.
The writer is capable to account to her graduating paper if in the future, it
can be proved of containing others‟ idea or in fact, the writer imitates the others‟
graduating paper.
Likewise, the declaration is made by the writer and she hopes that this
declaration can be understood.
Salatiga, August 10th
, 2012
The Writer,
Risti Yani Rahmawati
NIM: 113 08 015
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : [email protected]
Salatiga, August 8th
, 2012
Dr. H. Sa’adi, M.Ag.
The Lecturer of Educational Faculty
State Institute of Islamic Studies Salatiga
ATTENTIVE COUNSELOR NOTE
Case : Ristiyani Rahmawati’s Graduating Paper
Dear
The Rector of State Institute
of Islamic Studies
Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Fina Farichah‟s graduating paper entitled ERROR
ANALYSIS ON THE USE OF SIMPLE PRESENT TENSE IN PAPER
ASSIGNMENT OF WRITING SUBJECT MADE BY THE FOURTH
SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT STAIN
SALATIGA IN THE ACADEMIC YEAR OF 2011/2012 I have decided and
would like to propose that if it could be accepted by Educational Faculty, I hope
this graduating paper can be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Counselor
Dr. H. Sa’adi
NIP. 19730815 19993 1 003
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : [email protected]
GRADUATING PAPER
ERROR ANALYSIS
ON THE USE OF SIMPLE PRESENT TENSE
IN PAPER ASSIGNMENT OF WRITING SUBJECT
MADE BY THE FOURTH SEMESTER STUDENTS
OF ENGLISH DEPARTMENT AT STAIN SALATIGA
IN THE ACADEMIC YEAR OF 2011/2012
WRITTEN BY:
RISTI YANI RAHMAWATI
11308015
Has been brought to the board of examiners of English Department of Educational
Faculty of State Institute of Islamic Studies (STAIN) Salatiga, in August 30th
2012 and hereby considered to completely fulfill the requirement for the degree of
Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department.
Boards of examiners,
Head : Prof. Dr. H. Muh. Zuhri, M.A
Secretary : Setia Rini, M.Pd.
1st Examiner : Norwanto, M. Hum.
2nd
Examiner : Faizal Risdiyanto, M.Hum.
3rd
Examiner : Dr. H. Sa‟adi, M.Ag.
Salatiga, August 30th
2012
Head of STAIN Salatiga
Dr. Imam Sutomo, M.Ag
NIP. 195808 27 198303 1 002
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : [email protected]
MOTTO
Blessing of my parents is one step to be successful person.
(Risti Yani Rahmawati)
I have done my best and Allah will do the rest because Allah
knows the best.
(NN)
DEDICATION
I hereby dedicate this graduating paper for:
1. STAIN Salatiga
2. All of the lecturers of STAIN Salatiga
3. My father (Iskandar), my mother (Hartini), my siblings, and all of my
family
4. All of the students of STAIN Salatiga
5. All of my friends in English Education Study Program
6. All of my friends in TBI A 2008
7. All of my closest friends
ACKNOWLEDGEMENT
Assalamu‟alaikum Wr.Wb.
In the name of Allah, The Most Gracious and The Most Merciful, The Lord
of Universe. Because of Him, the writer could finish this graduating paper as one
of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at
English Department of Educational Faculty of State Institute of Islamic Studies
(STAIN) Salatiga in 2012.
Secondly, peace and salutation always be given to our Prophet Muhammad
SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices,
guidance, help and encouragement from individual and institution, and I somehow
realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Imam Sutomo, M.Ag as the rector of State Institute of Islamic Studies of
Salatiga.
2. Suwardi, M.Pd. as the chief of Educational Faculty.
3. Mashlikhatul Umami, M.A as the chief of English Department.
4. Dr. H. Sa‟adi, M.Ag, as the writer‟s counselor who has educated, supported,
directed, and given the writer countless advices, suggestions, and
recommendation for this graduating paper from the beginning until the end.
5. Hammam, M.Pd and Win Listyaningrum, M.A that have given me an idea and
motivation to finish this graduating paper.
6. All of the lecturers at English Department of STAIN Salatiga.
7. All of the staffs that have helped the writer in processing of graduating paper
administration.
8. My beloved parents, my father (Iskandar) and my mother (Hartini), who
always give me sincere prayers for success in my life. Beloved aunt (Budhe
Ngatini) who gives me helpful effort to finish this graduating paper. Beloved
brothers (Vian and Adi) who always give their support to me. Beloved little
nephew (Reisha) who always cheers me up with his cries.
9. My beloved friends at KOPMA (Sari, Fina, Erna, Hery, Fian, Agus, etc) and
all of my friends at STAIN Salatiga especially A class (Eka, Ari, Mar‟atus,
Yunita, Ayik, Mazi, etc) who helped me finishing this graduating paper.
10. My best friends ( Mbak Dyah, and Mbak Dewi) thanks for your kindness.
Finally, this graduating paper is expected to be able to provide useful
information to the readers. The writer is pleased to accept more suggestion and
contribution from the reader for the improvement of the graduating paper.
Wassalamu‟alaikum Wr.Wb.
Salatiga, August 10th
, 2012
The Writer,
Risti Yani Rahmawati
NIM: 113 08 015
ABSTRACT
Rahmawati, Yani Risti, 2012, Error Analysis on the Use of Simple Present Tense
in Paper Assignment of Writing Subject Made by the Fourth Semester
Students of English Department at STAIN Salatiga in the Academic Year
of 2011/2012. A Graduating Paper. Educational Faculty. English
Department. Counselor: Dr. H. Sa‟adi, M.Ag.
Key Words: Error Analysis, Simple Present Tense, Paper Assignment
This study was carried out to describe the kinds of grammatical errors on
the use of simple present tense in paper assignment of writing subject made by the
fourth semester students of English Department at STAIN Salatiga. This study
was also intended to give some contributions concerning the factors that influence
the grammatical errors on the use of simple present tense in students‟ paper
assignment. This study is descriptive qualitative research. The writer had chosen
the fourth semester students of English Department at STAIN Salatiga in the
academic year of 2011/2012 and the subject were 47 students. The data were
analyzed by using error analysis method. The error types were classified based on
linguistic category, especially surface strategy taxonomy. The factors that
influenced the errors were found out from the result of the interview. The result of
this study showed that there were kinds of errors based on surface strategy
taxonomy such as omission of subject, omission of to be in the simple present
tense, omission of –s/-es in the verb form, omission of prepositions, omission of –
s/-es in the plural form, addition of s/-es in the singular form, addition of
possessive marker (‟s), addition of to be in the simple present tense, addition of
preposition, misformation, and misordering. According to the result of the study,
many errors in the students‟ paper assignments were due to several factors.
Meanwhile, the dominant factor was the students‟ lack understanding of English
grammar.
From the result above, the writer concludes that the students were still
making a lot of grammatical errors that were mainly influenced by the students‟
lack understanding of English grammar.
TABLE OF CONTENTS
TITLE ............................................................................................................ i
DECLARATION .......................................................................................... ii
ATTENTIVE COUNSELOR NOTES .......................................................... iii
CERTIFICATION PAGE ............................................................................. iv
MOTTO ....................................................................................................... v
DEDICATION .............................................................................................. vi
ACKNOWLEDGMENT ............................................................................... vii
ABSTRACT .................................................................................................. ix
TABLE OF CONTENTS .............................................................................. x
LIST OF TABLES ........................................................................................ xii
CHAPTER I INTRODUCTION
A. Background of the Study .......................................................................... 1
B. Limitation of the Study ............................................................................. 4
C. Statement of the Problem ......................................................................... 4
D. The Objectives of the Study ..................................................................... 5
E. Benefit of the Study ................................................................................. 5
F. Definition of Key Terms ......................................................................... 6
G. Review of Previous Study ....................................................................... 7
H. Method of the Research
1. Type of the Research ............................................................................ 8
2. Setting of the Research ......................................................................... 9
3. Data Source .......................................................................................... 9
4. Method of Collecting Data ................................................................... 10
6. Technique of Data Analysis ................................................................. 12
I. Outline of the Graduating Paper ............................................................... 14
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. The Meaning of Paper Assignment ......................................................... 15
B. The Notion of Error Analysis ................................................................... 17
C. The Differences Between Errors and Mistakes ........................................ 23
D. The Source of Errors ............................................................................... 25
E. The Definition of Tense .......................................................................... 27
F. The Definition of Simple Present Tense .................................................. 28
CHAPTER III RESEARCH REPORT AND
DATA PRESENTATION
A. The Profile of State Institute of Islamic Studies (STAIN) Salatiga ........ 35
B. The Profile of English Department of STAIN Salatiga ........................... 41
C. The Profile of the Fourth Semester Students of English Department of
STAIN Salatiga in the Academic Year of 2011/2012 ............................. 47
D. Grammar in Writing I Subject ................................................................. 49
CHAPTER IV DATA ANALYSIS
A. The Kinds of Grammatical Errors on the Use of Simple Present Tense
Made by the Fourth Semester Students of Writing I Class ..................... 51
B. The Factors that Influence the Grammatical Errors on the Use of
Simple Present Tense Made by the Fourth Semester Students of
Writing I Class ........................................................................................ 74
C. The Discussion of the Findings ................................................................ 82
CHAPTER V CLOSURE
A. Conclusion ............................................................................................... 84
B. Suggestion ................................................................................................ 86
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
LIST OF TABLES
Table 2.1 : The Form of Simple Present Tense .......................................... 31
Table 2.2 : Spelling of Third Person Singular Forms ................................. 32
Table 2.3 : The Form and The Use of “to be” in the Simple Present
Tense .......................................................................................... 33
Table 2.4 : Guidelines for Placement of Adverbs of Frequency and
Time Expressions ..................................................................... 34
Table 3.1 : Chief, Academic and Administration Staffs of STAIN
Salatiga ....................................................................................... 39
Table 3.2 : List of the English Department Lecturers ............................... 42
Table 3.3 : Competency of English Department of STAIN Salatiga
in the Academic Year of 2011/2012 ....................................... 43
Table 3.4 : Curriculum of English Faculty of STAIN Salatiga
in the Academic Year of 2010/2011 ........................................ 45
Table 3.5 : The Number of the Fourth Semester Students of Writing I
Class .......................................................................................... 47
Table 3.6 : The Participants of the Research The Fourth Semester
Students of Writing I Class (A Class and B Class) .................... 48
Table 4.1 : Error Sentences and Types of Errors........................................ 51
Table 4.2 : The Form of Omission Errors (Type 1) ................................... 63
Table 4.3 : The Form of Addition Errors (Type 2) .................................... 66
Table 4.4 : The Form of Misformation Errors (Type 3) ............................. 67
Table 4.5 : The Form of Misordering Errors (Type 4) ............................... 68
Table 4.6 : The Factors that Influence the Errors ....................................... 74
CURRICULUM VITAE
Name : Risti Yani Rahmawati
Place and Date of Birth : Salatiga, April 12, 1989
Address : Isep – Isep RT 03/RW 03 Cebongan, Argomulyo,
Salatiga 50731
Email/Phone Number : [email protected]/085727288623
Educational Background :
1. TK Sejahtera Loka, Salatiga, graduated in 1995
2. SD Kutowinangun 04, Salatiga, graduated in 2001
3. SMP Negeri 1 Salatiga, graduated in 2004
4. SMA Negeri 3 Salatiga, graduated in 2007
APPENDICES
The Interview Guidance and The Interview Questions
The Result of the Interview
The Sample of the Students’ Paper Assignments
Surat Keterangan Telah Melakukan Penelitian di STAIN Salatiga
Surat Ijin Penelitian
Surat Tugas Pembimbing dan Asisten Pembimbing Skripsi
Lembar Konsultasi Skripsi
Daftar SKK (Satuan Kredit Kegiatan)
CHAPTER I
INTRODUCTION
A. Background of the Study
Paper assignment becomes the significant task that should be
completed frequently by the students of English Department at STAIN
Salatiga specifically in writing subject. Commonly, this kind of assignment is
given to students by their lecturer to be finished out of the class time. Also, it
has to be submitted in written form discussing a certain topic.
In order to get a good construction and well arrangement in a written
form, the students have to produce good and right sentences. Hence, they
should know a set of rules that must be followed which is called grammar.
According to Radford (1988: 2), grammar is the description of the ways in
which words can change their forms and can combine into sentences in that
language. It can be sure that grammar is the essential part as a writing
guidance for students to make the sentences correctly and to convey the
meaning properly in particular written form.
Indeed, it is undeniable that writing in English is difficult enough for
some students because there are so many sorts of grammar which are actually
very complicated to apply in. However, it would be impossible to write the
language effectively without knowing the grammar, because it helps students
in delivering their ideas, messages and feelings in written form to the readers.
Also, students will be helpful to identify grammatical forms, which are useful
to enhance and to sharpen the expression of meaning.
Moreover, writing is one of the productive skills that have to be
mastered by students especially in English Department. It requires some
aspects such as wide perception, involving thinking process and need good
understanding on grammar. In this case, the strong foundation in grammar is
one important aspect that should be comprehended in order to make a well
structured writing. Particularly, written language without grammar would be
disorganized and causes such problems, like grammatical errors in writing.
Thus, students should have grammatical knowledge otherwise they will make
errors when they commit activity dealing with grammar as well as in writing
process.
As matter of fact, these errors so commonly occur to students in
college, for example when they complete paper assignment given in the very
beginning lecture of writing class. It happens since they use different rules in
the writing systems so they need considerable amount of time to be able to
master the rules of the target language well. This problem needs to be
considered seriously, because it will be bad habit for students when making
paper assignment later on if there is no more attention early. Sanal (2007:
597) clarifies that the more time they repeat their habitual errors, the more
difficult it becomes for them to eliminate those errors and to replace them
with normal English patterns.
Facing the condition above, writing in English is not easy for some
students. They may have difficulties when they use the language in writing.
Because of these, there will be errors that can be found in their written
product. While actually, making errors, students will build their new
knowledge to use the target language as Selinker (Mei Lin Ho, 2003: 1)
states, making errors during learning the second language can be considered
as a mean of building students‟ abilities because they can learn something
from making errors.
Nevertheless, these errors will influence their communication.
Therefore, it is important to analyze the errors because by learning the errors
there are many advantages. According to Corder as cited by Richards (1974:
25), errors could be significant in three ways: they provided the teacher with
information about how much the learner had learnt, they provided the
researcher with evidence of how language was learnt, they served as devices
by which the learner discovered the rules of the TL.
According to the statement above, the writer will find out the factors
and the dominant factors that influence grammatical errors in writing English.
The writer chooses the students at the fourth semester of English Department
as the subject of the research as they get a writing subject for the first time.
So, there are many grammatical errors will be produced by students in
making their paper assignment.
Therefore, the writer tries to do study dealing with the problem and
the study entitles ” Error Analysis on the Use of Simple Present Tense in
Paper Assignment of Writing Subject Made by the Fourth Semester
Students of English Department at STAIN Salatiga in the Academic Year
of 2011/2012.”
B. Limitation of the Study
This study is concerned on analyzing errors in paper assignment of
writing subject made by the fourth semester students of English Department
at STAIN Salatiga. The grammatical errors that are analyzed are on the use of
simple present tense as a basic pattern which is usually used in writing for
academic purpose such as paper. The writer uses the limitation in order to
give a clear description of discussion in this study. The writer hopes that the
results of this graduating paper can be some help not only for students to be
aware of the importance of writing in English so that they can improve their
writing skill but also for the lecturers of English to develop effective
measures for teaching the English writing skill.
C. Statement of the Problem
In this study, the writer wants to solve the following problems:
1. What kinds of grammatical errors on the use of simple present tense made
by students of writing I class?
2. What are the factors that influence grammatical errors on the use of simple
present tense made by students of writing I class?
D. The Objectives of The Study
In accordance with the problem above, the objective or the aims of the
study are:
1. To find the kinds of grammatical errors on the use of simple present tense
made by students of writing I class.
2. To find the factors that influence the grammatical errors on the use of
simple present tense made by students of writing I class.
E. Benefit of the Study
This study will give some benefits as follows:
1. Theoretical Benefit
The result of the study is expected to be input in teaching learning
process especially for teaching writing subject.
2. Practical Benefit
a. The study is intended to be one consideration for English lecturers
applying any strategy or increasing any technique of teaching English.
b. The study can help students, by giving valuable input about errors
they encounter and how to overcome them.
c. Knowing the grammatical errors in the very beginning, it is useful to
reduce the errors made by students in the next semester.
F. Definition of Key Terms
There are some key terms in this paper. The writer wants to clarify the
meaning briefly:
1. Errors and Mistakes
According to Corder (1973: 257), errors are breaking the rule,
due to a lack of competence such as knowledge of the language,
which may or may not be conscious. As they are due to a lack of
competence they tend to be not self correctable. Errors in this study
refer to the errors on students‟ paper assignment.
On the other hand, according to Dictionary of Language
Teaching and Applied Linguistics (Erdogan, 2005: 263), ), a learner
makes a mistake when writing or speaking because of lack of
attention, fatigue, carelessness, or some other aspects of
performance. Mistakes can be self-corrected when attention is
called.
2. Error Analysis
According to Sanal (2007: 597), error analysis is a study to
identify, to describe and systematically to explain the learners‟
errors by using any of the principles and techniques provided by
linguistics.
3. Simple Present Tense
The simple present tense is the tense for description,
definition and statements of general truth. Aitken (1992: 18)
explains, the simple present tense is helpful to express actions
which are always, repeatedly, or generally true, or actions occur at
the moment of speaking (with no reference to past or future).
4. Paper Assignment
Based on the Oxford Advanced Learner‟s Dictionary (1974:
608), the word paper means a written form, or written work,
whereas the word assignment based on Oxford Advanced Learner‟s
Dictionary (1974: 33) means a task assigned to someone.
Regarding the definition above, it may be concluded that paper
assignment is a written work as a task which is assigned to
someone.
G. Review of Previous Study
In this study, the writer takes three previous studies. The first is study
that had been done by Faridatul Aliyah (2004), entitled “An Error Analysis of
Using Auxiliary Verb in Simple Present Tense Made by the Second Year
Students of SMP Muhammadiyah 3 Ampel in the Academic Year of
2003/2004.” In her study, she described the kind of grammatical errors, the
dominant sources of errors made by the students in using auxiliary verb in
simple present tense and the efforts made by the English teacher to overcome
the errors.
The second previous study was done by Husnu Nur Minna (2004)
entitled “The Error Analysis on the Profile of the Students‟ Mastery in
Auxiliary “to be” in the Present Tense Made by the Students of MTs NU
Salatiga in the Academic Year of 2003/2004.” The result of her study showed
that most of the students in mastering auxiliary “to be” in the present tense
have good mastery and the sources of difficulties of the mastery of auxiliary
“to be” in the present tense belong to intralingual errors was caused by
ignorance of hypothesized and incomplete application of rule.
The third study was carried out by Alfim Mucholimi (2011), entitled
“Error Analysis of Grammar Usage in English Composition Made by the
Second Year Students of MTs N 1 Tanon, Sragen.” Her study was focused on
grammatical errors in the use of simple past tense and simple perfect tense in
English Composition. The result of her study revealed the students were still
making a lot of errors in making English composition.
The present study is dealing with error analysis on the use of simple
present tense in paper assignment of writing subject made by the fourth
semester students of English Department. So, it can be said that the present
study is quite different from the previous studies above.
H. Method of the Research
1. Type of the Research
The type of the research was descriptive qualitative. Regarding Issac
(1984: 46), descriptive research is the kind of research to describe
systematically the situations and facts of a given population factually and
accurately. Moreover, Arikunto (1996: 244) states, the final conclusion of
descriptive study should be in word or sentences, not in a number.
Meanwhile, the strategy of this study was qualitative method as the
basic research. Based on Patton (1980: 40), the qualitative method is
attempts to understand organizing patterns that exist in the empirical world
under study. In addition, the qualitative data consists of entire passages
from documents that are collected.
2. Setting of the Research
The research was conducted in STAIN Salatiga that is located on
Tentara Pelajar street number 2 Salatiga. The research was conducted from
June 07th
2012 to July 2nd
2012 at the fourth semester students of English
Department of STAIN Salatiga in the academic year of 2011/2012 who
has taken Writing I subject.
3. Data Source
a. Primary Data Source
Sugiyono (2009: 308) states, primary data source is the direct data
source that is given for researcher. In this study, there were two kinds of
primary data source such as paper assignment and interview. The first
one is paper assignments that were taken by the writer of two classes as
that consist of the fourth semester students who took Writing I class at
English Department in the academic year 2011 / 2012. The total
numbers of the students were about 47 students.
The writer chose A class and B class for this study. The reason
was all of the students of these classes had done the paper assignment in
the form of paragraphs construction that used simple present tense to
produce a kind of text whereas the other classes such as C class, D class
and E class just made sentences construction for their assignments in
writing I class.
The second one is the result of interview that was used by the
writer in order to know the factors that influence the grammatical errors
on the use of simple present tense made by students of writing I class.
b. Secondary Data Source
Sugiyono (2009: 308) states, secondary data source is data source
indirectly given for example by document. In this study, it could be
taken from other books such as Error Analysis by Jacks Richards,
Understanding Second Language Acquisition by Rode Ellis,
Introduction Applied Linguistics by Corder, and Practical English
Language Teaching by David Nunan and Buku Pedoman
Penyelenggaraan Pendidikan STAIN Salatiga.
4. The Method of Collecting Data
a. Documentation
In this study, the writer used documentation as a method of
collecting data. According to Arikunto (2006: 231), documentation is a
number of data that presents the verbal data such as correspondence,
journal, memory, report and others‟ which can be mutually responsible.
In this study, the writer uses paper assignment.
This was used to know the students‟ errors on the use of simple
present tense in their writing product. In this case, the writer had to
make an appointment with the lecturer of Writing I class and asked the
lecturer for her permission to borrow the students‟ paper assignment to
make the copies later on.
The writer copied all of the paper assignments which did not only
include one type of text but also some text types specifically those were
used simple present tense like descriptive, procedure, and exposition.
Additionally, this method was also used to obtain the data such as the
profile of the institution (STAIN Salatiga) that is used as the object of
the research.
b. Interview
Esterberg (Sugiyono, 2009: 317) points out, “Interview is a
meeting of two persons to exchange information and idea through
question and responses, resulting in communication and joint
construction of meaning about particular topic.”
In addition, Susan Stainback (Sugiyono, 2009: 318) mentions as
follow: “Interviewing provides the researcher a mean to gain a deeper
understanding of how the participants interpret a situation or
phenomenon.”
The technique of interview in this study was unstructured
interview. According to Sugiyono (2009: 320), unstructured interview
is free interviewing wherein technically does not use the complete and
systematically interview guidance for collecting the data. To support the
credibility of the interview, taking notes are paramount. Thus, the
interviewer needs to listen and to make a note accurately of what
respondents talk about.
In this case, interview was used by the writer in order to obtain
the more accurate data dealing with the factors that influence the
grammatical errors on the use of simple present tense made by students
of writing I class. Here, the deep interview was only for those students
who made errors.
5. Technique of Data Analysis
The writer focused on error analysis on the use of simple present
tense that was applied in paper assignment. Therefore, in analyzing the
data, the writer used error analysis method. Corder as cited by Ellis (1996:
51) suggests the following steps to conduct an error analysis research:
a. Collection of samples of learner language
It refers to deciding what samples of learner language to use
for the analysis and how to collect these samples.
b. Identification of errors
In this step, the writer studied the acquired data and tried to
find out errors on the use of simple present tense in students‟
paper assignments by underlying the errors.
c. Classification of errors
Grouping the errors that had been found and stating the
classes of the errors. The errors were classified based on surfaced
strategy taxonomy those include four types of errors according to
Dulay, Burt, and Krashen in Alfim (2011: 29). Those are:
1) Omission Error
2) Addition Error
3) Misformation Errors
4) Misordering Errors
d. Explanation of errors
In this step, the writer tried to explain how and why a
sentence called to be erroneous.
e. Evaluation of errors
Here, the writer used the evaluation of errors as a step that
involved drawing conclusion.
f. Identification of factors and dominant factor that influence the
grammatical errors on the use of simple present tense.
Actually, this part was not included of error analysis steps.
However, it was conducted as useful step for knowing the factors
that influenced the grammatical errors. The writer tried to identify
the factors based on the result of interview in the form of written
transcription with the students who made the errors.
I. Outline of the Graduating Paper
The graduating paper is divided into five chapters as follows:
Chapter I contains introduction which covers the background of
the study, the limitation of the problem, the statement of the problem, the
objectives of the study, the benefits of the study, definition of key terms,
review of previous researches, method of the research and outline of the
graduating paper.
Chapter II presents the review of related literature of the such as
theoretical foundation which includes the meaning of paper assignment,
the notion of error analysis, the differences between error and mistake, the
source of errors, the definition of tense, the definition of simple present
tense.
Chapter III provides research report and data presentation,
whereas chapter IV explains the data analysis that discusses the data
description that includes the kinds of grammatical errors, the factors
influence the error, and the discussion of the findings.
Chapter V is closure as the end of the graduating paper by giving
conclusions and suggestions.
For the attachment there are bibliography and appendices.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
In this chapter, the writer is going to explain briefly the theoretical foundation
which includes the meaning of paper assignment, the notion of error analysis, the
differences between error and mistake, the source of errors, the definition of tense,
and the definition of simple present tense.
A. The Meaning of Paper Assignment
In the writing subject, there is a term like paper assignment which is
absolutely familiar in university students since the English lecturers
frequently give this kind of task to their students. Based on the Oxford
Advanced Learner‟s Dictionary (1974: 608), the word paper means a written
form, or written work, whereas the word assignment based on the Oxford
Advanced Learner‟s Dictionary (1974: 33) means a task assigned to someone.
Regarding the definition above, it may be concluded that paper assignment is
a written work as a task which is assigned to someone.
Actually, paper assignment is really beneficial to know the
development of students‟ writing skill and to be a device for giving feedback
and correction to the students from the lecturers. It means that kind of task
enables the English lecturers to measure and to know the students‟ capability
in writing. After revising, the students‟ mistakes and errors which have been
produced can be known by the students. Afterward, they can understand it in
order not to repeat later on.
In addition, paper assignment plays the important role as a written
product that is possible for the lecturers to know a lot about the learning
problems of individual students. For instance, grammatical errors that might
be committed by the students can be known by giving correction. Knowing
the students‟ errors in writing will equip the lecturers much better to devise
remedial measurement to make the teaching and learning process much more
rapid and effective.
In this study, the writer concerns on all of those paper assignments
which do not only include one type of text but also some text types
specifically that use simple present tense like descriptive, procedure, and
exposition. Anderson (1998: 26) explains that a description is the kind of text
which tells about a particular person, place or thing by describing its features.
Description text includes the descriptions of a specific subject rather than
general group.
Moreover, Anderson (1998: 28) conveys a procedure is a piece of text
that tells the reader how to do something. Its purpose is to provide
instructions for making something, doing something or getting somewhere.
On the other hand, Anderson (1998: 22) says an exposition is a piece of text
that presents one side of an issue. Its purpose is to persuade the reader by
presenting one side of argument, that is, the case for or the case against.
B. The Notion of Error Analysis
It is undeniable that students make mistakes and commit errors in their
writing products. However, all of those can be inhibited through realizing the
errors and operating on them according to the feedbacks given. The steps that
students follow get the writer realizes that if the mistakes and errors of
language in constructing new language system are analyzed carefully, the
process of writing shall be understood.
Erdogan (2005: 262) states in terms of error correction, the analyses of
errors are supposed as a strategy to inhibit the errors that have been made in
writing product such as paper assignment. Erdogan (2005: 262) also explains
error analysis enables lecturers to find out the sources of errors and take
pedagogical precautions towards them. As indicated above, the analysis of
students‟ errors has become an essential need to organize remedial courses, to
compose appropriate material and teaching strategies based on the findings of
error analysis.
According to Sanal (2007: 597), error analysis is a study to identify, to
describe and systematically to explain the learners‟ errors by using any of the
principles and techniques provided by linguistics. It can be said that error
analysis as a process based on analysis of the students‟ errors. Whereas
Brown as cited in Sanal (2007: 598) asserts that error analysis is the activity
to observe, to analyze and to classify the students‟ errors for conveying
something of the system operating.
The other notion is from Nunan (2005: 31) who defines that error
analysis involves studying samples of students‟ written language to identify
grammatical errors they make. This analysis is absolutely needed to be the
basis for providing feedback to the students, or for tabulating the errors.
Although, these analyses are extremely time consuming and also probably not
feasible in large classes, it is helpful for being basis to decide on the focus of
review lessons.
Practically, error analysis can be a very useful device of a foreign
language teaching program. Errors provide feedback, they tell the lecturers
something about the effectiveness of their teaching materials and their
teaching techniques. There are several steps of analyzing the errors based on
Corder as cited by Ellis (1996: 51). Those include:
1. Collection of samples of learner language
It refers to deciding what samples of learner language to use for the
analysis and how to collect these samples.
2. Identification of errors
In this step, we have to compare the error sentences (the writer
mentions it as „original sentence‟) with what seem to be the normal or
„correct‟ sentences in the target language. It can be done by underlying
the errors sentences. Corder as cited by Ellis (1996: 52) points out the
importance to differentiate mistakes sentences that are result of processing
limitations rather than error sentences that are result of lack of
competence.
3. Classification of errors
This next step is the step where the errors are described and
classified into kinds. This step can be done by several ways. There are two
ways to classify errors as mentioned by Corder in Ellis (1994: 56), they
are:
a. The first way is classifying the errors through grammatical categories. It
means classifying the errors through their tenses. As an example:
Original sentence : The girl sing beautifully.
Reconstruction : The girl sings beautifully.
b. The second way of classifying the errors is trying to identify general
ways in which the students‟ written form differs from the reconstructed
target language. It means the errors are classified into several types:
1) Omission
Omission is the error of leaving out an item that is required for
an utterance to be considered grammatical, for example: There is
picture on the wall. This sentence leaves out an article “a” that must
be added before the word picture.
2) Addition
Addition is the error of adding some unnecessary or incorrect
element in an utterance. For instance: The books is here. There is
suffix “–s” added after the word “book”. Hence, this indicates
addition error.
3) Misformation
Misformation is the error of using one grammatical form in
place of another grammatical form, for example: “I see her
yesterday.” This sentence contains misformation in using irregular
verb which marked by the using the wrong form “see” to replace
“saw”.
4) Misordering
Misordering is the error of putting the words in utterance in the
wrong order. For example: “She will come evening tomorrow.” This
sentence has the wrong order of adverb of time “evening tomorrow”.
It must be changed becomes: “She will come tomorrow evening.”
4. Explanation of errors
In this stage of the procedure an effort is made to identify the cause
of errors. In other words, in this step the researcher tries to explain how
and why a sentence called to be erroneous.
5. Evaluation of errors
Evaluating serrious errors is designed to reduce, revised and devise
remedial lessons in teaching learning. However, in this study, the
researcher uses evaluating the errors as a step that involves drawing
conclusion.
Dulay, Burt, and Krashen in Alfim (2011: 27) say people cannot learn
language without first systematically committing errors. There are four
descriptive taxonomies to analyze errors, namely linguistic category
taxonomy, surface strategy taxonomy, comparative taxonomy, and
communicative effect taxonomy.
1. Linguistic Category Taxonomy
Dulay et al. in Alfim (2011: 27) explain linguistic category
taxonomies classify errors according to either or both the language
component and the particular linguistic constituent the error effects.
Language components include phonology (pronunciation), syntax and
morphology (grammar), semantics and lexicon (meaning and vocabulary),
and discourse (style). Constituents include the elements that comprise each
language component.
2. Surface Strategy Taxonomy
Dulay, Burt, and Krashen in Alfim (2011: 28) state surface strategy
taxonomy highlights the way surface structures are altered. The surface
strategy elements of a language are altered in specific and systematic
ways. Among the common errors are:
a. Omission Errors
Dulay, Burt, and Krashen in Alfim (2011: 29) argue that omission
errors are characterized by the absence of an item that must appear in a
well-formed utterance. Language learners omit grammatical
morphemes much more frequently than content words. For example:
“He comes my house.” It must be “He comes to my house.”
b. Addition Errors
Addition errors based on Dulay, Burt, and Krashen in Alfim
(2011: 29) are characterized by the presence of an item which must not
appear in a well-formed utterance. There are two categories of addition
according to Dulay as cited by Alfim (2011: 30). Those are:
1) Double marking
Double marking happens when the learners failed to delete
some unnecesary item that identified as error. For example, as in
“She does not reads the book.” In the example, there are two tenses
marker: “does” and “reads”. The used of auxiliary and verb seem as
such phenomena that be common errors in constructing sentences.
2) Regulation
Regulation occurs when learners confuse to decide the use of
regular and irregular form. For instance: “eated” and “childs”.
These kind of errors happened when learners use the tense marker
–ed in irregular verb or when putting the suffix –s in the noun that
do not have the addition –s form.
c. Misformation Errors
Dulay et al. in Alfim (2011: 31) define misformation errors are
characterized by the use of the wrong form of the morphemes or
structure. For example: “I am believing in you.” In this case the learners
were supplied a present continuous tense marker, even though it was
just not the right.
d. Misordering Errors
Dulay, Burt, and Krashen in Alfim (2011: 31) state misordering
errors are characterized by the incorrect placement of a morpheme or
group of morphemes in an utterance. For instance: “I don‟t know what
is that.” The word “is” in this sentence is misordering.
3. Comparative Taxonomy
Regarding Dulay, Burt, and Krashen in Alfim (2011: 32),
comparative taxonomies classify errors based on comparison between the
structure of language learner errors and certain other types of construction.
The errors are classified into developmental errors (intralingual errors) and
interlingual errors.
4. Communicative Effect Taxonomy
Dulay et al. in Alfim (2011: 32) explains communicative effect
taxonomy deals with errors from the perspective of their effect on the
listener or reader. This taxonomy classifies errors into global errors and
local errors.
C. The Differences Between Errors and Mistakes
An error is different from mistake, so we have to be careful to
differentiate both of them. Based on Corder (1973: 257), errors are breaking
the rule, due to a lack of competence such as knowledge of the language,
which may or may not be conscious. As they are due to a lack of competence
they tend to be not self correctable.
According to Dictionary of Language Teaching and Applied Linguistics
(Erdogan, 2005: 263), a learner makes a mistake when writing or speaking
because of lack of attention, fatigue, carelessness, or some other aspects of
performance. Mistakes can be self-corrected when attention is called.
In other words, a mistake is a slip that a learner can self-correct
whereas an error is what a learner can not self-correct. From those definitions
above, the writer can also conclude that a mistake is just a slip that the learner
forgets the right form. While, an error is a deviation made by the learner
because he/she does not know the rule and he /she will make it repetitively.
To distinguish between an error and mistake, Ellis as mentioned by
Erdogan (2005: 263) also suggests two ways. The first one is to check the
consistency of learner‟s writing. If he sometimes uses the correct form and
sometimes the wrong one, it is a mistake. However, if he always uses it
incorrectly, it is then an error. The second way is to ask learner to try to
correct his own deviant utterance. Where he is unable to, the deviations are
errors; where he is successful, they are mistakes.
Indeed, learners often make mistakes in the process of foreign language
learning. Thus, it is still not a big deal when the learners commit the mistake
either in speaking or writing since they are capable to correct the mistake.
However, learning other language becomes difficult since the target language
has different system from the native language. This difference sometimes
makes the learners make errors especially in applying the grammar. This is
why analyzing learner‟s errors in learning other language would be
interesting instead of mistake analysis.
D. The Source of Errors
In order to be able to decide whether it is error or not, it is needed to
understand fully the source of errors. The source of an error could be
interlanguage or intralanguage.
1. Interlanguage Errors
This source of errors can be called errors by negative transfer.
Richards (1974: 173) states if the learners of a foreign language make
mistakes in the target language by effect of his mother tongue that is
called as interlanguage. For example, any Indonesian writer learning
English may write “Ahmad dan Fatma menikah” in his mother tongue,
and he may transfer his old habit to the target language. The result would
be Ahmad married with Fatma, which is not acceptable in English.
Dictionary of Language Teaching and Applied Linguistics
(Erdogan, 2005: 265) defines interlanguage errors as being the result of
language transfer, which is caused by the learners‟ first language.
2. Intralanguage and Developmental Errors
Interferences from the students‟ own language is not the only
reason for committing errors. Students may make mistakes in the target
language, since they do not know the target language very well, they have
difficulties in using it.
Based on Ellis as cited by Erdogan (2005: 266), intralanguage
errors result from faulty learning of the target language. For example, the
students attempt to use two tense markers at the same time in one
sentence since they have not mastered the language yet. When they write
He is comes here, it is because the singularity of the third person requires
“is” in present continuous, and “-s” at the end of a verb in simple present
tense. In short, intralanguage errors occur as a result of learners‟ attempt
to build up concepts and hypotheses about the target language from their
limited experience with it.
Whereas Richards (1974: 175 – 179) distinguishes four types of
intralanguage errors.
a. Over-generalization
Richards (1974: 175) says that over-generalization occurs when
the learner creates a deviant structure on the basis of other structures
in the target language. It generally involves the creation of one deviant
structure in place of two target language structures (for example, “He
can sings” where English allows “He can sing” and “He sings”).
b. Ignorance of rule restrictions
Richards (1974: 175) defines ignorance of rule restrictions
involves the application of rules to contexts where they do not apply.
An example is “He made me to rest” through extension of the pattern
found with the majority of verbs that take infinitival complements (for
example, “He asked /wanted/invited me to go”).
c. Incomplete application of rules
According to Richards (1974: 177) this category is typically
related to analogy. It involves a failure to fully develop a structure.
Thus learners of L2 English have been observed to use declarative
word order in questions (for example, “You like to sing?”) in place
of interrogative word order (for example, “Do you like to sing?”).
d. False concept hypothesized
The last category of intralanguage error, that is sometimes called
semantic error based on Richards (1974: 179). He says it may be
derived from faulty comprehension in the target language. These are
sometimes due to poor gradation of teaching items.
E. The Definition of Tense
Here, the writer will talk about the concept of the tenses that the
English language has. According to The New Grolier Webster International
Dictionary of the English Language (1972:1013) tense means the form of a
verb that shows the time of its action or state of being or set of such forms
indicating a particular time. In other words, tense is the inflected form in the
declension of verb that indicates the time such as past, present, or future
It does not matter whatever the tense means. If someone wants to talk
about tense he or she may not escape from grammar because tense is part of
structure. Grammar may be roughly defined as the way a language
manipulates and combines words in order to form longer units of meaning.
For example, in English the present form of the verb be in the third person
has two distinct forms, one “is” being used with a singular subject, and the
other “are” with a plural; and if the plural “are” is combined with a singular
subject, the result usually unacceptable or ungrammatical. This, a sentence
like “this is a pencil” is grammatical, whereas “this a pencil” is not. There is a
set of rules which governs how units of meaning may be constructed in any
language. We may say that a learner who knows grammar is one who has
mastered and can apply these rules to express himself or herself in what
would be considered acceptable language form either in verbal
communication or in written form.
Dealing with tenses, English language has sixteen different tenses.
These sixteen tenses are different to one another. The differences happened in
the forms of the used verbs and the time of verbs action takes places. In other
words we may say that an English verb will be very to its usages. However,
this study is focusing on the simple present tense as one of the forms of
sixteen tenses.
F. The Definition of Simple Present Tense
In a particular time, the Simple Present Tense shows clearly that in
English tense is not the same is time. The Simple Present Tense is not usually
used to describe activities and states which are generally and universally true.
The Simple Present Tense is the tense for the description, definition and
statements of general truth. Azzar (1999: 2) says The Simple Present Tense
expresses events, perceptions, feelings, or states that occur or exist always,
usually, habitually; they exist now, have existed in the past, and probably will
exist in the future.
Based on Aitken (1992: 18), the simple present tense is helpful to
express actions which are always, repeatedly, or generally true, or actions
occur at the moment of speaking (with no reference to past or future). It will
be explained more in detail about the usages of the simple present tense
according to Aitken (1992: 19).
1. The simple present tense is used to denote truths;
a. Habitual truths: He smokes 40 cigarettes a day.
b. Eternal and unvarying truths: Jesus lives.
c. Recurrent truths: The sun rises in the east.
d. Permanent human truths: I like sweet. I live here.
e. General truths: English people drink a lot of tea.
f. Mathematical and scientific truths: Two and two make four. Water
boils at 1000 C.
g. Internal truths: verbs of thinking, knowing, wishing, etc; expressing a
mental state: I think he is very nice. I know it is here.
2. It is used for giving instructions, directions or demonstrations, often with
the impersonal you: You beat the eggs, and then you add the flour. In
many situations the “you” is dropped, giving the imperative, which gives
direct instructions: Beat the eggs and then add the flour.
3. The present simple is often used as a narrative device, for dramatic effect
in certain situations.
For instances, it is used in commentaries, especially those about activities
where the actions are swift: He passes the ball to Clark, he swerves, aims,
and scores.
4. It can be used to describe feelings and senses, especially sudden ones, over
which the speaker has no control: I feel sick (suddenly, but certainly). I
hear bells.
5. With a future time marker the tense gives a timetable future: My bus
leaves at three. It is usually used for schedules, especially transport.
6. After when, to form a time clause. This usually occurs with:
a. The main verb in the present: I catch a bus when it rains. When you
heat ice, it melts.
This creates the general condition expressing habitual, general or
eternal rules. “When” is in such sentences can be replaced by either
“if” or ”whenever” without changing the meaning.
b. The main verb in the future. Most commonly the verb is in the “will”
future: When I get home, I will make tea.
The other usages of the simple present tense based on Thomson and
Martinet (1995: 159) are as follow:
1. The simple present tense is used in conditional sentences type I, for
example: If I see Ann, I will ask her.
2. It must be used instead of the present continuous with verbs which cannot
be used in the continuous form. For instance: love, see, believe, etc, so that
we can say I love you but not I am loving you.
3. It is often used with adverbs or adverb phrases such as: always, never,
occasionally, often, sometimes, usually, every week, on Monday, twice a
year etc. For example: I go to school every day.
It needs to be noted, in the affirmative the simple present tense has the
same form as the infinitive but adds an “s” for the third person singular, based
on Thomson and Martinet (1995: 159).
Table 2.1 The Form of Simple Present Tense
Affirmative Negative Interrogative Negative
Interrogative
I work I do not work Do I work? Do I not work?
You work You do not work Do you work? Do you not work?
He/She/It works He/She/It does
not work.
Does He/She/It
work?
Does He/She/It not
work?
We work We do not work Do we work? Do we not work?
They work They do not work Do they work? Do they not work?
*Note: Contractions: the verb “do” is normally contracted in the negative and
negative interrogative: I don‟t work, he doesn‟t work, don‟t I work?, doesn‟t
he work?, etc.
In the simple present tense, there is the spelling of third person singular
forms as mentioned by Swan (2005: 449) in his book entitle Practical English
Usage.
Table 2.2 Spelling of Third Person Singular Forms
Most verbs:
Add –s to infinitive
Work → works
Sit → sits
Stay → stays
Verbs ending in consonant + y.
Change y to i and add -es
But (vowel + y)
Cry → cries
Hurry → hurries
Reply → replies
Enjoy → enjoys
Verbs ending in –s, -z, -ch, -sh, or –x,
Add -es to infinitive
Miss → misses
Buzz → buzzes
Watch → watches
Push → pushes
Fix → fixes
Exceptions Have → has
Go → goes
Do → does
Furthermore, there are the form and the use of “to be” as an auxiliary
verb in the formation of simple present tense, according to Thomson and
Martinet (1995: 116).
Table 2.3 The Form and The Use of “to be” in the Simple Present Tense
Affirmative Negative Interrogative Negative
Interrogative
I am I am not Am I? Am not I?
You are You are not Are you? Are not you?
He/she/it is He/she/it is not Is she/he/it? Is not she/he/it?
We are We are not Are we? Are not we?
They are They are not Are they? Are not they?
*Note: Contractions: to be (is, am, and are) are normally contracted in the
negative and negative interrogative: You aren‟t, he isn‟t, aren‟t you?, isn‟t
he?, etc.
Additionally, there are also a common adverbs and time expressions
which are often used with the simple present tense to indicate frequency in
accordance with Werner (2002: 7).
Adverbs Time Expressions
100 % Always 100 % all the time
Usually most of the time
Often in generally, generally
Frequently once (twice, etc.) a week
Normally (month, etc.)
Sometimes from time to time
Occasionally (every) now and then
Seldom, rarely off and on
Hardly ever once in a while
Almost never
0 % Never 0 %
Table 2.4 Guidelines for Placement of Adverbs of Frequency
and Time Expressions
Uses Examples Notes
With the verb be I am usually on time.
She is rarely late.
One – or two-word
adverbs of frequency
come after be.
With all other
verbs and verb
tenses
I seldom go to class late.
She rarely goes to class.
He has never been late.
One – or two – word
adverbs of frequency
normally come before the
main verb or between the
auxiliary and main verbs
in a statement.
Longer time
expressions with all
verbs
They are late once in a
while.
Once in a while they come
late.
Longer time expressions
usually come at the
beginning or end of a
sentence.
Ever with
questions and
negatives
Is he ever late?
Do you ever come late?
I do not ever skip classes.
Ever means “any time.”
Ever and other adverbs of
frequency come after the
subject in a question.
CHAPTER III
RESEARCH REPORT AND DATA PRESENTATION
In this chapter, the writer would like to present several data dealing with the
research such as, the profile of State Institute of Islamic Studies (STAIN Salatiga)
that explains history of STAIN Salatiga, transformation of STAIN Salatiga, the
faculty and study program of STAIN Salatiga and academic administration system
that presents chief, academic and administration staffs of STAIN Salatiga.
Meanwhile, the profile of English Department of STAIN Salatiga describes
the situation of facilities and the students, the situation of lecturers, competence of
English faculty, and curriculum of English faculty of STAIN Salatiga. There are
also description about the profile of the fourth semester students of English
Department of STAIN Salatiga in the academic year of 2011/2012, and the
position of grammar in writing subject.
A. The Profile of State Institute of Islamic Studies (STAIN Salatiga)
1. History of STAIN Salatiga
As explained in Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 2), since established until now, STAIN Salatiga has passed
long history and experienced some institutional movements. In the
beginning, STAIN Salatiga was established because of the desire of
Islamic society in Salatiga to establish Islamic Institute. Therefore, it was
established Education Faculty, Teaching and Educational Institute
Nahdatul Ulama in Salatiga. This department was stated in the Institute of
Pesantren Luhur on Diponegoro Street, number 64 Salatiga. It was
established due to support from several oppositions especially scholars of
Islam and the functionaries of Central Java Nahdatul Ulama.
As mentioned in Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 3), not more than one year, this department was changed
became Education Faculty. This movement means this department could
be state with preparation of IAIN Walisongo established in Semarang of
Central Java. To fulfill formal requirements, it was made the committee
who was included with K.H. Zubair as the chief and his dean.
Furthermore, as noted in Buku Pedoman Penyelenggaraan Pendidikan
STAIN Salatiga (2011: 3), in the same time of establishing process of
IAIN Walisongo of Central Java in Semarang, Education Faculty in
Salatiga was proposed as state of IAIN Sunan Kalijaga Yogyakarta branch.
After being observed by observer team of IAIN Sunan Kalijaga,
controlling and founding of Education Faculty Salatiga were given to
them. This decision based on Minister of Religious Affair letter c.q.
Founding Directorate of Islamic Studies Institute Number
Dd/PTA/3/1364/69, November 31, 1969.
When IAIN Walisongo of Central Java in Semarang was established,
Education Faculty Salatiga was accepted state status, and as branch of
IAIN Walisongo. This status based on recommendation letter of Minister
of Religious Affair number 30, April 16, 1970.
2. Transformation of STAIN Salatiga
As explained in Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 10), the hope of Islamic society in Salatiga has been
answered. In 1997, STAIN Salatiga was established with notarical
document of Indonesia president number 11/97, exactly on March 21.
With this decision, STAIN Salatiga becomes an independence institution
under supervisor of Indonesia Religious Department. Therefore, STAIN
Salatiga has the similar position and function with other institution and
university. The location of STAIN Salatiga is on Tentara Pelajar street
number 2 Salatiga.
3. The Faculty and the Study Program of STAIN Salatiga
Constitutionally, movement from faculty of IAIN Walisongo in
Salatiga as STAIN Salatiga gives opportunity to develop itself as tall as
and as wide as based on the arrangement, as mentioned in Buku Pedoman
Penyelenggaraan Pendidikan STAIN Salatiga (2011: 15). Even, it is not
only Under Graduate Program (S1) that could be developed but also it
opens for Post Graduate (S2) and S3 program. If the requirements are
fulfilled, STAIN can be UIN. There are faculties, study programs and
education supporting programs which in accordance with Islamic
knowledge principal that are developed by STAIN Salatiga in the
academic year of 2011/2012 as mentioned in Buku Pedoman
Penyelenggaraan Pendidikan STAIN Salatiga (2011: 15). Those are:
a. Education Faculty (Tarbiyah)
This faculty has an aim that is to carry on an academic and
professional education. Besides, it is functioned to educate the
graduated students that have Islamic educational teaching skill.
Moreover, the students should have skills in Islamic, Arabic, English
and Primary teaching. Furthermore, Education Faculty has 4 study
programs, namely:
1) Islamic Department
2) Arabic Department
3) English Department
4) Islamic Primary School Teaching Department
b. Law Faculty (Syari‟ah)
As noted in Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 16), law faculty has a function to educate the graduated
students that have both Islamic and judicature court (Ahwal al-
Syakhshiyyah) skills. The study programs of this faculty are:
1) Judicature Court Department
2) Islamic Banking Department
3) Islamic Accounting Management Department
c. International Class Program
International Class Program was established in the academic year
2010/2011. This program consists of the students either from
Educational or Law Faculty that have passed the selection study. The
International Class Curriculum is based on each study programs as
mentioned in Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 17). It means the college degree that will be given is
according to the students‟ own study program.
d. Postgraduate Program
Postgraduate program is the newest program of STAIN Salatiga.
The first teaching and learning process was held in the year of 2011.
The major program that is carried is on Islamic has a meaning that the
graduated students will accept M.Pd.I (Master of Islamic Education)
degree as explained in Buku Pedoman Penyelenggaraan Pendidikan
STAIN Salatiga (2011: 17).
4. Academic Administration System
To manage the educational activities, every institution needs the
academic administration system that consists of chief, academic and
administration staffs. It is expected that every activity is performed
effectively and efficiently, so the goal of teaching achieved. The chief,
academic and administration staffs of STAIN Salatiga are as follow:
Table 3.1
Chief, Academic and Administration Staffs of STAIN Salatiga
No. Position Name
1. The Rector of STAIN Salatiga Dr. Imam Sutomo, M.Ag.
2. The Chief of Academic Affair Dr. Rahmat Hariyadi, M.Pd.
3. The Chief of Administration Affair Drs. Miftahuddin, M.Ag.
4. The Chief of Students Affair Drs. Agus Waluyo, M.Ag.
5. The Director of Postgraduate Program Dr. H. Sa‟adi, M.Ag.
6. The Chief of Administration Tarmizi Agus, S.Ag.
7. The Chief of Academic and Students Affair
Unit
Muzayin, S.Ag.
8. The Chief of Official and Accounting Affair Diyah Rochati, S.E
9. The Chief of General Affair Unit Drs. Jumadi
10. The Chief of Library Unit Sudiyanto, S.H
11. The Chief of Computer Unit M. Muqtafin, A.Md.
12. The Chief of Educational Faculty (Tarbiyah) Suwardi, M.Pd.
13. The Chief of Islamic Department Dra. Siti Asdiqoh, M.Pd.
14. The Chief of Arabic Department M. Hafidz, M.Ag.
15. The Chief of English Department Maslihatul Umami, S.Pd.I, M.A
16. The Chief of Islamic Primary School
Teaching Department
Drs. Sumarno Widjadipa, M.Pd.
17. The Chief of Extension Program Drs. Djoko Sutopo
18. The Chief of Law Faculty (Syari‟ah) Drs. Mubasirun, M.Ag.
19. The Chief of Judicature Court Department Ilya Muhsin, S.H.I, M.Ag.
20. The Chief of Islamic Banking and
Accounting Department
Dr. Faqih Nabhan, S.E, M.M
21. The Chief of Research and Society Service
Center
Dr. Adang Kuswaya, M.Ag.
22. The Chief of Scientific and Publication
Center
Drs. Abdul Syukur, M.Si.
23. The Chief of Language Development Unit Hanung Triyoko, M.Hum, M.Ed
24. The Chief of Teaching Source Development
Center
Drs. Ahmad Sultoni, M.Pd.
25. The Chief of Academic Quality Guarantee
Unit
Drs. Bahroni, M.Pd.
26. The Chief of Practicum Development Center Ahmad Maemun, M.Ag.
27. The Chief of Informational Management
Center
Hikmah Endraswati, M.Si.
28. The Chief of Students‟ Activities Mukti Ali, M.Ag.
*Source : Translated from Buku Pedoman Penyelenggaraan Pendidikan STAIN Salatiga
(2011: 18-22)
B. The Profile of English Department of STAIN Salatiga
1. Situations of Facilities and Students
In this part the writer has gotten the data from the academic and
administration document of STAIN Salatiga. English Department of
STAIN Salatiga has 4 grades per academic year and each academic year
has 5 groups. Besides the total numbers of fourth semester students of
English Department are 151 students. Moreover, there are 20 regular
lecturers that conduct teaching and learning process. It is supported by 32
study courses and more than 30 supporting courses. It also has many
facilities such as classrooms, offices, English Department library, and
language laboratory.
2. Situations of Lecturers
In teaching learning process, lecturers have important roles. His or her
existence is always needed in every educational institution. They will give
material or subject. The following table points out the English lecturers in
English Department of STAIN Salatiga.
Table 3.2 List of the English Department Lecturers
No. Name Academic
Position
Study Courses
1. Dr. H. Sa‟adi, M.Ag. Chief Lector Theories of Learning
2. Dra. Hj. Woro Retnaningsih, M.Pd. Chief Lector Vocabulary II
3. Ruwandi, M.A Lector Design Of Language
Teaching,
Curriculum and
Material
Development,
Listening 2
4. Maslihatul Umami, S.Pd.I, M.A Lector Micro Teaching
5. Hammam, M.Pd Lector Cross Cultural
Understanding and
English for Spesific
Purpose
6. Hanung Triyoko, M.Hum, M.Ed Lector Medium of
Language Teaching,
Writing III
7. Norwanto, M.Hum Lector Introduction to
Linguistic, Writing
III
8. Noor Malihah, M.Hum Lector _
9. Setia Rini, M.Pd Lector Design of language
Teaching, Speaking
II, Reading IV,
Classroom
Management
10. Faizal Risdiyanto, M.Hum Lector Reading IV, Reading
II
11. Rifqi Aulia Erlangga, M.Hum Lector Cross Cultural
Understanding,
Listening II and
English for Spesific
Purpose
12. Rr. Dewi Wahyu Mustikasari, M.Pd. Lector Structure IV and
Writing I
13. Sari Famularsih, S.Pd.I, M.A Lector Translation II and
Vocabulary III
14. Win Listyaningrum, M.A. Lector Vocabulary I,
Writing I
15. Dra. Widyastuti Lector Listening II
16. Ari Setiawan, S.Pd, M.M Lector Classroom
Management,
Design of Language
Teaching *Source : The English Department Monograph and the administration document of STAIN
Salatiga.
3. Competency of English Department
Purpose: to create Muslim scholars who are able to be an English
teacher in basic and higher education.
Table 3.3
Competency of English Department of STAIN Salatiga
in the Academic Year of 2011/2012
Graduate Competency Competence Indicator
I. Understanding the education
concept comprehensively
a. Explaining the concept of
general education and Islamic,
history, philosophy, theory,
figure and concept, methodology
and intuition.
b. Having capability to explain the
application of linguistic
psychology technology and
curriculum in the English
education.
II. Mastery the English science,
teaching science, and teaching
methodology
a. Having capability to explain
English science, linguistic theory
and applied structure,
vocabulary, listening, speaking,
writing and reading at the
elementary, intermediate and
advance.
b. Having capability to explain the
concept of teaching English
methodology, approach, method,
technique, media and evaluation.
III. Having job professionalism a. Love his profession
b. Increase and develop the
profession
c. Do his duty effectively and
efficiently
IV. Responsive, Innovative and
Creative
a. Perceptive with development of
English teaching education
b. Repair and increase the quality of
English teaching education
c. Create new concept at English
teaching education
V. Applying the theory of
education in English learning
a. Planed English learning
b. Evaluate English learning
c. Continued the result of evaluate
English teaching
VI. Having democratic attitude a. Giving freedom in opinion
b. Respect with others opinion
c. Do not lay down the law
VII. Like of science a. Increase and develop science
and academic ability
b. Respect with other concept
VIII. Having English skill a. Students are able to access
English text
b. Students are able to speak
English oral and written
IX. Having capability in conducting
research and dedication
a. Capable in designing and
carrying out research activity
b. Capable in conducting society
service
*Source : Translated from Buku Pedoman Penyelenggaraan Pendidikan STAIN Salatiga
(2011: 26-27)
4. Curriculum of English Faculty of STAIN Salatiga
Table 3.4
Curriculum of English Faculty of STAIN Salatiga
in the Academic Year of 2010/2011
Subject SKS
1. Al-Qur‟an
2. Ilmu alamiah dasar
3. Bahasa Indonesia
4. Fiqh
5. Bahasa Arab I
6. Structure I (SIBA)
7. Reading I
8. Ilmu Pendidikan
9. Civic Education
10. Sejarah Peradaban Islam
11. Tafsir
2
2
2
3
6
2
2
2
2
2
2
12. Hadis
13. Bahasa Arab II
14. Structure II (SIBA)
15. Reading II
16. Ilmu Pendidikan Islam
17. Filsafat Ilmu
18. Akhlak Tasawuf
19. Metodologi Studi Islam
20. Statistika
21. Ushul Fiqh
22. Structure III
23. Reading III
24. Speaking I
25. Bimbingan dan Konseling
26. Administrasi Pendidikan
27. Praktikum Ibadah
28. Ilmu Kalam
29. Ulumul Hadis
30. Cross Cultural Understanding
31. Vocabulary I
32. Writing I
33. Speaking II
34. Reading IV
35. Structure IV
36. Medium of Language Teaching
37. Theories of Learning
38. Ulumul Qur‟an
39. Translation I
40. Listening I
41. Vocabulary II
42. Writing II
3
6
2
2
2
2
2
2
2
3
2
2
2
2
2
0
2
3
2
2
2
2
2
2
2
2
2
2
2
2
2
43. Speaking III
44. Evaluation of Language Teaching
45. Curriculum and Material Development
46. Methods of Language Teaching
47. Filsafat Pendidikan
48. Teknologi Informatika
49. Metodologi Penelitian
50. Introduction to Linguistic
51. English for Spesific Purpose
52. Translation II
53. Vocabulary III
54. Writing III
55. Design of Language Teaching
56. Classroom Management
57. Micro Teaching
58. Literature Appreciation
59. Translation III
60. Listening III
61. Writing IV
62. Psycholinguistics
63. Sociolinguistics
64. Semantics
65. Pragmatics
66. Research in English Language Teaching
67. Praktikum Pengembangan Profesi
Kependidikan
68. Praktikum Pengabdian Masyarakat
69. Skripsi
2
2
2
2
2
0
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
4
4
6
*Source : Buku Pedoman Penyelenggaraan Pendidikan STAIN Salatiga (2010: 44-47)
C. The Profile of the Fourth Semester Students of English Department of
STAIN Salatiga in the Academic Year of 2011/2012
This study was conducted from June 07th
2012 to July 2nd
2012 at the
fourth semester students of English Department of STAIN Salatiga in the
academic year of 2011/2012 who has taken Writing I subject. This class is
divided into 5 groups. The detail data is as follow:
Table 3.5
The Number of the Fourth Semester Students of Writing I Class
No. Group Male Female Total
1. TBI A 4 18 22
2. TBI B 4 21 25
3. TBI C 10 17 27
4. TBI D 7 21 28
5. TBI E 7 19 26
*Source : The students‟ presence from administration document of STAIN Salatiga
However, the writer takes two classes especially A class and B class
that consists of the fourth semester students who take Writing I class at
English Department in the academic year 2011 / 2012. The total numbers of
the students are about 47 students. The lecturer of the writing I subject in both
classes is Mrs. Win Listyaningrum, M.A. The writer also provides the list of
students as the object of this research through the table below.
Table 3.6
The Participants of the Research
The Fourth Semester Students of Writing I Class (A Class and B Class)
A Class B Class
Number Name Number Name
11310001 Neneng Khasanah 11310004 Mim Kholifah
11310003 Ahmad Dwi Bayu
Saputro
11310020 Palupiningsih
11310012 Tuktil Hikmah 11310031 Siti Ani Nur Fauziyah
11310014 Indisa Dwi Ciptaputri 11310034 Siti Umairoh
11310023 Nur Rofiah 11310036 Ima Yunita
11310039 Sri Darsini 11310041 Ismiati
11310061 Mala Alfiana 11310045 Rois Kahfiani
11310062 Siska Hapsari 11310046 Anik Hidayati
11310067 Wiwit Aryani 11310047 Aris Zulfa
11310069 Umi Arifatul Latifah 11310048 Muslimatin
11310073 Risalatul Mufidah 11310051 Fatihah Fajar Sari
11310074 Irma Nur Faizah 11310052 Dyah Saraswati
11310075 Nur Aniati 11310054 Puji Riyanti
11310076 Agus Fahrizal Azuan 11310055 Evin Masruroh
11310077 Nur Anita 11310056 Rizqy Savitri
11310080 Puji Lestari 11310057 Innani Mut Mainnatul
Qolbi
11310084 Winda Rahayu 11310059 Uzin Mufaidah
11310086 Catur Pujiyanto 11310072 Yahya Setia Wahyudi
11310087 Imam Arifin 11310090 Henny Listiani
11310104 Wilda Luthfiana 11310122 Muhammad Rizqi
11310150 Al Haitami Ahkam 11310125 Athok Ibnu Salam
11310151 Dewanti Mulki Rahma 11310133 Siti Aisah
11310134 Ika Setiawati
11310135 Tisa Janu Trisnani
11310149 Endang Mulyani
*Source : The students‟ presence from administration document of STAIN Salatiga
D. Grammar in Writing I Subject
Writing I is one of the courses that is offered to the second year students
in the fourth semester at English Department of STAIN Salatiga. Moreover,
writing skill is part of the English syllabus at the English Department.
Writing an English paragraph is a main activity as a result of the writing
courses in the several text types. Hence, it is important for students to
construct English written text grammatically as one of their assignment in
writing subject or writing course.
Absolutely, to be able to construct the English written text correctly, the
students should know the knowledge about grammar. As stated by Richards
et.al cited in Nunan (2005:2), grammar is the way in which units such as
words and phrases are combined to produces sentences in the language.
Having known the definition of grammar, it is not hard for us to understand
why grammar is useful and important. It can be concluded that grammar is
really needed as a writing rule that has to be mastered and applied by the
students in the writing process.
To sump up, indeed, grammar becomes the essential component in
academic atmosphere, actually likewise writing subject. This subject requires
the students in order to have good comprehension dealing with grammar.
However, grammatical knowledge is not enough, but the most important
thing is the real abilities in using of grammar in practicing of English
language, such as in written form.
CHAPTER IV
DATA ANALYSIS
After conducting the research, the result and its analysis will be presented in
this chapter.
A. The Kinds of Grammatical Errors on the Use Of Simple Present Tense
Made By Students Of Writing 1 Class
As previously stated in chapter I, this study aimed at finding the
grammatical errors on the use of simple present tense in paper assignment of
writing subject made by the fourth semester students of English Department
at STAIN Salatiga. After collecting and analyzing the data to know the error
sentences, the writer found that there were a lot of grammatical errors.
One hundred and six (106) grammatical error sentences especially those
uses the simple present tense were found. The writer provides all of those
sentences in the table below completed with the error types of each sentences.
The errors are classified based on surfaced strategy taxonomy those include
four types of errors according to Dulay, Burt, and Krashen in Alfim (2011:
29).
Table 4.1 Error Sentences and Types of Errors
No. Error Sentences Correct Sentences Types of Errors
1. She likes playing her‟s
hand and then she flatter
her‟s hand.
She likes playing her
hand and then she flatters
her hand.
Addition of possessive
marker „s and omission
–s in the verb form.
2. She looks beautiful when
wears it.
She looks beautiful when
she wears it.
Omission of subject
3. She always looking for
someone who call her
name.
She always looks for
someone who calls her
name.
Misformation and
omission –s in the verb
form.
4. She always lying her face
down.
She always lies her face
down.
Misformation
5. She also likes watching
television and smile
when watch it.
She also likes watching
television and smile
when she watches it.
Omission of subject
6. You different with
another.
You are different with
another.
Omission of to be in the
present tense
7. You like angel come
down from heaven.
You are like angel who
comes down from
heaven.
Omission of to be in the
present tense and
omission –s in the verb
form.
8. You always there. You are always there. Omission of to be in the
present tense
9. I hope you always beside
me when open my eyes.
I hope you are always
beside me when I open
my eyes.
Omission of to be in the
present tense and
omission of subject
10. I want be your shoulder
when you cry.
I want to be your
shoulder when you cry.
Omission of preposition
11. You really makes me in
love.
You really make me in
love.
Addition of –s in the
singular form
12. I want accompany you to
your house.
I want to accompany you
to your house.
Omission of preposition
13. You have something that
disturb my mind.
You have something that
disturbs my mind.
Omission –s in the verb
form.
14. Now, you became my
baby.
Now, you become my
baby.
Misformation
15. Hopefully, have
handphone your number.
Hopefully, I have your
phone number.
Omission of subject and
misordering
16. Your smile in the disturb
my every time.
Your smile disturbs me
every time.
Misformation and
omission –s in the verb
form.
17. Your hand have soft. Your hand is soft. Misformation
18. Your long hair black and
soft.
Your long hair is black
and soft.
Omission of to be in the
present tense
19. Pink lipstick make you
sweet.
Pink lipstick makes you
sweet.
Omission –s in the verb
form.
20. It make you look
wonderful.
It makes you look
wonderful.
Omission –s in the verb
form.
21. Your eyes to give light in
the life.
Your eyes give light in
the life.
Addition of preposition
22. Your light always shine. Your light always shines. Omission –s in the verb
form.
23. Your eye has lens
beautiful color brown.
Your eye has beautiful
brown lens.
Misordering
24. You have nail very neat. You have a very neat
nail.
Misordering
25. Eyebrow color black
make you clear.
Black eyebrow make you
clear.
Misordering
26. You very interesting. You are very interesting. Omission of to be in the
present tense
27. I very interesting to you. I am very interested to Omission of to be in the
you. present tense
28. I think it just my dream. I think it is just my
dream.
Omission of to be in the
present tense
29. I want to know where are
you live.
I want to know where
you live.
Addition of to be in the
present tense
30. Unlike you, I just
ordinary people.
Unlike you, I am just
ordinary people.
Omission of to be in the
present tense
31. There are many function
use handphone.
There are many functions
on the use of handphone.
Omission of –s in the
plural form and
omission of preposition
32. If it leave, make me
confused.
If it is left, it makes me
confused.
Omission of subject and
omission of to be in the
present tense
33. In the morning the air so
fresh.
In the morning the air is
so fresh.
Omission of to be in the
present tense
34. Usually, I doing it with
my mother and my sister.
I usually do it with my
mother and my sister.
Misformation and
Misordering
35. We cycled all morning. We cycle all morning. Misformation
36. We traveled around my
village.
We travel around my
village.
Misformation
37. Sometimes, we changed
the place in the rice field.
We sometimes change
the place in the rice field.
Misformation and
misordering
38. So make me comfortable
and didn‟t make bored.
So it makes me
comfortable and does not
make bored.
Omission of subject and
misformation
39. She was kind heart and
always talking fresh
news.
She is kind and always
talks about fresh news.
Misformation and
omission of preposition
40. The colour of my bicycle
are red and black.
The colours of my
bicycle are red and black.
Omission of –s in the
plural form
41. I like used my cycle
when I have spare time.
I like using my cycle
when I have spare time.
Misformation
42. Doll gift from
someone‟s.
Doll gift is from
someone.
Omission of to be in the
present tense and
addition of possessive
marker „s
43. It is can able from bears
types.
It is bears type. Misformation
44. Wash it every month to
make the doll‟s fragrant.
I wash it every month, in
order to make the doll
fragrant.
Omission of subject,
and addition of
possessive marker „s
45. If I‟m not hugged this
doll when sleep, I felt not
comfortable and difficult
to sleep.
If I do not hug this doll
when I sleep, I do not
feel comfortable and
difficult to sleep.
Misformation and
omission of subject
46. Actually, the problem not
happened.
Actually, the problem is
not happened.
Omission of to be in the
present tense
47. The funny body have
feathers.
The funny body has
feathers.
Misformation
48. It‟s make comfortable. It makes comfortable. Addition of to be in the
present tense
49. She never bored to tell
me about grammar.
She is never bored to tell
me about grammar.
Omission of to be in the
present tense
50. I more interested to learn
about science.
I am more interested in
learning about science.
Omission of to be in the
present tense
51. She always helps me if I
got some problems in
English
She always helps me if I
get some problems in
English
Misformation
52. She teachs me clearly. She teaches me clearly. Omission –es in the
verb form.
53. Although, I very difficult
to understand it, she
always give me support
to learn English.
Although, I am very
difficult to understand it,
she always gives me
support to learn English.
Omission of to be in the
present tense and
omission –s in the verb
form.
54. She is my sister that very
kind.
She is my sister that is
very kind.
Omission of to be in the
present tense
55. She teach me many
tenses.
She teaches me many
tenses.
Omission –es in the
verb form.
56. It is help me to increase
my spirit.
It helps me to increase
my spirit.
Addition of to be in the
present tense
57. I thanks a lot of her. I thank a lot of her. Addition of –s in the
singular form
58. My sister teach me
patiently.
My sister teaches me
patiently.
Omission –es in the
verb form.
59. If I bored, I can sms with
all my friends
If I am bored, I can send
message to all my friends
Omission of to be in the
present tense
60. Many types of
handphone and the price
is different.
Many types of
handphone and the price
are different.
Misformation
61. Handphone is make me
happy and not make me
feel alone.
Handphone makes me
happy and does not make
me feel alone.
Addition of to be in the
present tense and
omission of to be in the
present tense
62. It very expensive. It is very expensive. Omission of to be in the
present tense
63. It give many benefit for
me.
It gives many benefits for
me.
Omission –s in the verb
form and omission of
–s in the plural form.
64. Listening music in my
net book make me enjoy
when I bored with my
assignment.
Listening music on my
net book makes me enjoy
when I am bored with my
assignment.
Misformation, omission
–s in the verb form, and
omission of to be in the
present tense,
65. I feel be sad. I feel sad. Addition of to be in the
present tense
66. So, it can be used by
your brother when he
continue his study.
So, it can be used by
your brother when he
continues his study.
Omission –s in the verb
form.
67. Without grammar, our
English skill not perfect.
Without grammar, our
English skill is not
perfect.
Omission of to be in the
present tense
68. We always practiced it. We always practice it. Misformation
69. If we could English, we
could communicate with
other people from other
places.
If we have capability in
English, we can
communicate with other
people from other places.
Misformation
70. When I feel sad, they
always with me.
When I feel sad, they are
always with me.
Omission of to be in the
present tense
71. They are always support
and suggestion me in
everything.
They always support and
suggest me in everything.
Addition of to be in the
present tense and
misformation
72. Although, I made many
mistakes, they give me
forgiveness.
Although, I make many
mistakes, they give me
forgiveness.
Misformation
73. Family is a person who
live around me.
Family is a person who
lives around me.
Omission –s in the verb
form
74. They are love me so
much.
They love me so much. Addition of to be in the
present tense
75. She clever about that. She is clever about that. Omission of to be in the
present tense
76. Problem in my lesson is
speaking, because
speaking use grammar.
Problem in my lesson is
speaking, because
speaking uses grammar.
Omission –s in the verb
form.
77. She always have free
time to me.
She always has free time
to me.
Misformation
78. She also teaching about
morals to be a good
person.
She also teaches about
morals to be a good
person.
Misformation
79. I often study with my
friends when the lecturer
didn‟t come in class.
I often study with my
friends when the lecturer
does not come into class.
Misformation and
omission of preposition
80. This thing very
important.
This thing is very
important.
Omission of to be in the
present tense
81. I really do not know
what is like if I am losing
it.
I really do not know
what is like if I lose it.
Misformation
82. I am felt happy. I feel happy. Misformation
83. This ring only a million
rupiah.
This ring is only a
million rupiah.
Omission of to be in the
present tense
84. Why I called this ring my
precious thing?
Why do I call this ring
my precious thing?
Misformation
85. He really love me and he
want to marry me.
He really loves me and
he wants to marry me.
Omission –s in the verb
form.
86. When I wearing this ring,
it remind me with my
beloved husband.
When I wear this ring, it
reminds me with my
beloved husband.
Misformation and
omission –s in the verb
form.
87. But I think it is
glamorous thing that I
had in this world.
But I think it is
glamorous thing that I
have in this world.
Misformation
88. My father like diamond
that very important and
precious for me.
My father is like
diamond that is very
important and precious
for me.
Omission of to be in the
present tense
89. I expect to them in order
to always happy.
I expect to them in order
to always be happy.
Omission of to be in the
present tense
90. I really in my study. I am really in my study. Omission of to be in the
present tense
91. My family proud with
my work result.
My family is proud with
my work result.
Omission of to be in the
present tense
92. He is a someone who
give me support and
suggestion in my study.
He is someone who gives
me support and
suggestion in my study.
Omission –s in the verb
form.
93. My father very loving
me.
My father very loves me. Misformation
94. He show me his love. He shows me his love. Omission –s in the verb
form.
95. He always obey my will. He always obeys my
will.
Omission –s in the verb
form.
96. Everyday he work in the
field, but usually he get
job to build a house.
He works in the field
every day, but he usually
gets job to build a house.
Omission –s in the verb
form and misordering
97. I‟m very thanks to Allah. I thank to Allah. Addition of to be in the
present tense
98. Everyday in my pray, I
didn‟t forget to pray for
them.
I do not forget to pray for
them every day in my
pray.
Misformation and
misordering
99. It challenging for me
because I doesn‟t know
English well.
It is challenging for me,
because I do not know
English well.
Omission of to be in the
present tense and
addition of –es in the
singular form
100. My sister can help me
when I doesn‟t
understand.
My sister can help me
when I doesn‟t
understand.
Addition of –es in the
singular form
101. Sometimes I have
doesn‟t understand on
part of grammar.
I sometimes do not
understand on part of
grammar.
Misformation and
misordering
102. This is make me spirit to
study hard
This makes me spirit to
study hard.
Addition of to be in the
present tense
103. I doesn‟t want to miss on
grammar.
I do not want to miss on
grammar.
Addition of –es in the
singular form
104. My sister help full. My sister is help full. Omission of to be in the
present tense
105. This handphone is usual
type because is not
memory card, but can to
take photo.
This handphone is usual
type because it is not
memory card, but it can
take photo.
Omission of subject and
addition of preposition
106. A. Graham Bell is
discovery handphone.
A. Graham Bell
discovers handphone.
Misformation
The explanation of classifying the grammatical errors sentences
above will be presented in the following table completed with the
explanation how the writer can decide that one hundred and six (106)
sentences include grammatical errors sentences. The following table will
inform us the evidences to strengthen that those sentences are errors which
are accepted from the deep interview to the 20 students. The table below
also informs us the types of errors that have been classified by the writer.
Table 4.2 The Form of Omission Errors (Type 1)
Error
Categories
Error Sentences The Similar Error
Sentences
Omission of
Subject
She looks beautiful when wears it.
(2)
The Result of Interview :
Some of the students did not know
that the sentence above is wrong.
The students admitted that they had
problems in forming the complex
sentence. So, there were missing
subject in their sentences.
The error is almost
similar with the
items number (5),
(9), (15), (32), (38),
(44), (45), and (105).
Omission of
to be in
present tense
Without grammar, our English skill
no perfect. (67)
The Result of Interview :
The students were not able to correct
the error sentence above. The
students said that they actually knew
the pattern but they were still
confused and got difficulties in
The error is almost
similar with the
items number (6),
(7), (8), (18), (26),
(27), (30), (42), etc.
applying “to be” in the sentence.
Omission of
–s/-es in the
verb form
1. So, it can be used by your brother
when he continue his study. (66)
The Result of Interview :
The students admitted that they were
still confused in understanding the
agreement between subject and verb.
2. Listening music on my net book
make me enjoy.(64)
The Result of Interview :
The students explained that they
committed the error above because
of the longer of singular subject in
context that was difficult for them in
deciding the verb form.
3. She teachs me clearly (52)
The Result of Interview :
The students said that they did not
know the rule that when the infinitive
ended –ch, we must add –es in the
The error is almost
similar with the
items number (3),
(13), (20), (55),
(58), etc.
end of verb. So that, they just added
the -s without considering the rule.
Omission of
prepositions
I often study with my friends when
the lecturer does not come in class.
(79)
The Result of Interview :
The students did not understand well
that there are words like “come”,
which have to be followed by
preposition.
The error is almost
similar with the
items number (10),
(12) and (39).
Omission of
–s/-es in the
plural form
It gives many benefit for me.(63)
The Result of Interview :
Some of the students had already
hypothesized that English noun have
plural and singular forms. However,
they were not sure when they should
apply the plural form.
The error is almost
similar with the
items number (31)
and (40).
Table 4.3 The Form of Addition Errors (Type 2)
Error
Categories
Error Sentences The Similar Error
Sentences
Addition of –
s/-es in the
singular form
I thanks a lot of her. (57)
The Result of Interview :
The students admitted that they were
still confused in understanding the
agreement between subject and verb.
The error is almost
similar with the
items number (11),
(57), (99), (100), and
(103).
Addition of
possessive
marker „s
She likes playing her‟s hand.(1)
The Result of Interview :
The student stated that he/she was
still confused in differentiating
whether to use the possessive
pronoun or possessive marker.
The error is almost
similar with the
items number (42),
and (44).
Addition of
to be in
simple
present tense
They are always support and suggest
me in everything.(71)
The Result of Interview :
The students assumed that the verb
has “to be” in all the sentences.
The error is almost
similar with the
items number (29),
(48), (56), (61), (65),
(74), (97), and (102).
Addition of
preposition
Your eye to give light in the life. (21)
The Result of Interview :
The directly translation process from
Indonesia language into English had
been done by the students without
considering the rule.
The error is almost
similar with the
items number (105).
Table 4.4 The Form of Misformation Errors (Type 3)
No. Error Sentences The Similar Error
Sentences
1. Usually, I doing it with my mother and my
sister. (34)
The Result of Interview :
Some of the students knew the “ing” form but
they were not sure of the application in the
English sentence.
The error is almost
similar with the
items number (4),
(39), (78), (81) and
etc.
2. Everyday in my pray, I didn‟t forget to pray
for them. (98)
The Result of Interview :
The students were still confused to apply the
tenses in correct form.
The error is almost
similar with the
items number (14),
(35), (36), (79), and
etc.
3. Graham Bell is discovery handphone.(106)
The Result of Interview :
The students admitted that they got
difficulties in grammar arrangement.
4. Listening music in my net book makes me
enjoy.(64)
The Result of Interview :
The students were still confused in deciding
preposition, which preposition should be used
whether to use in, on, or at.
Table 4.5 The Form of Misordering Errors (Type 4)
No. Error Sentences The Similar Error
Sentences
1. Everyday he work in the field, but usually he
get job to build a house. (96)
The Result of Interview :
The students did not understand how to
construct the sentence in the right form
because they were still confused in the
placement of adverb.
The error is almost
similar with the
items number (34),
(98) and (101).
2. Your eye has lens beautiful color brown. (23)
The Result of Interview :
The directly translation process from
Indonesia language into English had been
done by the students without considering the
rule.
The error is almost
similar with the
items number (24)
and (25).
The table above indicates the errors in students‟ paper assignments
specifically in several text types such as description, procedure and
exposition. Here, the writer tries to explain why a sentence called to be
erroneous in each type of errors.
a. Omission
As mentioned, omission is considered to be the absence of an
item that should appear in a well-formed utterance. The following
sentences are the examples that indicate this type of errors.
1) Omission of Subject
“She looks beautiful when wears it.” From this sentence, it
demonstrates that the student had committed the omission error since
the student omitted the subject pronoun "she" before the verb. While
actually, the sentence should be “She looks beautiful when she wears
it.”
2) Omission of to be in the present tense
“Without grammar, our English skill not perfect.” From this
sentence, it can be seen that the student left out to be “is” that must
be added before the word “not perfect”, whereas it should be
“Without grammar, our English skill is not perfect.” Therefore, the
student had committed the omission error.
3) Omission of –s/ -es in the verb form
“So, it can be used by your brother when he continue his
study.” Dealing with this sentence, the student omitted –s/ -es in the
verb, whereas it should be “So, it can be used by your brother when
he continues his study.” As a result, the student had committed the
omission error.
4) Omission of prepositions
“I often study with my friends when the lecturer does not come
in class.” This sentence points out us the omission error. The student
omitted the prepositions “to”, that has to be added after the word
“in”. The right once is “I often study with my friends when the
lecturer does not come into class.”
5) Omission of –s/-es in the plural form
“It gives many benefit for me.” Regarding this sentence, the
student omitted –s/-es in the plural form, whereas it should be “It
gives many benefits for me.” In this case, the student had made the
omission error.
b. Addition
As outlined earlier, addition is considered to be the presence of
an item that should not appear in a well-formed utterance. Dealing with
this type of errors, the writer provides the example of sentences which
are called addition errors. They are:
1) Addition of –s/-es in the singular form
“I thanks a lot of her.” This sentence demonstrates the addition
error since the student added –s/-es in the singular form, whereas it
should be “I thank a lot of her.”
2) Addition of possessive marker „s
“She likes playing her‟s hand.” This sentence indicates the
addition errors since the student added possessive marker “s”,
whereas it should be “She likes playing her hand.”
3) Addition of to be in the simple present tense
“They are always support and suggest me in everything.” This
sentence indicates addition error because the student added “to be”
to the present simple sentence. The correct sentence should be “They
always support and suggest me in everything.”
4) Addition of preposition
“Your eyes to give light in the life.” This sentence points out
us the addition error. It is caused the student added the prepositions
“to”. It must be changed become “Your eyes give light in the life.”
c. Misformation
We should remember that misformation is considered to be the
use of the wrong form of the morpheme or structure. This error could
effect the different interpretation and confusing meaning, like the
sentences below that has been founded by the writer in her research.
1) “Usually, I doing it with my mother and my sister.”
The above sentence contains misformation error. The student
used an incorrect form, because he/she used word “doing” instead of
“do”. The suffix “ing” applied is not relevant to the context because
the context required verb “do” to be written in the present tense
form. It is signed with the word “usually” that is time signal of
present tense form.
2) “Everyday in my pray, I didn‟t forget to pray for them.”
Misformation is presented in the sentence above. This is
evidenced in the use of “didn‟t forget” instead of “don‟t forget”.
While actually, there is “every day” in the beginning of the sentence
as a time signal of simple present tense. As a result, the student had
committed the misformation error.
3) “A. Graham Bell is discovery handphone.”
Misformation also occurs in the sentence above. Indeed, the
sentence is correct grammatically. There is to be “is” followed by
noun. However, the structure actually changes the sentence meaning
that can cause misformation error. Possibly, the student means to
write is A. Graham Bell discovers a handphone.
4) “She always have free time for me.”
The above sentence contains misformation errors. The student
failed to make the agreement between subject and verb. Instead of
using “has” for third person singular subject, he/she used “have” and
vice versa.
d. Misordering
We should bear in mind that misordering is considered to be the
incorrect placement of a morpheme or group of morphemes in an
utterance. There are some students‟ sentences that are indicated as
misordering error. Those include:
1) “Everyday he works in the field, but usually he gets job to build a
house.”
Misordering is presented in the sentence above. This sentence
has the wrong order of adverb of time “every day” and “usually”. It
must be changed becomes “He works in the field everyday, but he
usually gets job to build a house.”
2) Your eye has lens beautiful color brown.
From the above sentence, it can be known the student
incorrectly ordered the words. The correct syntactical order is “Your
eye has beautiful brown lens.”
B. The Factors that Influence Grammatical Errors on the Use Of Simple
Present Tense Made By Students Of Writing 1 Class
As stated in the previous chapter, the factors that influence the
grammatical errors on the use of simple present tense in the paper assignment
can be known by interview. Hence, those factors will be described and
presented by the following table. All of those factors are result of the deep
interview to the 20 students that includes 5 students from A class and 15
students from B class who had made the errors.
Table 4.6 The Factors that Influence the Errors
NIM of
the
Factor that Influence
the Errors
The Result of Interview
Students Questions: Apa yang menyebabkan
Anda kesulitan sehingga bisa salah
dalam membuat kalimat?
(In your opinion, what factors have made
you commit the error sentences?)
11310039 Directly translation
without considering the
rule of grammar.
Kalau membuat karangan biasanya saya
buat bahasa Indonesianya dulu, trus
satu per satu kata saya terjemahkan ke
Bahasa Inggris, dan jarang
memperhatikan rumusnya, jadi kalimat
saya sering salah – salah.)
(I usually make a paragraph in
Indonesian language for the first, and
then I translate it into English word by
word. I seldom pay more attention to the
pattern, so I often make the error
sentences.)
11310062 The students‟ lack
understanding of
English grammar. (The
student did not know the
rule of writing English
well).
Mungkin saya kurang menguasai
grammar dan sehingga pengetahuan
saya tentang grammar masih kurang,
dan saya masih belum paham tentang
cara membuat kalimat yang benar, jadi
kalau buat kalimat masih sering salah.)
(In my opinion, I do not understand
grammar well, so my knowledge about
grammar is less, moreover I do not know
well, how to construct the right
sentences, so I often make the error
sentences.)
11310080 The students‟ lack
understanding of
Mungkin saya belum paham tentang
penggunaan tense jadi masih sering
membuat kalimat yang salah.
English grammar. (I have not understood yet about the use
of tenses so I often make the error
sentences.)
11310104 Directly translation
without considering the
rule of grammar.
Kalau membuat karangan, saya biasa
buat bahasa Indonesianya dulu, lalu
kata per kata saya Inggriskan, karena
bingung bagaimana menerapkan rumus
dalam kalimat jadi saya sering salah
membuat kalimat.
(While actually, I usually make the
Indonesia language when making the
sentence for the first. Then, I translate it
into English word by word, and I get
confused in applying the pattern, so I
often make the errors.)
11310150 Irregularly practice
becomes the factor of
making the errors.
Mungkin karena saya kurang latihan
menulis, jadi sering salah dalam
membuat kalimat.
(Maybe, I do not practice writing
regularly, so I often make the error
sentence.)
11310004 The students‟ opinion
that grammar was
difficult, so they were
not interested in
comprehending English
grammar.
Mungkin karena saya jarang belajar
grammar, karena menurut saya
grammar itu sulit, jadi saya kurang
mengerti tentang grammar, jadi saya
sering tidak bisa menerapkan rumus
yang benar dalam kalimat. Jadi saya
sering membuat kalimat yang salah.)
(Perhaps, it is caused I seldom learn
about grammar because of my perception
about grammar. I suppose that grammar
is very difficult. So, my capability in
grammar is low, and I can not apply the
right pattern in the sentence. So, I often
make the errors.)
11310020 The students‟ lack
understanding of
English grammar.
Sampai sekarang saya belum mengerti
tentang grammar terutama tenses mbak.
Jadi saya sering membuat kalimat yang
salah.
(I have not understood about grammar
especially tenses, so I often make the
errors.)
11310031 Inappropriate grammar
teaching method made
the students did not have
motivation to know
more about English.
Karena saya belum paham tentang
grammar dan jarang belajar tentang
grammar karena biasanya cara
pembelajaran grammar di kelas itu
membosankan. Jadi mungkin karena itu
saya masih sering salah dalam membuat
kalimat.)
(I think, I do not comprehend well about
grammar and I seldom learn grammar,
because the teaching method of grammar
is boring me. Because of the reason, I
often make the errors.)
11310034 The students‟ opinion
that he/she did not have
interest in English.
Sebenarnya saya sulit sekali memahami
tenses karena saya merasa tidak punya
bakat di bahasa inggris mbak, saya lebih
suka matematika, seperti yang sudah
saya ceritakan di karangan saya.
Mungkin karena itu saya sering
membuat kalimat yang salah.
(Indeed, it is difficult for me to
comprehend tenses, because I think that I
do not have interest in English. I am
more interested in Math, and I have told
it in my paper, so I often make the
errors.)
11310036 The students‟ lack
understanding of
English grammar.
Karena belum begitu paham rumus dan
penerapannya dalam kalimat mbak. Saya
masih sangat kesullitan untuk menyusun
kalimat yang benar menurut rumus. Jadi
saya sering membuat kalimat yang salah.
(I think, it is caused I have not
understood yet about grammar. I am still
confused in applying the pattern in the
sentences and it is very difficult for me
to make the correct sentences that are
appropriate with the pattern. So, I aften
make the errors.)
11310041 Directly translation
without considering the
rule of grammar
and
the students‟ lack
understanding of
vocabularies.
Saya sering tidak memperhatikan
pemakaian to be, karena kalimat itu saya
terjemahkan kata per kata dari bahasa
Indonesia. Saya juga kesulitan
menggunakan kosakata yang tepat dan
penempatannya. Jadi saya membuat
kalimat yang salah seperti itu.
(I often translate the sentence from
Indonesia into English without
considering the pattern. I get difficulties
to choose the appropriate vocabulary
and to place it. So, I often make the
errors like that.)
11310046 The lack of students on
understanding English
grammar.
Ya mungkin pengetahuan saya tentang
grammar atau tenses masih kurang mbak,
jadi masih sering salah dalam membuat
kalimat.
(Perhaps, my capability in English
grammar is still low, so I often make the
errors.)
11310047 The confusions between
different use of similar
forms or grammatical
forms that do not have
an equivalent in
Indonesian language.
Kalau menulis itu kan banyak perubahan
tenses, mungkin dari present ke past
tense, na saya bingung menggunakan
tenses yang tepat ketika saya menulis.
Mungkin, karena itu saya sering salah
kalau membuat kalimat.
(There are a lot of pattern that has to be
applied in the sentences, which make me
confused to use it in writing. So, maybe it
becomes the factor that influences me to
make the errors.)
11310054 The student‟s awareness
of learning English
grammar was less, so
he/she did not finished
the assignment
seriously.
Saya kurang serius membuat karangan
mbak, sehingga saya tidak begitu
memperhatikan tenses nya. Mungkin,
karena itu saya sering salah kalau
membuat kalimat.
(I admit that I am not serious in making
the paper assignment so I do not
consider about the tenses. So, maybe it
becomes the factor that influences me to
make the errors.)
11310055 The student‟s
motivation was low, so
he/she was not
interested in learning
grammar.
Karena saya kurang suka dengan
grammar, makanya saya jarang belajar
grammar, jadi merasa lebih sulit untuk
memahami grammar. Mungkin, karena
itu saya sering salah kalau membuat
kalimat.
(I am not interested in grammar, so I am
lazy to learn ebout grammar, so I get
difficulties in understanding grammar.
Maybe it becomes the factor that
influences me to make the errors.)
11310056 The students‟ lack
understanding of
English grammar.
Masih belum begitu paham tentang
konsep penggunaan tenses, dan
pengunaan simple present tense.
Mungkin, karena itu saya sering salah
kalau membuat kalimat.
(I have not understood yet about the
concept of tenses especially on the use of
simple present tense .So, maybe it
becomes the factor that influences me to
make the errors.)
11310057 The student‟s
motivation was low, so
he/she was not
interested in learning
grammar.
Saya kurang menyukai grammar karena
belajar grammar itu susah untuk
menghafalnya. Jadi masih belum bisa
memahami tentang grammar. Mungkin,
karena itu saya sering salah kalau
membuat kalimat.
(I admit that I am not interested in
grammar, because grammar is difficult I
think. I have not understood yet about
grammar. So, maybe it becomes the
factor that influences me to make the
errors.)
11310059 The students‟ lack
understanding of
English grammar.
Mungkin saya belum paham tentang
penggunaan tense .Mungkin, karena itu
saya sering salah kalau membuat
kalimat.
(I have not understood yet about
grammar. So, maybe it becomes the
factor that influences me to make the
errors.)
11310072 The students‟ opinion
that grammar was
difficult, so they were
not interested in
comprehending English
grammar.
Saya benar – benar belum paham tentang
grammar, karena menurut saya grammar
itu susah. Mungkin, karena itu saya
sering salah kalau membuat kalimat.
(I have not understood yet about
grammar, because grammar is difficult.
So, maybe it becomes the factor that
influences me to make the errors.)
11310133 The students‟ lack
understanding of
vocabularies.
Saya kurang perbendaharaan kata dalam
Bahasa Inggris dan saya sulit memilih
kata yang tepat dan penggunaannya.
Mungkin, karena itu saya sering salah
kalau membuat kalimat.
(I admit that I am lack of vocabularies in
English, and I am difficult to choose the
appropriate word in making the
sentences. So, maybe it becomes the
factor that influences me to make the
errors.)
In accordance with the result above, it can be known that there are
various factors that influence the grammatical errors. While actually, there are
some students who have the similar factors. For example the student number
11310104 and 11310039. Also, it can be seen at glance that the dominant
factor that influences the grammatical errors on the use of simple present
tense in paper assignment of writing subject made by the fourth semester
students of English Department at STAIN Salatiga in the academic year of
2011/2012 is the students‟ lack understanding of English grammar. It can be
seen from the table 4.6 that the failure to use the grammatical system
correctly made by the seven students which is influenced by the students‟
lack understanding of English grammar.
C. Discussion of the Findings
The result of the study mentioned above has collected some important
information from the student‟s writings. The study reveals errors that the
students made in their paper assignments. Also, the grammatical errors that
occurred in this study belong to four types: omission, addition, misformation
and misordering. Additionally, it can be known the factors that influence the
grammatical errors made by the students.
According to the findings, it can be seen that there are 20 students
from 47 students as the subject of the research had made the four types of
errors, with the total number of grammatical errors sentences is 106. This
mark indicates that nearly 50% students of all subjects had made a lot of
errors on the use of simple present tense. Meanwhile, the omission error that
indeed becomes the most frequent error had been produced by 20 students.
Furthermore, it is also necessary to know that the students‟ reasons
how they could commit the errors when making paper assignment by using
simple present tense are actually almost similar each other. For instance:
some students admitted that they got difficulties in applying “to be” in the
sentence. All of those reasons can be seen in table 4.2, table 4.3, table 4.4,
and 4.5. From those reasons, it can be concluded that the students do not fully
understand on the use of simple present tense. Although they had been taught
about it before, they were still confused which one to use when making a
grammatical sentence.
While actually, many errors in the students‟ paper assignments were
due to several factors. In fact, those are not only internal factor as well as the
students‟ lack understanding of vocabularies but also external factor such as
inappropriate grammar teaching method. However, the dominant factor is the
students‟ lack understanding of English grammar. It means that it becomes
the factor which influences many students in committing the grammatical
errors. Thereby, it is expected for the lecturers to give attention more about
the dominant factors that influence students in making errors. So, it is
possible for the lecturers in order to be able to find the appropriate solution to
overcome the problem.
CHAPTER V
CLOSURE
After conducting the research, doing the analysis, and presenting the results,
the conclusion and suggestion of this study will be presented in this last chapter.
A. Conclusion
The analysis of the data presented in the chapter IV gives an
illustrations of some conclusions concerning with the grammatical errors on
the use of simple present tense in the paper assignment of writing subject
made by the fourth semester students of English Department at STAIN
Salatiga.
The result of the study shows that there are some types of errors and
factors that influence grammatical errors on the use of simple present tense in
the paper assignment. Due to the students‟ errors above, it can be concluded
that types of errors and factors that influence grammatical errors on the use of
simple present tense are as the following:
1. Kinds of grammatical errors on the use of simple present tense which are
classified based on surfaced strategy taxonomy are as follow:
a. Omission Errors
1) Omission of subject
2) Omission of to be in the simple present tense
3) Omission of –s/-es in the verb form
4) Omission of prepositions
5) Omission of –s/-es in the plural form
b. Addition Errors
1) Addition of –s/-es in the singular form
2) Addition of possessive marker (‟s)
3) Addition of to be in the simple present tense
4) Addition of preposition
c. Misformation Errors
d. Misordering Errors
According to the result of the analysis, the writer may conclude that
omission becomes the errors that often made by the students in writing I
class.
2. The factors that influence grammatical errors on the use of simple present
tense made by students of writing I class are as follow:
a. Directly translation without considering the rule of grammar.
b. The students‟ lack understanding of English grammar.
c. Irregularly practice.
d. The students‟ opinion that grammar was difficult, so they were not
interested in comprehending English grammar.
e. The lack of students on understanding English vocabulary.
f. Inappropriate grammar teaching method made the students did not have
motivation to know more about English.
g. The students‟ opinion that he/she was not interested in English.
h. The confusions between different use of similar forms or grammatical
forms that do not have an equivalent in Indonesian language.
i. The student‟s awareness of learning English grammar was less, so
he/she did not finish the assignment seriously.
j. The student‟s motivation was low, so he/she was not interested in
learning grammar.
B. Suggestion
Regarding the problem of the study, some suggestions are ordered for
the students and the lecturers of writing class.
1. For the students
a. The students should improve their understanding on English grammar
in order to reduce the errors in their written products.
b. The students are expected to take responsibility for their own learning
and become aware of their own strategies.
c. The students should increase their awareness of the importance of
English grammar, so they have motivation to master English grammar.
d. The students are needed to improve their capability in writing skill, by
practicing writing regularly either in class or at home that is useful for
them to recognize their errors made.
2. For the lecturers
a. Concerning the lecturers, there is a view plan strategies for teaching
writing in English. There should be flexible and effective techniques of
error correction for the lecturers. For instance, the lecturers correct the
students‟ paper assignments directly in class and give explanation to
them one by one dealing with their errors.
b. They should pay much attention to their students‟ error by giving more
practical writing tasks for students in order to reduce errors in their
writing.
c. In teaching English related to its grammar, the teacher should give more
easily understood explanation in order to make the students more
interested in learning English, especially the grammar.
d. The lecturer should be able to not only detect and describe the errors,
but also understand the factor for their occurrences.
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APPENDICES
Text Types of The Students
A Class B Class
Name & Number Type of Text Name & Number Type of Text
Neneng Khasanah
(11310001) Description Mim Kholifah
(11310004)
Description
Ahmad Dwi Bayu Saputro
(11310003) Description Palupiningsih (11310020) Description
Tuktil Hikmah
(11310012) Description Siti Ani Nur Fauziyah
(11310031)
Description
Indisa Dwi Ciptaputri
(11310014) Description Siti Umairoh (11310034) Description
Nur Rofiah (11310023) Description Ima Yunita (11310036) Description Sri Darsini (11310039) Description Ismiati (11310041) Description Mala Alfiana (11310061) Description Rois Kahfiani (11310045) Description
Siska Hapsari (11310062) Description Anik Hidayati (11310046) Description Wiwit Aryani (11310067) Description Aris Zulfa (11310047) Description Umi Arifatul Latifah
(11310069) Description Muslimatin (11310048) Description
Risalatul Mufidah
(11310073) Description Fatihah Fajar Sari
(11310051) Description
Irma Nur Faizah (11310074) Description Dyah Saraswati
(11310052) Description
Nur Aniati (11310075) Description Puji Riyanti (11310054) Description Agus Fahrizal Azuan
(11310076) Procedure Evin Masruroh
(11310055)
Description
Nur Anita (11310077) Description Rizqy Savitri (11310056) Description Puji Lestari (11310080) Description Innani Mut Mainnatul
Qolbi (11310057)
Description
Winda Rahayu (11310084) Description Uzin Mufaidah
(11310059)
Description
Catur Pujiyanto (11310086) Description Yahya Setia Wahyudi
(11310072)
Description
Imam Arifin (11310087) Description Henny Listiani
(11310090) Description
Wilda Luthfiana (11310104) Description Muhammad Rizqi
(11310122) Description
Al Haitami Ahkam
(11310150)
Description Athok Ibnu Salam
(11310125) Description
Dewanti Mulki Rahma
(11310151) Description Siti Aisah (11310133) Description
Ika Setiawati (11310134) Exposition
Tisa Janu Trisnani
(11310135) Exposition
Endang Mulyani
(11310149) Exposition