an error analysis of simple present and · pdf filefor all the triumph and the failure...

AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agnes Listi Sukmawati

Student Number: 12 1214 113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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AN ERROR ANALYSIS OF SIMPLE PRESENT AND

PRESENT PERFECT TENSES OF STUDENTS’ WRITING IN

CRITICAL READING AND WRITING COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agnes Listi Sukmawati

Student Number: 12 1214 113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


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Ask and it will be given to you; seek and you will find; knock and the door will be

opened to you. For everyone who asks, receives; the one who searches, finds; and to

the one who knocks, the door will be opened.

Matthew 7:7

Jer basuki mawa bea; No pain no gain

For all the happiness and sadness I’ve been through,

For all the triumph and the failure I’ve got,

I dedicated this thesis to my beloved parents

Martinus Sunarman and Anastasia Sukarni, S.Pd


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ABSTRACT

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present

Perfect Tenses of Students’ Writing in Critical Reading and Writing Course.

Yogyakarta: Sanata Dharma University

Learning English is also learning grammar of the language. Grammar has

an important role in the four basic skills of language especially in writing. Grammar

becomes very important in writing because it determines the quality of a writing.

Committing errors in writing is a common thing for a language learner or student

of second language acquisition. According to Dulay, Burt, and Krashen (1982)

there are four types of errors which are usually made by students of second language

acquisition. Those are omission, addition, misformation, and misordering.

Therefore, to know the difficulties that are faced by the students, the

researcher conducted an error analysis of students’ writing focusing on Simple

Present and Present Perfect Tenses. The researcher formulated two problems to be

discussed in this research. The research problems are: (1) What types of errors occur

in Simple Present Tense sentences? (2) What types of errors occur in Present Perfect

Tense? Then, the researcher also presented two research objectives in this research.

The research objectives are describing Simple Present Tense errors of students’

writing and to describing Present Perfect Tense errors of students’ writing.

To analyze the data, the researcher used document analysis as the research

method. Document analysis was chosen because it was the best qualitative method

to conduct this research. The data of this research were taken from Mid Test 1

assignments of Critical Reading and Writing course class F of English Language

Education Study Program of Sanata Dharma University batch 2014.

After analyzing the data, the researcher found four types of errors which

occurred in Simple Present Tense and two types of errors which occurred in Present

Perfect Tense. There were 33 times of occurrences of omission errors, 3 times of

occurrences of addition errors, 22 times of occurrences of misformation errors and

1 time of occurrences of misordering error in Simple Present Tense. Then, there

were 3 times of occurrences of omission errors and 4 times of occurrences of

misformation errors in Present Perfect Tense.

Keywords: error analysis, simple present tense, present perfect tense, critical

reading and writing


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ABSTRAK

Sukmawati, Agnes Listi. (2016). An Error Analysis of Simple Present and Present

Perfect Tenses of Students’ Writing in Critical Reading and Writing Course.

Yogyakarta: Universitas Sanata Dharma

Belajar Bahasa Inggris berarti juga mempelajari tata bahasanya. Grammar

mempunyai peran penting di setiap kemampuan dasar berbahasa khususnya dalam

menulis. Tata bahasa menjadi hal sangat penting dalam menulis karena tata bahasa

sebuah tulisan menentukan kualitas tulisan itu sendiri. Melakukan kekeliruan saat

menulis merupakan hal biasa bagi seorang pembelajar bahasa atau siswa yang

sedang belajar bahasa asing. Menurut Dulay, Burt, and Krashen (1982) ada empat

tipe kekeliruan yang biasa dilakukan siswa yang sedang belajar bahasa asing.

Empat tipe itu adalah omission, addition, misformation, dan misordering.

Kemudian, untuk mengetahui kesulitan yang dihadapi siswa, peneliti

membuat sebuah penelitian tentang analisis kesalahan tulisan siswa yang

memfokuskan pada Simple Present Tense dan Present Perfect Tense. Ada dua

rumusan masalah yang akan dibahas. Dua rumusan masalah tersebut yaitu (1) Apa

tipe kekeliruan yang muncul dalam Simple Present Tense (2) Apa tipe kekeliruan

yang muncul dalam Present Perfect Tense? Selain itu, ada dua tujuan dalam

penelitian ini. Dua tujuan tersebut adalah mendeskripsikan tipe kekeliruan Simple

Present Tense dan mendeskripsikan tipe kekeliruan Present Perfect Tense yang

muncul dalam tulisan siswa.

Dalam menganalisis data penelitian, peneliti menggunakan metode analisis

dokumen. Peneliti menggunakan metode analisis dokumen karena analisis

dokumen merupakan metode kualitatif yang paling baik untuk mendukung

penelitian ini. Data dari penelitian ini merupakan dokumen tugas tengah semester

kelas Critical Reading and Writing Program Studi Pendidikan Bahasa Inggris

angkatan 2014 Universitas Sanata Dharma.

Setelah menganalisis data penelitian, peneliti menemukan ada empat tipe

kekeliruan yang muncul dalam Simple Present Tense dan ada dua tipe kekeliruan

yang ditemukan dalam Present Perfect Tense. Ada 33 kali kesalahan tipe omission,

3 kali kesalahan tipe addition, 22 kali kesalahan tipe misformation dan satu kali

kesalahan tipe misordering dalam Simple Present Tense. Lalu, ada 3 kali kesalahan

tipe omission dan 4 kali kemunculan kekeliruan tipe misformation dalam Present

Perfect Tense.

Kata kunci: analisis kesalahan, simple present tense, present perfect tense, critical

reading and writing


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ACKNOWLEDGEMENTS

I would like to dedicate my biggest gratitude to Jesus Christ, my Savior.

He always stands by my side in all conditions I have been through. He is the one

who makes me believe that everything which happens and comes into my life has

a reason. He also always convinces me that all my dreams will come true at the

right time and this acknowledgement proves that one of my dreams has already

come true, at the right time.

This thesis will not be completed and acceptable to be submitted without a

great lecturer who always helps me and guides me during the writing process. She

is my one and only advisor, Carla Sih Prabandari, S.Pd., M.Hum. I really

appreciate and be thankful to her for her time, knowledge, and affection given to

me. No matter how many red streaks she gave to me during the revision process, I

believe that it was her kind of affection to me.

I also want to give my deepest gratitude to the lecturer of Critical Reading

and Writing class F, Truly Almendo Pasaribu, M.A., who has given me

permission to take her students’ Mid Test 1 assignments as my research data. My

gratitude is also given to all students of Critical Reading and Writing class F

whose Mid Test 1 assignment became the data of this research.

My sincere thanks are also to my older brother, Andreas Aji Sukmawan,

who reminded me and supported me to finish my thesis soon. Although it sounded

annoying but thanks for the support. I also want to give my thanks to my older

cousin, Mbak Tete who kindly answered all my questions about my research and


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gave me some suggestions. Even though she is grumpy, but, I love her, anyway.

Besides, these sincere thanks are also to my sisters from another family, Octa and

Ella. Thanks for being my best friends. Thanks for always supporting me,

understanding me, and loving me so far.

My big thanks also go to my ladies, Gatha, Angger, and Mita who want

to be my partner, my sister, my new family even my enemy. I also want to give my

thanks to Wulan who makes me feel like having an older sister. Thanks for being

my sister since we were in the first semester. My big thanks are also presented to

all my cute and cool friends, Penguin Kejam. They have completed my story in

this college.

I also present my gratitude to all my friends in UKM Seni Karawitan Sanata

Dharma especially to Mb Clara, Mb Beatrik, Mb Ratna, Oyen, Nugroho, Vita,

Mb Anik, and Mas Jentik for coloring my life story. I also want to give my big

thanks to my best Karawitan coaches, Mas Eko, Mas Tri and Mas Mamat who

have given me so many experiences and knowledge, both inside and outside

campus.

The last but not least, I would like to give my thanks to all PBI lecturers

and staff for giving me knowledge and experience during my study in Sanata

Dharma.

-Agnes Listi Sukmawati-


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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

DEDICATION PAGE ............................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY ....................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ............................................................................................................. viii

ACKNOWLEDGEMENTS ................................................................................... ix

TABLE OF CONTENTS ....................................................................................... xi

LIST OF TABLES ............................................................................................... xiv

LIST OF APPENDICES ....................................................................................... xv

CHAPTER I. INTRODUCTION

A. Research Background ................................................................. 1

B. Problem Formulation .................................................................. 5

C. Problem Limitation ..................................................................... 6

D. Research Objectives ................................................................... 6

E. Research Benefits ........................................................................ 7

1. Students ....................................................................................... 7

2. Teachers/Lecturers ...................................................................... 7

3. Other Researchers ........................................................................ 8

F. Definition of Terms ..................................................................... 8

1. Tense............................................................................................ 8

2. Aspect .......................................................................................... 8

3. Simple Present Tense .................................................................. 9

4. Present Perfect Tense .................................................................. 9

5. Error Analysis ............................................................................ 10

6. Critical Reading and Writing .................................................... 10


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CHAPTER II. LITERATURE REVIEW

A. Theoretical Description ............................................................ 12

1. Error ........................................................................................... 12

a. The Definition of Error .............................................................. 12

b. Error Vs Mistake ....................................................................... 13

c. Error Analysis ............................................................................ 14

d. Types of Errors .......................................................................... 14

1) Omission ................................................................................... 15

2) Addition..................................................................................... 15

a) Double Markings ....................................................................... 16

b) Regularizations .......................................................................... 16

c) Simple Additions ....................................................................... 17

3) Misformation ............................................................................. 17

a) Regularization errors ................................................................. 18

b) Archi-form................................................................................. 18

c) Alternating form ........................................................................ 18

4) Misordering ............................................................................... 18

2. Writing ....................................................................................... 19

a. The Process of Writing .............................................................. 19

1) Prewriting .................................................................................. 19

2) Writing ...................................................................................... 20

3) Rewriting ................................................................................... 20

b. Aspect of Writing ...................................................................... 21

1) Tenses in English ...................................................................... 21

a) Simple Present Tense ................................................................ 21

b) Present Perfect Tense ................................................................ 25

B. Theoretical Framework ............................................................. 27

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ...................................................................... 29

B. Research Setting ....................................................................... 30

C. Research Instruments and Data Gathering Technique .............. 30


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1. Human Instrument ..................................................................... 30

2. Research Data ............................................................................ 30

3. Table of Analysis ....................................................................... 31

D. Research Subjects ..................................................................... 34

E. Data Analysis Technique .......................................................... 34

F. Research Procedure ................................................................... 35

1. Finding the problems and the grounded theory ......................... 35

2. Designing the research method ................................................. 35

3. Collecting the data ..................................................................... 36

4. Analyzing the data ..................................................................... 36

5. Reporting the results of the research ......................................... 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A.Data Findings ............................................................................. 38

1. The Total Number Sentences .................................................... 38

2. Classification According to the Types of Error ......................... 40

B. Types of Errors in Simple Present Tense.................................. 41

1. Omission .................................................................................... 41

2. Misformation ............................................................................. 43

3. Addition ..................................................................................... 44

4. Misordering ............................................................................... 46

C. Types of Errors in Present Perfect Tense .................................. 47

1. Omission .................................................................................... 48

2. Misformation ............................................................................. 50

D. Other Findings .......................................................................... 53

CHAPTER V. CONCLUSIONS AND RECOMMENDATION

A. Conclusions .............................................................................. 55

B. Recommendation ...................................................................... 57

REFERENCES ...................................................................................................... 60


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LIST OF TABLES

Table Page

2.1 Examples and Functions of Simple Present Tense……………………………22

2.2 Form of Simple Present Tense Sentences (verb) …………………………….23

2.3 Form of Simple Present Tense Sentences (to be) ………………………….....24

2.4 Examples and Functions of Present Perfect Tense……………………………25

2.5 Form of Present Perfect Tense Sentences………………………………..........26

3.1 The Number of Simple Present and Present Perfect Tense Sentences………...31

3.2 The Number of Errors According to the Types of Errors……………………...32

3.3 The Number of Errors in Simple Present Tense………………………………32

3.4 The Number of Errors in Present Perfect Tense………………………………33

3.5 Ungrammatical Simple Present and Present Perfect Tense Sentences

According to the Types of Errors………………………………………..…...33

3.6 Ungrammatical Simple Present and Present Perfect Tense Sentences

and the Possible Correction…………………………………………………..33

4.1 The Number of Written Simple Present and Present Perfect Tenses

Sentences……………………………………………………………………..39

4.2 The Total Number of Errors in Each Type of Error………………………….40

4.3 The Number of Errors of Simple Present Tense (1) ……………..……………41

4.4 The Number of Errors of Present Perfect Tense (1).…………………………48


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LIST OF APPENDICES

Appendix Page

A. Ungrammatical Simple Present and Present Perfect Tense

According to the Types of Errors……..……………………………………....63

B. Ungrammatical Simple Present and Present Perfect Tense Sentences

and the Possible Correction…………………………………………………...70

C. The Number of Simple Present and Present Perfect Tense Sentences………..77

D. Types of Errors in Every Document…………………………………………..78


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CHAPTER I

INTRODUCTION

This research elaborates and discusses Simple Present and Present Perfect

tense sentences of students’ writing in Critical Reading and Writing class. In this

chapter, the writer will present the background of the research, problem

formulation, problem limitation, research objectives, research benefits, and

definition of terms.

A. Research Background

Students who are learning English, especially Indonesian learners, they may

face some difficulties in its process. They should understand the rules or the

grammar of English language. Some of them still get confused even though they

have learned about it. This is because Bahasa Indonesia does not have tenses like

English does. The only problem is about time. Cyssico (2003) says that the only

thing which differs Bahasa Indonesia grammar and English grammar is only a

matter of time. In Bahasa Indonesia, time of an event does not ever change the form

of the verb. However, in English, time is very important to determine the form of

the verb.

Learning English as second language acquisition has its difficulties. English

has its grammar as the rules of the language. It also does exist when it should be

implemented in writing. There are several rules that should be applied. English has

tenses. Tenses are not the same with time. Declerck, Reed, and Cappelle (2006) say,


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‘Time is an extralinguistic category.’ Time is not part of linguistic. It stands

alone, independently. Meanwhile, Declerck, et al. (2006) state, ‘Tense is a linguistic

concept: it denotes the form taken by the verb to locate the situation referred to in

time.’ They also state that there are seven traditional names for tenses in English.

Those are Present Tense, Past Tense, Future Tense, Present Perfect, Past Perfect,

Conditional Tense, and Conditional Perfect. All tenses have the progressive and

non-progressive form for each tense (Declerck, et al., 2006). So, when writing in

English, people need to consider when the activities happen and which tenses they

will use. If the activity happens in the past, it will use Past Tense while if the activity

happens in the present it should use Present Tense.

People need to master four basic skills of language when they are learning

language including learning English. Those four basic skills are writing, reading,

listening, and speaking. In order to master those basic skills, students or learners

should also learn the grammar. Mastering grammar is much needed in learning

those basic skills, especially in writing.

Levinson (2000) defines that writing is a kind of communication in which

words, ideas, information, and emotions are presented in print or hard form from

one mind to another. Writers have the ability to control their word to influence the

readers. If the readers can understand the messages of a written text, it can be

categorized as a good writing. A good writing requires a commitment to the writing

process. It also needs much editing and revising.

Grammar has an important role in writing. Why is grammar important in

writing? Readers usually enjoy reading a text or an article which the content is


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understandable. When the ideas are expressed in the document, grammar is much

needed. In the form of a document, grammar will affect the value of the document,

moreover, if the document is put in the place where everyone could easily take it

and read it. So, to make a good writing for readers, students, at least, should make

sentences in good grammar so that the readers will not be confused with the ideas

of the text. A good writing needs good grammar skills. Villemaire and Villemaire

(2005:8) also state that learning to write well needs to have good grammar skills.

Another case, some people especially Indonesians who learn English, they

are still confused when they have to use Simple Past and Present Perfect Tense. In

English they have sentence Rudy lived in Japan for 4 years and Rudy has lived in

Japan for 4 years, those sentences both are correct. The first sentence uses Simple

Past Tense then the second sentence uses Present Perfect Tense. Perhaps, for some

Indonesian learners, those sentences have the same meaning (Rudy pernah tinggal

di Jepang selama 4 tahun) because Bahasa Indonesia does not have any tenses in

its grammar which differs the meaning of the sentence but in English, those

sentences have a big difference in meaning. The first sentence states that Rudy now

does not live in Japan anymore, meanwhile, the second sentence shows that Rudy

now is still living in Japan. This problem is also faced by PBI students of Sanata

Dharma University.

Considering the writer’s experiences as a student of English Language

Education Study Program of Sanata Dharma University, the writer found that some

students still have problems in producing correct grammar when they are writing.

They usually do not realize that they make mistakes in their writing. In fact, they


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have already learned grammar in Structure class. They actually have known the

patterns of the sentences that they want to write but some of them are still confused

when they have to implement it in writing.

Then, based on the writer’s experience, the most common mistakes and

errors that students usually make in writing are the use of Simple Present Tense and

Present Perfect Tense. Those two tenses are also part of basic tenses that should be

mastered especially by students of English Language Education. Simple Present

and Present Perfect are the part of basic rules of learning grammar.

Simple Present Tense and Present Perfect Tense are both categorized as

Present Tenses. Simple Present and Present Perfect are tenses that have its

connection. Kast (2008) notes, that Present Perfect has the same meaning like

Present Tense. He gives an example of clause I have got (I’ve got) which has the

same meaning as I have. This theory is also strengthened by Elsness (1997) who

states that Present Perfect and Present Tense verbs can sometimes have close

meaning. He also gives an example of sentence John has come already which has

close meaning with John is here already. Simple Present tense is the basic tense or

the foundation of tense that is usually taught to learners and the fact that Present

Perfect has close meaning with Simple Present makes the writer choose Present

Perfect as another data which is going to be analyzed.

Besides, students need to master English grammar. It is important for them

because they are going to teach. They are going to be a teacher, a role model for

students. So, if teachers explain English materials using wrong grammar, it is

potential for the students to do the same thing like what the teachers did.


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This research can be used as one of the considerations that may overcome

this problem. By analyzing the errors that are usually made by the students, focusing

on writing and grammar, and providing the correct one, the researcher can help

students to learn more. Besides, the lecturers could also understand the difficulties

that are faced by their students so that they could explain more focusing on the

students’ difficulties.

Therefore, based on those all considerations, this study will present an error

analysis of Simple Present and Present Perfect tenses made by students of English

Language Education Study Program of Sanata Dharma University. The writer

analyzes the written work made by the students of Critical Reading and Writing

batch 2014. The writer chose Critical Reading and Writing class because Critical

Reading and Writing class is a course which focuses more on the product of

students’ writing.

B. Problem Formulation

Based on the background above, this study formulates two main problems.

Those problems can be formulated as follows.

1. What types of Simple Present Tense errors occur in sentences of students’

writing in Critical Reading and Writing class?

2. What types of Present Perfect Tense errors occur in sentences of students’

writing in Critical Reading and Writing class?


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C. Problem Limitation

This study focuses on grammatical errors made by the student of Critical

Reading and Writing class. The researcher will only focus on Simple Present and

Present Perfect tense sentences. It is based on consideration that the use of tense for

language learners like PBI students is a kind of problems because there is no tense

in their language. Besides, Simple Present and Present Perfect tenses are basic

tenses which should be mastered by students in English Education Study Program.

The sentences include both simple and complex sentences but the focus is only on

the Simple Present and Present Perfect tense including noun clauses, adjective

clauses, and adverb clauses. The researcher selects one class of Critical Reading

and Writing class as the subject of the research. Critical Reading and Writing course

is chosen because this course focuses more on the product of the students’ writing

especially on the essay level writing. The researcher analyzes the written work

made by the students of Critical Reading and Writing batch 2014 of the English

Language Education Study Program of Sanata Dharma University.

D. Research Objectives

The objective of this study is to analyze the errors of using Simple Present

and Present Perfect tense of students’ writing in Critical Reading and Writing class

of English Education Study Program. Considering the formulation of the research

problems, the researcher constructs two objectives of this study. They are:


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1. Describing Simple Present Tense errors of students’ writing of Critical

Reading and Writing class of English Language Education Study Program

Sanata Dharma University.

2. Describing Present Perfect Tense errors of students’ writing of Critical

Reading and Writing class of English Language Education Study Program

Sanata Dharma University.

E. Research Benefits

Hopefully, this study can be beneficial for the readers and for those who are

involved in English Language Education Study Program, especially for:

1. Students

By learning through this study which is about an error analysis of Simple

Present and Present Perfect Tense in which students usually made, students can

learn and understand more how to use and produce Simple Present and Present

Perfect Tense sentences well in writing. In short, this study encourages students to

improve their writing especially in using Simple Present and Present Perfect by

knowing the use of the tense especially Simple Present and Present Perfect provided

in this research correctly.

2. Teachers/Lecturers

Hopefully, this study will improve teachers or lecturers in teaching Simple

Present and Present Perfect tense. The analysis of the most frequent errors made by

the students especially the use of Simple Present and Present Perfect makes teachers


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or lecturers pay more attention to it. Realizing this, teachers or lecturers can find

the most appropriate way of teaching to make students minimize the errors they

make.

3. Other Researchers

This study can be used as a guide for other researchers who have the same

interest with this study. By learning this study, hopefully, other researchers can

make better research and improvement according to the future’s needs.

F. Definition of Terms

1. Tense

Learning English is closely related to tenses. Tenses have its connection

with time. When people talked about tenses, it means that they discuss a time of an

event or tragedy. Declerck, et al. (2006) state that tense is a kind of marker verb

that is used to show the time of an event. In simple word, tense is used to answer

when the event or the tragedy happens. These are the name of English tenses;

Present Tense, Past Tense, Future Tense, Present Perfect, Past Perfect, Conditional

Tense, and Conditional Perfect.

2. Aspect

Unlike tense, aspect does not have its connection with time. It is not referred

to the time of utterances. According to Quirk et al. as cited in Kast (2008), they say

that aspect refers to the grammatical category which describes the verb action which

is used in an utterance. In simpler words, aspect answers how an event or tragedy


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happens. For example two aspects of English, those are perfective and progressive,

the perfective shows that the action of something has completed or done but the

progressive one shows that the action of something has not completed or it is still

in progress.

3. Simple Present Tense

According to Azar (1999), there are two functions of using Simple Present

Tense. First, Simple Present Tense is used to express habitual activity or event.

Second, Simple Present Tense is also applied to inform something factually. When

using Simple Present Tense, the verb that is used is V1/Vs (Verb 1 if the subject is

first person and plural and Verb s if the subject is third person and singular). Simple

Present Tense has its own pattern. It is S+V1/Vs or S+to be (is, am, are). For

example, Liliana plays badminton. Based on the example, it shows that Liliana likes

playing badminton. She has a routine activity or the activity happens repeatedly.

Another example: Diane is an English teacher. It informs a fact that Diane is an

English teacher and until now she still holds her profession as an English teacher.

4. Present Perfect Tense

Azar (1999) states that there are three functions of Present Perfect Tense.

First, it is used to express an idea that happened or even never happened before

now, and does not have specified time in the past. For example, They have moved

to New York. The example does not show any specified time when they moved to

New York. It only shows that they have moved to another city without knowing the

specified time when they did it. Second, it is also used to express repetition of an

activity before now. The specified time of each repetition is not really important.


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For example, Dono has written five letters to his wife for the last two weeks. From

the example, it informs that Dono wrote more than one letter and gave it to his wife.

The example does not show the specified time when Dono wrote each letter. It only

shows that he has written five letters since the last two weeks. Third, Present Perfect

Tense can also be used to express a situation that began in the past and still

continues to the present. For example, Bona has had this pair of shoes for two years.

The example shows that Bona already has the shoes since the last three years and

now she still has it in her hand. The pattern of Present Perfect Tense is

S+have/has+V3/to be.

5. Error Analysis

In this study, the writer will do an error analysis of students’ writing of

Critical Reading and Writing class. According to Cook (1993:22), as cited in Sutor

(2013:34), ‘Error analysis was a methodology for dealing with data, rather than a

theory of acquisition’ Errors here are addressed to sentences that are grammatically

incorrect. VanPatten and Benati (2015) say that error analysis is a kind of research

which focuses on identifying, describing, and explaining errors of L2 learners. The

writer will only focus on Simple Present and Present Perfect tense errors.

Afterwards, the writer will analyze the sentences and try to give some corrections

of them.

6. Critical Reading and Writing

Critical Reading and Writing (CRW) is a course which focuses on reading

and writing skill. In this course, students learn about the process of reading and

writing. Critical Reading and Writing is available for students in the fourth


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semester. Based on the syllabus which was made by the lecturer of PBI Sanata

Dharma University, after completing this course, students are expected to be able

to develop critical reading skills by comparing and contrasting, self-questioning,

monitoring comprehension, summarizing and making a mind map. Besides, this

course also encourages students to be able to develop writing skills by generating

argumentative essay based on intertextuality, interview, and questionnaire.

Panduan Akademik Program Studi Pendidikan Bahasa Inggris Universitas Sanata

Dharma 2012 also states that Critical Reading and Writing is designed to facilitate

students to develop their critical reading and writing skills. The product of the

students’ writing will be used by the writer as the data of this study. The writer will

analyze it and find the errors.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer examines some theories that support the research.

There are two sections in this part. The first section, the writer presents the

theoretical description which contains the description of error including the types

which become the focus of this research, simple present tense, and present perfect

tense. Then, second section, the writer discusses the theoretical framework of this

research. The theoretical framework consists of the description of theories that

helps the writer answer the research problems of this research.

A. Theoretical Description

The researcher presents two parts, namely error and writing. Error is

necessarily discussed because it is closely related to the focus of this study. Besides,

writing deals with the process of writing and aspect of writing which influence

someone’s writing.

1. Error

a. The Definition of Error

Talking about learning, error is the next word that would occur. Errors are

the common things which are usually made by learners when they were learning.

One of the examples is learning English. English as the second language acquisition

has its difficulties to learn. It may cause some errors in the process of its learning


13

both orally and literally. Dulay, Burt, and Krashen (1982:138) define ‘Errors are

the flawed side of learner’s speech or writing’. Realizing this, errors can be seen or

identified by looking at the learner’s speech or writing work. Making errors is

something inevitable when learning something, especially learning a language. It is

impossible for people to learn a language without doing or committing errors

(Dulay et al., 1982). Besides, Triestari et al. (2012) say that errors in grammar can

be found in sentences when the sentences are not in the correct structure

formulation. It is an error of grammar if the sentence is not structurally correct.

b. Error Vs Mistake

Regarding this research which focuses on error analysis, the writer provides

the difference between error and mistake. People should be able to differ between

error and mistake because it has a different condition. Gass (2013) also says that

mistakes are described as a slip of the tongue. In line with what Gass says, Jordan

(2004) says, “Corder distinguished between errors and mistakes: mistakes are slips

of the tongue and not systematic, whereas errors are indications of an as yet non-

native-like, but nevertheless, systematic, rule-based grammar “ (p.204). Based on

that statement, it can be stated that mistakes are not systematic or not repeatedly

occurred. The one who makes mistakes will realize that he just made a mistake.

Gass (2013) states ‘the speaker who makes a mistake is able to recognize it as a

mistake and correct it if necessary.’

However, errors are different from mistakes. Gass (2013) describes that

error is systematic. He says ‘it is likely to occur repeatedly and is also likely not to

be recognized by the learner as an error.’ Besides, according to Gonzales


14

(2008:281) mistakes are also called as errors of performance while errors itself are

defined as errors of competence. Richards (2015:25) says that errors of

performance refer to mistakes and errors refer to systematic errors which have

relation to the knowledge of the learner. He also states that errors of performance

will not be systematic while errors of competence are systematic. Then, Luelsdorff

(1986:387) explains that both errors of performance and errors of competence are

the results of the process of addition, omission, substitution, and displacement.

c. Error Analysis

Error analysis is used to analyze learners’ error. It is applied in the study of

learners’ error which focuses on the second language acquisition. Gass (2013)

defines error analysis as ‘a type of linguistic analysis that focuses on the errors

learners make.’ According to VanPatten and Benati (2015), error analysis is a kind

of research tool which focuses on identifying, describing, and explaining errors of

L2 learners. It is closely related to linguistics. It is used to analyze some errors made

by the language learners related to the language structure. James (2013) says ‘Error

Analysis is a major component of core linguistics’. Besides, Cook (1993:22) also

states as cited in James (2013:7), ‘Error analysis was a methodology for dealing

with data, rather than a theory of acquisition.’ It is closely related to language

teaching.

d. Types of Errors

Learning English as second language acquisition makes some students

often commit errors. Dulay et al. (1982) state that there are four types of errors,

namely, omission, additions, misformation, and misordering.


15

1) Omission

Omission errors is a type of error which occurs if there are one or more items

that do not appear in a well-formed of utterances. Any morpheme or word which

does not appear like it should be can be categorized as omission but grammatical

morphemes are more frequent to be omitted by learners rather than the content

words (Dulay, et al. 1982). For example

*Mary an English teacher

the sentence is potential to categorized as omission. Although the sentence is still

understandable, it omits grammatical morpheme ‘is’ for present tense or ‘was’ on

past form. The sentence should be like this

Mary is an Engish teacher

Grammatical morpheme like is is word which has a minor role in the case

of the meaning of a sentence. Besides, in case of grammar, grammatical morphemes

like noun and verb inflections (the –s in dogs, the –s in Sister’s, the –ed in watched,

the –ing in looking, etc); articles (a, the, etc); verb auxiliaries (is, can, will, etc); and

preposition (in, at, on, etc) are really important to be used in a sentence. Therefore,

if there is an item in a sentence which is absent and making an unwell-formed

utterance, it can be stated as omission (Dulay et al: 1982).

2) Addition

In contrast with omission, Dulay et al. (1982) explain that addition errors

are defined by ‘the presence of an item which must not appear in a well-formed


16

utterance.’ They also state that there are three types of addition errors. Those are

double markings, regularizations, and simple additions.

a) Double Markings

The tense formation in English rule shows that the tense marker is on the

first verb. If there is an affirmative declarative sentence, the tense marker is the

main verb. The main verb is the only verb of the sentence because there is no other

verb in the sentence. While, it is different if a sentence needs an auxiliary. The main

verb is not the tense marker. The tense marker is the auxiliary. For example

She doesn’t buy the book.

or

They didn’t go to the party.

the auxiliaries does and did are the tense marker of the sentence. However, placing

the marker on both, the verb and auxiliary, may occur toward learners, for example

*He doesn’t goes to school.

or

*She didn’t went there.

both the auxiliary and the main verb are marked for the same tense. This type of

addition error is called double marking.

b) Regularizations

Regularization errors are ‘those in which a marker that is typically added to

a linguistic item is erroneously added to exceptional items of the given class that do


17

not take a marker.’ This error typically happens among learners in the use of regular

and irregular forms, for example

*Budi buyed a book yesterday.

or

*There are five sheeps in the field.

the verb buy does not become buyed, but bought; the noun sheep does not become

sheeps in the plural, the plural form of sheep is also sheep. This type of addition

error has been called as regularization.

c) Simple Additions

There is no specific feature which can be categorized as simple additions.

Simple addition errors are addition errors which are not categorized as double

marking and regularization. Dulay et al. (1982) states ‘if an addition error is not

double marking nor a regularization, it is called a simple addition, for example

*This is a books.

the word books should be book without addition –s because the sentence states that

the book is singular not plural. This kind of addition is categorized as simple

addition.

3) Misformation

Dulay et al. (1982) explain that misformation errors are kind of addition

errors which do not have the correct form of the morpheme or structure. There are

three types of misformation errors. Those are regularization errors, archi-forms, and

alternating forms.


18

a) Regularization errors

Dulay et al. (1982) say that ‘misformation category are those in which a

regular marker is used in place an irregular one.’ For example, the word putted for

put or gooses for geese. It is the same case as regularization in addition errors.

b) Archi-form

Based on Dulay et al. (1982), they say archi-form is ‘the selection of one

member of a class of forms to represent others in the class.’ The example is an error

of using English demonstrative adjectives this, that, these, those. Like for example

the phrase that dogs which should be those dogs.

c) Alternating form

Dulay et al. (1982) state that ‘the use of archi-forms often gives way to the

apparently fairly free alternation of various members of a class with each other’.

So, learners may do alternation in the sentence structure, for example, I seen her

yesterday instead of I saw her yesterday or I have gave you instead of I have given

you.

4) Misordering

Misordering errors are characterized by ‘the incorrect placement of a

morpheme or group of morphemes in an utterance’. The morphemes do not take

place in where it should be, for example

*She is a person lazy.

the word person is misordered. The sentence should be She is a lazy person.

Another example can be seen in this question form


19

*What John is doing?

the correct one is What is John doing? Learners may commit this kind of error

because they are usual to hear the phrase -is doing so when they implement it in

question form they forget to change into the right order of question form.

2. Writing

Writing is one of four skills that should be learned by learners when they

were learning a language. Writing is not only a system which completes in the

communication but also it is the main tool for learners in their learning (Weigle,

2002:5). Writing is easy but having good writing is difficult. There are several

process and aspects to make a good writing.

a. The Process of Writing

To have successful writing, learners requires some steps. Gerson and

Gerson (2003) presents three steps of writing. They are prewriting, writing, and

rewriting.

1) Prewriting

In this step, the learners should have prepared for what they are going to

write. Learners should have been ready with the ideas they are going to say.

According to Gerson and Gerson (2003), there are three important things of

prewriting that writers should do. First, writers are required to determine the

objectives of their writing. Learners need to know why they are writing and what

they are going to reach through their writing. Second, writers should gather data to

communicate the content of their writing. Writers cannot elaborate the content of


20

their writing unless they get the data on them. The final important thing that writers

should do is considering the audience. Considering the audience means that the

writers can predict who will become the reader of their writing. Besides, the writers

need to understand what their levels of understanding are. It is important because

when the writers can answer those questions, they can write based on the reader’s

need and it can help the writers to write effectively.

2) Writing

After gathering the data and deciding the objectives, the next to do is

writing. Students need to draft first before they write all the idea into a paragraph.

Gerson and Gerson (2003) say that there are two things that writers should do when

they start to write their document. First is organizing the draft. Organizing the draft

means that the writer should arrange the sentences they should write well and

understandable so that the readers can understand and follow what the content of

the writing is, easily. Next is formatting the text to allow for easy access. After the

writers have done with organizing the idea into a good text, they need to consider

that the text is acceptable for the readers. In other words, the look of the text or the

document is also needed to invite the readers.

3) Rewriting

The final step of a writing process is to rewrite the draft. The rewriting step

can also be called as a perfecting step. In this step, the writers rewrite what they

have made in writing step. According to Gerson and Gerson (2003) ‘to rewrite, you

need to revise, revise, and revise again.’ They also state that people who write a


21

document effectively must realize that there are several processes before it. It needs

a second or third write.

b. Aspect of Writing

Having good writing should refer to some aspects of writing. One of the

aspects is grammar. According to Bram (1995), to have a good writing, learners or

students need to write their ideas not only semantically but also grammatically

correct. Semantically means that the writers (students) understand the meaning of

the whole paragraph of what they are writing. While grammatically means that the

writers express their ideas by using Standard English grammar. Tense is one of the

grammar components. The researcher elaborates the theories related to tenses in

English and give some explanation on it.

1) Tenses in English

Learning English is related to tenses. Tenses refer to time. However, tenses

are different with time. According to Decklerck et al. (2006), ‘time is an

extralinguistic category.’ It stands independently. Then, they also state that tenses

are a kind of linguistic concept. Decklerck et al. (2006) say ‘it denotes the form

taken by the verb to locate the situation referred to in time.’ There are several names

for tenses in English but Simple Present and Present Perfect Tense are the main

focus of this research.

a) Simple Present Tense

Simple Present Tense is one of the several tenses which has a function to

tell a fact or a habitual activity. Azar (1999) says, ‘the simple present says that


22

something was true in the past, is true in the present, and will be true in the future’.

It also expresses general statements of fact and timeless truths. Besides, Azar (1999)

also explains that simple present can be used to express habitual or everyday

activities.

Table 2.1 Examples and Functions of Simple Present Tense (Azar : 1999,

p.13)

Examples Functions

(a) Water consists of hydrogen and

oxygen.

(b) The average person breathes

21,600 times a day.

(c) The world is round.

To express general statements of fact

and timeless truths.

(d) I study for two hours every

night.

(e) I get up at seven every morning.

(f) He always eats a sandwich for

lunch

To express habitual or everyday

activities.

The use of Simple Present to express general statements of fact or timeless

truths can be seen in the example (a), (b), and (c). The fact that water consists of

hydrogen and oxygen is a timeless truth. In the past, present, or even in the future,

water will always consist of hydrogen and oxygen. It is just the same with the

example (b) and also (c). It tells about a fact or can be defined as a timeless truth.

Besides, the use of Simple Present to express habitual or everyday activities

can be seen in the example (d), (e), and (f). Those examples show that someone

usually studies for two hours, gets up at seven, and eats lunch with a sandwich. The

subject does the activities every day as a habit. O’Dawyer (2006) who is in line with

Azar (1999) says that the function of Simple Present is to express action or event

which occurs now or shows habitual or timeless.


23

Each tense of English has its pattern including Simple Present Tense.

Simple Present Tense has its pattern. However, people should consider that there

are several forms of sentences. The form of sentences can be positive, negative, or

interrogative sentences. Simple Present Tense also has its pattern of positive,

negative, and question form of sentences. The form of the main verb may be

different depending on the subject chosen. The use of the subject in every sentence

determines the form of the main verb. The following table will present the positive,

negative, and interrogative form of Simple Present Tense sentences. The different

types of subjects will determine the form of the verb of the sentence. The following

table provides the example of each form of the sentences. Here are the form of

Simple Present Tense sentences.

Table 2.2 Form of Simple Present Tense Sentences (verb)

Form of Sentence Subject + Verb + (O/C)

Positive (affirmative) They

We walk

I

You

He

She walks

It

Negative They

We do not walk

I

You

He

She does not walk

It

Interrogative They

Do We walk?

I

You

He

Does She walk?

It

The general pattern of Simple Present Tense is S+V1. The V1 will be added

–s or –es if the subject is the third person. The table shows that the examples of the

third person subject are He, She, and It. Therefore, the verb walk is added s


24

becoming walks because the subject is the third person. Then, if it comes to an

interrogative sentence, the auxiliary do is used for the first or second person of the

subjects and if the subject is third person, the auxiliary which is used is does. Both

are the rules in present form.

Another pattern of Simple Present Tense is S+to be. Like what the

researcher has explained above, Simple Present Tense in using to be has similar

rules as Simple Present Tense in using a verb. There are two kinds of to be in Simple

Present Tense. Those are is and are. The use of is and are is determined by the

subject of the sentence. The following table presents the use of to be of Simple

Present Tense.

Table 2.3 Form of Simple Present Tense Sentences (to be)

Form of Sentence Subject + to be + SC

Positive

They

We are hungry

You

I am hungry

He

She is hungry

It

Negative

They

We are not hungry

You

I am not hungry

He

She is not hungry

It

Interrogative

They

Are We hungry?

You

Am I hungry?

He

Is She hungry?

It

As seen in the table, the third person subjects use is as the to be. Then, the

subject They, We, and You use are. Besides, subject I uses am. That is the rule how

to use to be in Simple Present Tense according to the subjects of the sentence.


25

b) Present Perfect Tense

According to Azar (1999), there are three functions of Present Perfect Tense.

It expresses an idea of something which happened or even never happened before

now, and does not have specified time in the past, repetition of an activity before

now, and to express a situation that began in the past and still continues to the

present. The following table will elaborate the functions of Present Perfect Tense

including the examples of sentences which use Present Perfect Tense. The examples

will be given in each type of the function. The examples provided may help the

readers to understand more about the use of Present Perfect Tense.

Table 2.4 Examples and Functions of Present Perfect Tense.

Examples Functions

(a) They have moved into a new

apartment.

(b) I have never seen snow.

(c) I have already seen that movie.

To express an idea that something

happened or even never happened before

now.

(d) We have had four tests so far this

semester.

(e) I have met many people since I

came here in June.

(f) I have flown on an airplane many

times.

To express repetition of an activity before

now.

(g) I have been here since seven

o’clock.

(h) We have been here for two weeks.

(i) I have had this same pair of shoes

for three years.

To express a situation that began in the

past and continues to the present.

O’Dawyer (2006:118) states that Present Perfect Tense ‘expresses an

activity or event completed in the past but with some relationship to the present’

Present Perfect Tense has relation to both past and present time. According to


26

O’Dawayer (2006) the activity of Present Perfect Tense is started in the past. He

also explains that although the activity is started in the past, it still has some

relationship to the present time. The verb formation of Present Perfect Tense is

have/has + past participle (V3).

The following table will explain how Present Perfect Tense is used in some

various subject like first, second, or even third person. The same as Simple Present

Tense, Present Perfect also has the pattern of a positive, negative and interrogative

form of sentences. Here are the explanations of the use of Present Perfect Tense

according to the subjects and the positive, negative and interrogative form of the

tense.

Table 2.5 Form of Present Perfect Tense Sentences

Form of Sentence Subject + have/has + past participle(V3) + (O/C)

Positive They

We have said

I

You

He

She has said

It

Negative They

We have not said

I

You

He

She has not said

It

Interrogative They

Have We said?

I

You

He

Has She said?

It

Generally, Present Perfect Tense has the same rules as Simple Present

Tense. The word have will change into has if the subject is the third person. While

if the subject is the first or second person, the verb formation uses have.

Then, if the past participle uses to be (is, am, are), the formation would be


27

S + Have/Has + been + (O/C)

Basically, the rules of using Simple Present and Present Perfect Tense are

just the same. The differences are in the functions and in the pattern or the verb

formation.

B. Theoretical Framework

As the framework, the writer elaborates some theories which can help the

writer to answer the formulated research questions. This research is discussing the

errors of students’ writing focusing on Simple Present and Present Perfect Tenses.

The researcher used the theory of Simple Present and Present Perfect Tenses from

Azzar (1999) to analyze some errors which were made by the students.

To answer research problem 1 and research problem 2, the researcher used

theory types of errors from Dulay, Burt, and Krashen (1982). According to them,

there are four types or errors. Those are omission, addition, misformation, and

misordering. Those four types of errors were used by the researcher to analyze the

errors students made in their writing.

Then, since this research focuses on the errors made by the students, the

researcher gives some explanation about the difference between error and mistake.

The error usually occurs to a language learner. It is related to the language structure

and happening repeatedly or systematically without being known by the language

learner. Mistakes are also called as errors of performance. The researcher agrees

with the theory from Gonzales (2008) and Richard (2015) which state that errors


28

refer to errors of competence and mistakes refer to errors of performance. The

researcher also holds the same opinion with Trilestari (2012) who states that errors

in grammar are found in the sentences which are not in the correct structure

formulation. Thus, in this research, the researcher regards all the errors both

competence and performance and all incorrect structure sentences as errors made

by the students.


29

CHAPTER III

RESEARCH METHODOLOGY

In this part, the writer will discuss about the methodology used in this

research. This chapter consists of six parts. Those are description of research

method, research setting, research participants, research instrument and data

gathering technique, data analysis technique and research procedure.

A. Research Method

Since the writer was analyzing Simple Present and Present Perfect errors of

students’ writing, this research used document analysis as the research method.

Referring to Best (1959:117), document analysis which is also called content

analysis is a kind of research method that deals with records or documents as the

research data. He also states that one of the purposes of document analysis is to

analyze the types of errors in students’ work. Besides, Ary, Jacobs & Razavieh

(2002) state that document analysis ‘focuses more on analyzing and interpreting

recorded materials within its own context’. This research method was conducted to

get data on An Error Analysis of Simple Present Tense and Present Perfect Tense

Sentences of Students’ Writing in Critical Reading and Writing Course. Document

analysis is one of the research methods that is included in qualitative research. Yin

(2015) states that qualitative research deals more with words rather than with

number and symbols.


30

B. Research Setting

This part presents where and when this research was conducted. The writer

did the research in class D of Critical Reading and Writing of English Language

Education Study Program of Sanata Dharma University. The researcher conducted

the research from March until July 2016.

C. Research Instruments and Data Gathering Technique

Since this research was using qualitative research and the method was

document analysis, there were two major instruments of this research. Besides, the

researcher also used table analysis to support the data findings. Those instruments

can be noted as follows.

1. Human Instrument

Since this research was qualitative research and the method used was

document analysis, the writer was the primary instrument to analyze the data. Ary,

Jacobs, Sorensen, and Walker (2013:524) say that ‘the main instrument in

qualitative research is the human instrument’. The researcher became the main

instrument of the research in which she gathered and analyzed the data of students’

writing. The writer focused on the errors sentences made by the students so that the

writer could reveal what types of errors that were produced by the students in

dealing with their writing.

2. The Critical Reading and Writing students’ Mid Test 1 documents

The Critical Reading and Writing students’ Mid Test 1 document became

the main data of this research. The documents were from selected class of Critical


31

Reading and Writing which was class F. Through these documents, the writer

would be able to analyze the Simple Present and Present Perfect errors as presented

in the documents.

3. Table of Analysis

There were some types of table used to analyze the students’ written work

of this research.

The first table dealt with the total number of Simple Present and Present Perfect

Tense sentences of students’ written work. The writer counted all Simple Present

and Present Perfect Tense sentences students wrote and made the total number in

the form of table. This table was made to show and know the number of written

Simple Present and Present Perfect Tense sentences that would be analyzed by the

writer. The total number of sentences in every document which contained Simple

Present and Present Perfect Tenses were presented in the table. Besides, the

researcher also provided the percentage of the total sentences of Simple Present and

Present Perfect Tenses made by the students. The number and percentage of Simple

Present and Present Perfect Tenses made by the students can be seen in the

following table.

Table 3.1 The Number of Simple Present and Present Perfect Tense Sentences

Doc

No.

Simple Present

Tense

Present Perfect

Tense

Simple Present and

Present Perfect

Tense

Total

sentences

Num % Num % Num % Num %

1.

2.

3.

…


32

The second one, then, dealt with the number of errors in each type of errors

that students wrote. The writer counted the number of errors in each types of errors

students wrote then put it into table. The writer also made the percentage of the

number of error in the sentences students wrote. There are four types of errors

namely, omission, addition, misformation, and misordering. The table can be seen

as follows.

Table 3.2 The Number of Errors According to the Types of Errors

Doc

No.

Types of Errors

Omission Addition Misformation Misordering

1.

2.

3.

…

After obtaining the data through the tables above, then, the writer

summarized the findings in two tables. The first table dealt with the number of types

of errors which occurred in Simple Present Tense. The second table showed the

number of the types of errors which were found in Present Perfect Tense. The tables

can be seen as follows.

Table 3.3 The Number of Errors in Simple Present Tense

Simple Present Tense

Types of Errors



33

Table 3.4 The Number of Errors in Present Perfect Tense

Perfect Present Tense

Types of Errors


Then, there were two kinds of tables which covered all types of errors made

by the students. The first table showed all the error sentences in Simple Present and

Present Perfect Tenses and the types of errors. The last table, furthermore, was to

show the errors sentences students wrote both were Simple Present and Present

Perfect Tenses with the possible correction provided by the researcher. The tables

can be seen as follows.

Table 3.5 Ungrammatical Simple Present and Present Perfect Tense Sentences

According to the Types of Errors

Doc.

No

Simple Present and

Present Perfect Tense

Sentences

Types of Errors of

Simple Present

Types of Errors of

Present Perfect

O A MF MO O A MF MO

1.

2.

3.

…

Table 3.6 Ungrammatical Simple Present and Present Perfect Tense Sentences

and the Possible Correction

Doc.

No

Original Sentences Possible Correction

1.

2.

3.

…


34

Dealing with the two problems formulation, the writer used some techniques

to gather the data. The researcher collected the data by taking the documents of

students’ Mid Test 1 assignments as the research data. The source data of the

research were taken from students of Critical Reading and Writing course.

D. Research Subjects

The subjects of the research were the Critical Reading and Writing students’

Mid Test I documents of class F batch 2014 of the English Language Education

Study Program of Sanata Dharma University. The Mid Test I contained the

students’ writing about argumentative essay and the entire documents are

considered as the data of this study. The writer took all of the documents of Critical

Reading and Writing class as the subjects. The writer chose Critical Reading and

Writing class because it is a course which focuses on the product of students’

writing.

E. Data Analysis Technique

The writer used several steps to analyze the data. Meanwhile, the detailed

process of the data analysis technique can be noted as, first, the writer found the

sentences which were categorized as Simple Present and Present Perfect. The writer

listed the sentences and differed between Simple Present and Present Perfect. The

writer, then, listed all ungrammatical sentences found in Simple Present and Present

Perfect sentences. Next, the writer corrected all those ungrammatical sentences and

discussed further. The writer classified the errors of the sentences into some types


35

of errors. The writer used the theory from Dulay et al. (1982) who state four types

of errors in writing. Those are omission, addition, misformation, and misordering.

Then, the writer presented all types of errors of Simple Present and Present Perfect

Tenses which were found in the data students’ made.

F. Research Procedure

There were some stages to conduct this research. The researcher formulated

into 5 stages. Those are finding the problems and grounded theory, designing the

research method, collecting the data, analyzing the data, and the last was reporting

the results of the research.

1. Finding the problems and the grounded theory

The very first thing that the writer did before doing the research was finding

the problems. It was done in the seventh semester of the writer’s study through

Proposal Seminar course. Then, the writer formulated the two research problems

and also provided the research objectives. Besides, the writer began to collect some

relevant literatures as much as possible to strengthen every statement made by the

writer and make the research grounded on scientific theories.

2. Designing the research method

After finding the research problems, the writer, then, decided the method

that will be used in the research. Based on the problem formulation and the research

objectives, the writer tried to find the appropriate method to answer the two research

problems. The method taken was the most suitable method of this research.


36

3. Collecting the data

The writer, furthermore, collected the data that were going to use in the

research. The data were taken from the Mid Test of Critical Reading and Writing

class F. All the documents would completely be used as the data of the research. In

the process of collecting the data, the researcher also conducted interviews with the

lecturer of Critical Reading and Writing course about the process of the students’

writing.

4. Analyzing the data

After obtaining the data, the writer would start to analyze the document as

the steps previously stated. The writer used two main steps. The first step the writer

would find sentences which were categorized as Simple Present and Present Perfect

sentences. The writer listed the sentences and differed which one was Simple

Present and which one was Present Perfect.

Meanwhile, the second step was analyzing Simple Present and Present Perfect

sentences of students’ writing. It was done by identifying all ungrammatical Simple

Present and Present Perfect sentences the students wrote. The writer, then, corrected

all those ungrammatical sentences and discussed it further. Afterwards, the errors

sentences found would be classified into some types of errors. The writer would use

the theory from Dulay et al. (1982) who state four types of errors in writing namely

omission, addition, misinformation, and misordering. Next, the writer counted all

the errors sentences for each types and found the most frequent errors students

made.


37

5. Reporting the results of the research

After all the analysis has finished, the writer, then, reported the results of

the analysis. The writer drew conclusions referring to the two objectives of the

research.


38

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the writer will present the results of the document analysis

which will answer the two problem formulations of the research. Besides, this

chapter will also discuss the findings of grammatical errors which were made by

the students in their writing focusing in Simple Present and Present Perfect tenses.

There will be three sections that the writer will present in this chapter: (A) Data

Findings of Simple Present and Present Perfect Tenses, (B) Types of Errors

Occurred in Simple Present (C) Types of Errors Occurred in Present Perfect Tense

and (D) Other Findings.

A. Data Findings of Simple Present and Present Perfect Tenses

1. The Total Number Sentences

As in each document the students made, there are various types of sentences

and also various types of tenses used in the documents. The writer identified all the

sentences which consisted of Simple Present and Present Perfect tenses. Besides,

the researcher also counted all sentences students made in every document that

would be analyzed in this research. The number of sentences which were made by

the students can be revealed through this following table. The table consists of both

Simple Present and Present Perfect Tenses sentences made by the students.


39

4.1 The Number of Written Simple Present and Present Perfect Tenses

Sentences

Tenses Number Percentage

Simple Present Sentences 868 77.5%

Present Perfect Sentences 22 2%

Simple Present and Present Perfect Sentences 24 2.1%

Non Simple Present and Present Perfect Sentences 206 18.4%

Total Sentences 1120 100%

After counting and identifying the sentences students made, the researcher

found some facts. According to the data, there were 1120 sentences which were

made by 26 students. Then, the students wrote 868 sentences of Simple Present

Tense. More than a half of the whole sentences contain of Simple Present Tense.

Another fact is Simple Present Tense becomes the most tense used by the students

because the documents are argumentative text which mostly talks about facts and

provides some relevant arguments of the writer.

Counting all the sentences made by the students, the researcher found there

were 22 Present Perfect Tense sentences made by the students. Some students also

combined Simple Present and Present Perfect Tenses in their complex sentences.

The writer found 24 sentences which consisted of Simple Present and Present

Perfect tense sentences.

Besides, there were also other tenses like future tense, simple past, past

perfect and etc. which were made by the students in the documents. There are 206

non Simple Present and Present Perfect tenses sentences as the total in the

documents. Those sentences will not be discussed further because the focus of the

research is Simple Present and Present Perfect Tenses.


40

2. Classification according to the types of error

After conducting and presenting the total numbers of Simple Present and

Present Perfect tense sentences, the writer classified those sentences into each type

of error namely omission, addition, misformation, and misordering. The results of

the classification could be seen in the table follows.

4.2 The Total Number of Errors in Each Type of Error

From the results presented in the table above, the first position or most

frequently types of errors which were made by the students were the omission.

There were 36 times omission or 54.54% which occurred in the documents. The

next position was misformation. There were 26 times of occurrences of

misformation errors found in the data. The number was 39.39% of all the errors

written in the documents. Then, the other types of errors occupy the next position

right after omission and misformation error. The researcher found 3 times of

occurrences of addition error or 4.54% of all the errors made by the students and

only once occurrence of misordering error.

Types of Errors Number Percentage

Omission 36 54.54%

Addition 3 4.54%

Misformation 26 39.39%

Misordering 1 1.54%

Total errors 66 100%


41

B. Types of Errors in Simple Present Tense

After identifying and classifying the sentences, the writer, then, analyzed

and classified the errors made by 26 students based on Dulay’s theory. According

to the theory written in the previous chapter, there were four types of errors which

would cover the data analysis. Those are the error of omission, addition,

misformation, and misordering. The number of the Simple Present Tense errors

could be seen in this following table.

4.3 The Number of Errors of Simple Present Tense (1)

Simple Present Tense


33 3 22 1

Besides, the researcher discussed some errors which were made by the

students in Simple Present Tense sentences. The error sentences discussed below

were based on the data findings which were put in the appendix A. The errors could

be seen as follows.

1. Omission

As seen in the table presented above, the most frequent errors made by the

students were the error of omission. These following sentences are the results of

errors omission made by the students.

1. *It seem that blog limits the movement of students who do not have

access and burden the teachers.

5b. *Online sources also available 24/7 in our life.


42

6a. *This program help us to express ourselves, like in music, dance, and

instrument.

Those sentences are included omission errors. The students omitted one or

more item that should be in the sentence which made the sentences, not in a well-

formed. In the first case (1), the omission occurred two times. The errors were in

the verb seem and burden. A form of a verb is determined by a subject of a sentence.

As seen in the sentence, the subject of the sentence is It. It is pronouns of the third

person. According to the theory explained in the previous chapter, pronouns of the

third person in Simple Present Tense, the verb should be followed by –s or –es. In

line with the case (1), the verb of the sentence should be followed by –s or –es but

the students omitted morpheme –s in the verb seem and burden. The verb burden

which appears in the second clause must be followed by –s because it refers to the

subject blog. It also has the same case as in the sentence (6a). The student omitted

morpheme –s in the verb help. While in the second case (5b) the students forgot to

add to be in the sentence he made. The student should add to be are right after the

subject of the sentence. The to be is are because the subject of the sentence is plural.

Although those sentences can still be understood by the readers, it is grammatically

incorrect. The possible correction of those sentences can be seen as follows.

1. It seems that blog limits the movement of students who do not have access

to it and it burdens the teachers.

5b. Online sources are also available 24/7 in our life.


43

6a. This program helps us to express ourselves, like in music, dance, and

instrument.

2. Misformation

The second types of errors which were mostly made by the students were

the error of misformation. A good sentence should have correct morpheme or

structure. If the sentence does not have correct form of morpheme or structure it

can be categorized as misformation error. Here are some sentences of misformation

errors students made based on the data.

7d. *All in all, small classes is better than big classes.

14a. *According to Martin (2011), pulp and paper is the third largest

industrial polluter of air, water and soil in both Canada and the

United States.

15a. *In this matter teacher who also have the responsibility to educate

students also can use video games for helping students to learn.

From the sentences above, it can be seen that those sentences were

grammatically incorrect. The students put a verb and to be wrongly to the sentence

they made. In the first and second example, there was a mistake of choosing to be.

The students did not pay attention to the subject of the sentence. The first and the

second cases (7d&14a) have wrong to be. The subjects of those sentences are plural

so the students should put to be are instead of is in the present sentences. The

possible correction of the ungrammatical sentences presented above can be seen as

follows.


44

7d. All in all, small classes are better than big classes.

14a. According to Martin (2011), pulp and paper are the third largest

industrial polluter of air, water, and soil in both Canada and the United

States.

Besides, the third case (15a) shows that a student put the wrong form of a

verb in the sentence he made. The student put the verb have in the dependent clause

of the complex sentence he made. That was grammatically incorrect because the

subject of the main clause he made was teacher. The subject was singular so it

should be followed by verb –s or –es. The verb have that he chose to complete his

sentence was incorrect. It should be has because it refers to the subject teacher

which is singular. The possible correction of the third example of the misformation

error can be seen in the following sentence.

15a. In this matter, the teacher who also has the responsibility to educate

students can also use video games for helping students to learn.

Most students ignored the subject of the sentence which made the sentences

they made grammatically incorrect. The students should pay attention to the subject

of the sentence, whether it is singular or plural because it determines the auxiliaries

or the verbs that will be used in the sentence.

3. Addition

In the previous paragraph, the researcher has explained about omission error

which occurs when there are one or more items which are omitted in a sentence so

that the sentence can be considered as an incorrect sentence. Then, in contrast with


45

omission, addition errors can be defined as ‘the presence of an item which must not

appear in a well-formed utterance’ (Dulay et.al., 1982). After analyzing the data,

the researcher found some addition errors made by the students. Addition error was

the next type of error which appeared in the documents. The researcher found four

times of occurrences of addition error in the sentences students made. Here are the

sentences.

6b. *We are become more talented and be more better, and better in every

practices.

15f. *(…) learning is not always be boring but it can be fun and enjoyable.

26f. *It is never costs many energies for the students to bring the handouts.

Those three sentences are grammatically incorrect. Those sentences have

the same case. In each of those sentences is included in the double marking of

addition error. If there are two tense markers in a sentence, according to Dulay et

al.(1982) it can be categorized as double marking of addition error. Based on the

examples, the students gave double tense markers in the sentence. The first were

are and become, the second were is and be, and the third were is and costs. The

possible correction of the sentences can be seen as follows.

6b. We are become more talented and be more better, and better in every

practices.

15f. (…) learning is not always be boring but it can be fun and enjoyable.

26f. It is never costs many energies for the students to bring the handouts


46

A sentence at least should have one clause. A clause must have a finite verb.

According to Cameron (2007) ‘a main clause has to have a finite verb-one which is

marked, whether on the main verb or an auxiliary verb, as being either present or

past tense’. So, a main verb is the only verb which exists in a clause. It will become

another case if the clause has an auxiliary, the auxiliary will become the tense

marker no more the main verb. As seen in the examples, each sentence of the

examples has already had the main verb but the students put also an auxiliary in the

sentence -the sentence only has one clause- which made the sentence grammatically

incorrect. A clause must only have a finite verb or an auxiliary as the tense marker.

4. Misordering

Misordering was the fewest type of error which occurred in the document.

After processing the data, the researcher found only one occurrence of misordering

error student made in Simple Present Tense sentence. Dulay et al.(1982) say that

‘the incorrect placement of a morpheme or group of morphemes in an utterance’

can be defined as misordering error. The sentence can be seen as follows.

18a. *Also, in doing work individually, student more focus if they do it

with their learning styles.

The error of the sentence was also included in omission error. The omission

error occurred in the word student which should be students. The word student

becomes plural because the next pronoun, in the next clause, is plural which is they.

While, this sentence was also categorized as misordering error because a student

put the word more wrongly. The word more was put in the wrong place or position


47

by the student. The student forgot that verb has a different form with adjective when

it is implemented in comparative or superlative form. Teschner (2007) explains that

all adjectives which have three or more syllables will put more for comparative

form or most for superlative form just before the equative form, for example, more

beautiful or most beautiful. He, then, also states that the morpheme –er and –est are

put as suffixes in all adjectives which have one syllable and in certain types of

adjectives which have two syllables. That is for all adjective words. It is a bit

different for verbs. Teschner (2007) say ‘adjectives and adverbs directly enter into

equative, comparative, and superlative structures: nouns (and verbs) enter into them

in a more peripheral way.’ It means that verbs and nouns have a bit different

structures of comparative and superlative. Teschner (2007) gives an example of

comparative in a verb ‘She studies more than you (do).’ This example shows that

the comparative word (more) is put right after the main verb, not before the main

verb. So, the student who made the sentence presented above should put the

comparative word more right after the main verb focus. The possible correction can

be seen in the following sentence.

18a. Also, in doing working individually, students more focus more on

learning if because they do it with their own learning styles.

C. Types of Errors in Present Perfect Tense

After analyzing and classifying the types of errors made by students in

Simple Present Tense, the researcher, then, also analyzed and classified types of

errors made by the students in Present Perfect Tense. The number of the occurrences


48

was not as many as in Simple Present Tense. The researcher found only two types

of errors which were made by 26 students in Present Perfect Tense.

4.4 The Number of Errors of Present Perfect Tense (1)

Perfect Present Tense


3 0 4 0

There are 3 times of occurrences of omission and 4 times of occurrences of

misformation error. Besides, misordering and addition error have 0% of

occurrences in the documents. The error sentences discussed below were based on

the data findings which were put in the appendix A. Here is the discussion of the

types of errors which occurred in Present Perfect Tense sentences made by the

students.

1. Omission

Omission error also occurred in Present Perfect Tense sentences made by

the students. The researcher found three times of occurrences of omission errors

made by students. As explained above, an ungrammatical sentence is categorized

as omission error if there are one or more items which do not appear in a sentence.

The researcher has classified and analyzed the errors of Present Perfect Tense based

on types of errors explained by Dulay et al. (1982). The sentences can be seen as

follows.

13d. *Again, when students or teacher have finished their own work and do

not trust their self they can check the answer on calculator.


49

15e. *(…) it showed that by gaming 65 of them have increase their grade

and also change the way they view about studying itself.

20c. *Curriculum 2013 has not ready yet to be implemented because there

are some aspects that still being controversial.

Those sentences were grammatically incorrect. The first case (13d) showed

that the subject and the auxiliary did not have the correct form of a good clause. In

Present Perfect Tense, the pattern is S+have/has+V3 or S+have/has+been. It uses

auxiliary have if the subjects are pronouns the first and the second person or plural

things while it uses auxiliary has if the subjects of the clause are pronouns third

person or singular things. The first data told that the student who made that sentence

forgot to add morpheme –s in the word teacher. In fact, he has already put

morpheme –s in the word students.

Then, in the second case (15e), a student forgot to add morpheme –d in the

word increase. The word increase should be written increased because in Present

Perfect Tense, after putting auxiliary have or has, it must be followed by verb

participle and the verb participle of increase is increased.

While in the third case (20c), the student omitted been in the sentence he

made. The student did not notice that the following word was adjective so after the

auxiliary has he should add been to complete the sentence. Although the sentence

was still understandable but it was grammatically incorrect.

After analyzing the sentences, the researcher, then, corrected the sentences.

Here are the possible correction made by the researcher.


50

13d. Again, when students or teachers have finished their own work and do

not trust them self selves they can check the answer on calculator.

15e. (…) it showed that by gaming 65 of them have increased their grade

and it also changed the way they view about studying itself.

20c. Curriculum 2013 has not been ready yet to be implemented because

there are some aspects that are still being controversial.

2. Misformation

Another type of error which occurred in Present Perfect Tense sentence

made by the students was misformation. As seen in the data presentation presented

above, there were only two types of errors researcher found in the data. Here are

some examples of the errors.

8b. *(…) they will get more information than they have knew before.

15g. *(…) the researcher or scientist have already doing many things to

prove this wrong.

18b. *Sometimes, students in group cannot finish their project on time

because they have no much time to meet or one student have not

finished his/her part so that they cannot combine their project together.

Those sentences were categorized as misformation error. Some sentences

were not made in correct structure and form of Present Perfect Tense. The possible

correction made by the researcher can be seen as follows.

8b. (…) they will get more information than what they have known before.


51

15g. (…) the researcher or scientist has already done many things to prove

that this is wrong.

18b. Sometimes, students in group cannot finish their project on time

because they have no much time to meet or one student has not

finished his/her part so that they cannot combine their project together.

The first case (8b) showed that a student put participle form of know in the

wrong form. The student did not notice that participle form of know is known. While

in the second case (15g), a student made the wrong form of Present Perfect Tense

which made the sentence grammatically incorrect. The student wrote the researcher

or scientist have already doing instead of the researcher or scientist has already

done. It showed that the student did not pay attention to the subject of the clause

and the pattern of Present Perfect Tense. Then, the third case (18b), it had almost

the same case as in the second case. A student was wrong in choosing auxiliary. The

student wrote the auxiliary have instead of has. In fact, the subject of the clause was

not plural.

The data taken by the researcher were Mid Test I document of students

writing. The students were given quite long time by the lecturer to finish their

writing. Besides, the lecturer also provided two times consultation for the students.

When the researcher asked some students, besides correcting the contents of the

essay, the students said that the lecturer also corrected the grammar of the students’

writing. So, the errors made by the students may be higher if the lecturer did not

provide any consultation for the students than the results that have been analyzed


52

by the researcher.

Based on the data analysis, the researcher found that the most frequent types

of errors made by the students were omission and misformation errors. The students

mostly did omission and misformation errors to the subjects, verbs, and auxiliaries.

It was because the students did not pay attention to the subject-verb agreements

used in the sentence. Actually, most of the ungrammatically correct sentences which

were made by the students were the inappropriate verbs or auxiliaries that follow

the subject of the sentence. Most of the students formed the main verb or the

auxiliary incorrectly. It did not have correct form relating to the subject of the

clause. The students did not focus on the subject of the sentence so the main verb

or the auxiliary that followed was formed incorrectly.

Besides, the researcher interpreted that the students focused more on the

meaning and forgot to pay attention also to the grammar. So, when they came to

write such long sentence or long essay, some of the students forgot to focus on their

grammar and only focused on the meaning of their writing. They made series of

errors such as omission, addition. misformation and misordering. The most frequent

errors which were made by the students were omission and misformation. Like what

the researcher has explained above, most of the errors which occurred in the

sentence were about the subject and the tense marker of the clause which was

written incorrectly.


53

D. Other Findings

The focus of this research was analyzing Simple Present and Present Perfect

Tense sentences made by the students in their writing. After analyzing and

classifying the data, the researcher, then, found some other findings beyond the

focus of the research. The most frequent errors made by the students outside the

focus of this research was inconsistent tenses. Some students used the wrong tenses

when telling a story. Here are some examples of the sentences made by the students

which have inconsistency tenses.

Inconsistent tenses: *As I said before children are curious about something new,

and they want to know everything they see or hear.

Possible correction: As I said before children are were curious about something

new, and they wanted to know everything they saw or heard.

Inconsistent tenses: *They said that students who attend only small classes in

college cannot build up their mental to face the bigger world

and their socialization skill doesn't grow well.

Possible correction: They said that students who attend attended only small

classes in college cannot could not build up their mental to

face the bigger world and their socialization skill doesn't did

not grow well.

From those example, it can be seen that most of the students did not use

consistent tenses in completing the sentence. It occurred more in complex


54

sentences. The fact that there are no tenses in Bahasa Indonesia can be considered

as the cause why they made inconsistent tenses in their sentence.


55

CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter presents the conclusion of the research and the

recommendations from the writer related to the findings of the research. There are

two parts in this chapter that will be explained by the researcher. The first part deals

with the final conclusion of this research. Then, the second part, the researcher

provides some recommendations for English teachers, students, and future

researcher.

A. Conclusions

According to the results of this research, there are some points that can be

concluded. The first conclusion deals with types of errors in Simple Present Tense.

Then, the second deals with types of errors in Present Perfect tense.

Since this research dealt with error analysis, document analysis method was

adopted to analyze the data. Document analysis method was chosen because this

research dealt more with documents. The data were taken from Critical Reading

and Writing class F of PBI students of Sanata Dharma University. The documents

were submitted as Mid Test 1 assignment.

In the process of collecting the data, the researcher also had some interviews

with the lecturer of Critical Reading and Writing. After conducting some asking

and giving information, the researcher found that the lecturers provided some


56

consultations for the students before they submitted their essay. The lecturer gave

some suggestions and feedback to the students before the documents were

submitted. The documents have already had quite a long process of writing. It is not

spontaneous writing which means that the writing has quite long process of writing.

A process of writing can be one of the factors which determines the value of a

writing including the use of grammar. It can be called a good writing if the grammar

which is used is also good. Bram (1995) says that a good writing cannot only be

seen semantically but also grammatically correct.

After collecting the data, the researcher, then, analyzed and classified the

data based on the theory used. From the results, it could be concluded that there

were four types of errors of Simple Present Tense found in the students’ writing.

Those were the omission, addition, misformation, and misordering. Based on those

four types of errors, the omission was the most frequent errors which occurred in

the students’ writing. According to the data, there were 33 times of occurrences of

omission errors, 3 times of occurrences of addition errors, 22 times of occurrences

of misformation errors, and the last 1 times of occurrences of misordering errors.

So, it could also be stated that the four types of errors provided from the theory

occurred in Simple Present Tense of students’ writing. Those are the omission,

addition, misformation, and misordering error.

Then, from the results it can also be concluded that there were only two

types of errors of Present Perfect Tense which were found in the students’ writing.

Those are the omission and misformation errors. The researcher did not find

addition and misordering errors of Present Perfect Tense in the students’ writing.


57

From the results, there were 3 times of occurrences of omission errors and 4 times

of occurrences of misformation errors.

Then, another fact that can also be summarized according to the data is that

the students tend to do omission and misformation errors in both Simple Present

and Present Perfect Tenses. Although addition and misordering errors also appear

in the documents but the total of their occurrences is lower than the other types.

B. Recommendation

After several explanations about the findings of this research, the researcher

provides some recommendations. These recommendations are addressed to English

teachers, students, and also future researchers who have the same interest in this

field.

1. English Teachers

According to the results of this research, it can be seen that some students

still have some difficulties in producing sentence correctly. Some students arranged

the sentences grammatically incorrect especially in producing Simple Present and

Present Perfect Tense sentences. Since grammar plays an important role in writing,

teachers need to pay attention to this problem. In order to minimize the students’

errors in producing sentences, teachers need to give them more exercises in writing.

It would be better if the teachers also give some feedback and consultation,

especially in the grammar, for the students when they are working with their

writing. By giving feedback and providing consultation for the students, it will


58

make students notice whether they may commit some errors in their writing. After

knowing the errors and having feedback from the teacher, the students will correct

their errors and improve their writing. This process of writing may be one of the

considerations to make students usual to produce sentences grammatically correct.

So, when they come to make writing product or even spontaneous writing, it can

minimize the grammatical errors they make.

2. Students

In order to improve students’ writing especially in grammar, students need

to pay attention to their grammar when they are writing. They cannot only focus on

the context of their writing because when they come to write something, grammar

is very important. It values the writing. Besides receiving the feedback from the

teacher, students also need to do self-correction to their writing. It is important for

the students because realizing that the teacher may not correct every sentence

students made. Encouraging self to be better and always want to learn more is also

important. That is one of the keys to be a better learner.

3. Future Researchers

This research focused on the types of errors made by students in Simple

Present and Present Perfect Tenses but in the process of analyzing the data, the

researcher found that the errors occurred also in other tenses. The researcher also

found that most of the students arranged their sentences using inconsistent tenses.

Considering this, the future researchers may enlarge the focus analysis of the

research. The future researchers can extend the focus analysis by analyzing all

tenses in the students’ writing, not only focusing on Simple Present and Present


59

Perfect Tenses so that other types of errors can be revealed and both teachers and

students can cooperate each other to improve students’ skill in producing correct

grammar, especially in writing.


60

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APPENDICES


63

APPENDIX A

Ungrammatical Simple Present and Present Perfect Tense According to the Types of Errors

Doc.

No

Simple Present and Present Perfect Tense Sentences Types of Errors Simple

Present

Types of Errors Present

Perfect

O A MF MO O A MF MO

1. It seem that blog limits the movement of students who do not have

access and burden the teachers.

√

√

2.

3.

4. It is align with Cooper's idea that it is better for children to be informed

earlier, because they will still know about it when they grow up from

their peers and media.

√

5.a No paper is good for our environment and also good for our world

lung. Because no more forest cut, more oxygen that forest provide

√

b Online sources (to be) also available 24/7 in our life. √

6.a This program help us express ourselves, like in music, dance, and

instrument

√

b We are become more talented and be more better, and better in every

practices.

√

c Overall , if your child want to get involved in extracurricular activities,

let them in

√

7.a According to some observation, some lecturer are more likely to teach

in small classes

√

b Less disruption mean more concentration √

c This is really help √

d All in all, small classes is better than big classes. √

e It gives us advantages and train us to be more perfect in work. √


64

Doc.

No

Simple Present and Present Perfect Tense Sentences Types of Errors

Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

8.a Some reasons that working in group is better than working

individually is related to personality, creativity, and

collaborative learning.

√

b By working in group, they can do their task faster than working

individually, they will get no error in making an essay, more fun

to do the essay, and they will get more information than they

have knew before.

√

9.a It means that learning in group can help us to be a good person

because learning in group train our skill in thinking and give

us image of how we contract our ability in structuring idea.

√

√

b Even though, learning in group can help students learn

effectively, many sources said that learning individually can

help students to be more concentrate when they are studying and

emphasize themselves comfort and learning individually make

students interrupted less and do not need to shift (Martin

Grdan,2015).

√

c Maybe it is true but learning individually make students be a

passive person because they only bound to one source without

see any sources, and we need other people to motivate us while

learning because they can help us to corrected our opinion if

there is wrong.

10.

11. Teachers are the one who make the good education because

teachers can make a good generation. Indonesia needs teachers

who do not just think about salary or income but also can make

an independent generation, has the business skill and can work

professionally (Agus Oloan, 2014).

√


65

Doc.

No


Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

12.

13.a Students always take calculator to solve some math problem

before they are tried to do manually.

√

b While if these case become continue the students will be lazy

to think

√

c According on Concordia (2016) use calculator to solve math

problem are fast and accurate, which makes them a great

complementary feature for students.

√

d Again, when students or teacher have finished their own work

and do not trust their self they can check the answer on

calculator.

√

e Do it independently and confident by our own answer is the

best way.

√

14.a According to Martin (2011), pulp and paper is the third largest


United States

√

b Both bleach and energy production (tobe) generally harm for the

environment (Harack, 2010)

√

15.a In this matter teacher who also have the responsibility to

educate students also can use video games for helping students

to learn.

√

b Another reason why it is fun and enjoyable because video games

is telling a story and everyone like a story the difference is just

what the genre of the story so when someone play video games

they absorb it and become part of the story and you are actively

involved in that games.

√

√


66

Doc.

No


Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

c A recent study by Dr Andy Przybylski's research help to

strengthen this argument by doing research involving dedicated

gainers who played variety of games and being asked how they

felt after playing games in relation to the character that they

want to be.

√

d Some evidence suggest that important skills may be built or

reinforced by video games.

√

e For example by playing video games such as puzzle games and

memorizing games and other games that (tobe) similar , the

students can learn a lot in that process memorizing it and also

absorb the information and also gain the knowledge that

contain in the games as it found by Green & Bavelier (2012)

who doing their research in 3000 junior high school students non

gainers in the course of 3 years to prove about their statement

and it showed that by gaming 65 of them have increase their

grade and also change the way they view about studying itself.

√

√

√

√

f Our brain as study shows it will learn faster and keep the focus

when learning something is by doing something that we like to

do and when playing video games which gamer really like it can

help them to realize that learning is not always be boring but it

can be fun and enjoyable.

√

g Given these points, video games still have a bad image

especially for parents or teacher who think that video games is

the problem of their children or students problem in studying

even when the researcher or scientist have already doing many

things to prove this wrong.

√ √ √


67

Doc.

No


Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

h Basically most of the parents fear that their children become

addicted and irresponsible especially about time because their

children can play and forget about time but i believed that video

games is good for kids or students who want to learn about

something but it is definitely come with a responsibility and

time management.

√

i As an ancient Chinese proverb said "wu ji bi fan" which mean

that "too much of a good stuff is a bad stuff' so in order to make

this stuff turning to a things that we do not want we have to

manage it and become the master of our tools because tools such

a video games is just a way or a method to help our kids or

students be a better learner and better at education because at the

end it is all about their future and to make sure that they have a

better future ahead.

√ √

16.a After that, the student feel anxious because they can not do their

homework in the right time so they usually decide to not go to

school because they feel afraid that their teacher will mad at

them.

√

b Less sleep also cause not concentrate. √

c Based on my experience, I really get many homeworks from my

lecturers and doing that decrease my sleep time.

√

d Because of doing homework all the time, the student do not

have time for playing with their friends, hanging out with their

friends, gathering together with their family.

√

17.a There are three reasons why using smartphone help people

become smarter.

√

b However, they can help us to improve our English skills because

almost every game, social media and YouTube using English

√


68

Doc.

No


Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

18.a Also, in doing work individually, student more focus if they do

it with their learning styles.

√ √

b Sometimes, students in group cannot finish their project on time

because they have no much time to meet or one student have

not finished his/her part so that they cannot combine their

project together.

√

19. Based on her opinion, we can make our own history in printed

books that make that book special.

√

20.a For example, the teacher gives them an assignment and divided

them into groups.

√

b Ahok (2014), the former of Vice Governor of Jakarta, is not

agree with the implementation of curriculum 2013.

√

c Curriculum 2013 has not (been) ready yet to be implemented

because there are some aspects that still being controversial.

√

21.a However, the fact that now happens in Indonesia, almost all

schools that is labeled as favorite schools always have an

expensive fee.

√

b It is clear that when people have bad education, it also strongly

influence to the development of the society.

√

22. However, it does not help them much in learning because it

tends make them individualistic.

√

23. Because homework make students learn independently in order

to be creative in their mindset.

√

24. In fact, National Examination depriving the teachers right to

do assessment of the learning process.

√

25.

26.a And sometime in one meeting, the material is not finished

discussed and the lecturer will give students different handouts!

√


69

Doc.

No


Simple Present

Types of Errors

Present Perfect

O A MF MO O A MF MO

b It is not only about the student; it is effect on our forest too √

c Right now my room have many paper handouts stocked up. √

d Absolutely we are contributed to the one who is wants to save

the earth. √

e They do not need to worry if they forget bring their handouts

because they will never forget to bring their phone or notebook. √

f It is never costs many energies for the students to bring the

handouts. √


70

APPENDIX B

Ungrammatical Simple Present and Present Perfect Tense Sentences and the Possible Correction

Doc.

No

Simple Present and Present Perfect Tense Sentences Possible correction of the error sentence

1. It seem that blog limits the movement of students who do not

have access and burden the teachers.

It seems that blog limits the movement of students who

do not have access and burdens the teachers

2.

3.

4. It is align with Cooper's idea that it is better for children to be

informed earlier, because they will still know about it when they

grow up from their peers and media.

It is aligns with Cooper's idea that it is better for

children to be informed earlier, because they will still

know about it when they grow up from their peers and

media.

5.a No paper is good for our environment and also good for our

world lung. Because no more forest cut, more oxygen that forest

provide

No paper is good for our environment and also good for

our world lung. Because no more forest cut, more

oxygen that forest provides.

b Online sources (to be) also available 24/7 in our life. Online sources are also available 24/7 in our life.

6.a This program help us to express ourselves, like in music, dance,

and instrument

This program helps us to express ourselves, like in

music, dance, and instrument.

b We are become more talented and be more better, and better in

every practices.

We are become more talented and be more better, and

better in every practices.

c Overall , if your child want to get involved in extracurricular

activities, let them in

Overall , if your child wants to get involved in

extracurricular activities, let them in.

7.a According to some observation, some lecturer are more likely

to teach in small classes

According to some observation, some lecturers are

more likely to teach in small classes

b Less disruption mean more concentration Less disruptions mean more concentration

c This is really help This is really helps.

d All in all, small classes is better than big classes. All in all, small classes are better than big classes.


71

Doc.

No


e It gives us advantages and train us to be more perfect in work. It gives us advantages and trains us to be more perfect

in work.

8.a Some reasons that working in group is better than working

individually is related to personality, creativity, and

collaborative learning.

Some reasons that working in group is better than

working individually are related to personality,

creativity, and collaborative learning.

b By working in group, they can do their task faster than working

individually, they will get no error in making an essay, more fun

to do the essay, and they will get more information than they

have knew before.

By working in group, they can do their task faster than

working individually, they will get no error in making

an essay, more fun to do the essay, and they will get

more information than they have known before.

9.a It means that learning in group can help us to be a good person

because learning in group train our skill in thinking and give

us image of how we contract our ability in structuring idea.

It means that learning in group can help us to be a good

person because learning in group trains our skill in

thinking and gives us image of how we contract our

ability in structuring idea.

b Even though, learning in group can help students learn

effectively, many sources said that learning individually can

help students to be more concentrate when they are studying and

emphasize themselves comfort and learning individually make

students interrupted less and do not need to shift (Martin

Grdan,2015).

Even though, learning in group can help students learn

effectively, many sources said that learning individually

can help students to be more concentrate when they are

studying and emphasizeing themselves comfort and

learning individually makes students interrupted less

and do not need to shift (Martin Grdan,2015).

c Maybe it is true but learning individually make students be a

passive person because they only bound to one source without

see any sources, and we need other people to motivate us while

learning because they can help us to corrected our opinion if

there is wrong.

Maybe it is true but learning individually makes

students be a passive person because they only bound to

one source without seeing any sources, and we need

other people to motivate us while learning because they

can help us to corrected our opinion if there is wrong.

10.


72

Doc.

No


11. Teachers are the one who make the good education because

teachers can make a good generation. Indonesia needs teachers

who do not just think about salary or income but also can make

an independent generation, has the business skill and can work

professionally (Agus Oloan, 2014).

Teachers are the one who make the good education

because teachers can make a good generation. Indonesia

needs teachers who do not just think about salary or

income but also can make an independent generation,

have the business skill and can work professionally

(Agus Oloan, 2014).

12.

13.a Students always take calculator to solve some math problem

before they are tried to do manually.

Students always take calculator to solve some math

problem before they try to do manually.

b While if these case become continue the students will be lazy

to think

While if these cases become continue, the students will

be lazy to think.

c According on Concordia (2016) use calculator to solve math

problem are fast and accurate, which makes them a great

complementary feature for students.

According on Concordia (2016) using calculator to

solve math problem is fast and accurate, which makes

them a great complementary feature for students.

d Again, when students or teacher have finished their own work

and do not trust their self they can check the answer on

calculator.

Again, when students or teachers have finished their

own work and do not trust their self they can check the

answer on calculator.

e Do it independently and confident by our own answer is the

best way.

Doing it independently and being confident by our own

answer is are the best way.

14.a According to Martin (2011), pulp and paper is the third largest


United States

According to Martin (2011), pulp and paper is are the

third largest industrial polluter of air, water and soil in

both Canada and the United States

b Both bleach and energy production (tobe) generally harm for the

environment (Harack, 2010)

Both bleach and energy production are generally harm

for the environment (Harack, 2010)

15.a In this matter teacher who also have the responsibility to

educate students also can use video games for helping students

to learn.

In this matter teacher who also have has the

responsibility to educate students also can use video

games for helping students to learn.


73

Doc.

No


b Another reason why it is fun and enjoyable because video games

is telling a story and everyone like a story the difference is just

what the genre of the story so when someone play video games

they absorb it and become part of the story and you are actively

involved in that games.

Another reason why it is fun and enjoyable because

video games is telling a story and everyone likes a story

the difference is just what the genre of the story so when

someone plays video games they absorb it and become

part of the story and you are actively involved in that

games.

c A recent study by Dr Andy Przybylski's research help to

strengthen this argument by doing research involving dedicated

gainers who played variety of games and being asked how they

felt after playing games in relation to the character that they

want to be.

A recent study by Dr Andy Przybylski's research helps

to strengthen this argument by doing research involving

dedicated gainers who played variety of games and

being asked how they felt after playing games in relation

to the character that they want to be.

d Some evidence suggest that important skills may be built or

reinforced by video games.

Some evidence suggests that important skills may be

built or reinforced by video games

e For example by playing video games such as puzzle games and

memorizing games and other games that (tobe) similar , the

students can learn a lot in that process memorizing it and also

absorb the information and also gain the knowledge that

contain in the games as it found by Green & Bavelier (2012)

who doing their research in 3000 junior high school students non

gainers in the course of 3 years to prove about their statement

and it showed that by gaming 65 of them have increase their

grade and also change the way they view about studying itself.

For example by playing video games such as puzzle

games and memorizing games and other games that are

similar , the students can learn a lot in that process

memorizing it and also absorb the information and also

gain the knowledge that contains in the games as it

found by Green & Bavelier (2012) who doing their

research in 3000 junior high school students non gainers

in the course of 3 years to prove about their statement

and it showed that by gaming 65 of them have increased

their grade and also change the way they view about

studying itself.

f Our brain as study shows it will learn faster and keep the focus

when learning something is by doing something that we like to

do and when playing video games which gamer really like it can

help them to realize that learning is not always be boring but it

can be fun and enjoyable.

Our brain as study shows it will learn faster and keep

the focus when learning something is by doing

something that we like to do and when playing video

games which gamer really like it can help them to

realize that learning is not always be boring but it can

be fun and enjoyable.


74

Doc.

No


g Given these points, video games still have a bad image

especially for parents or teacher who think that video games is

the problem of their children or students problem in studying

even when the researcher or scientist have already doing many

things to prove this wrong.

Given these points, video games still have a bad image

especially for parents or teachers who think that video

games is are the problem of their children or students

problem in studying even when the researcher or

scientist have has already doing done many things to

prove this wrong.

h Basically most of the parents fear that their children become

addicted and irresponsible especially about time because their

children can play and forget about time but i believed that video

games is good for kids or students who want to learn about

something but it is definitely come with a responsibility and

time management.

Basically most of the parents fear that their children

become addicted and irresponsible especially about

time because their children can play and forget about

time but I believed that video games is good for kids or

students who want to learn about something but it is

definitely comes with a responsibility and time

management.

i As an ancient Chinese proverb said "wu ji bi fan" which mean

that "too much of a good stuff is a bad stuff' so in order to make

this stuff turning to a things that we do not want we have to

manage it and become the master of our tools because tools such

a video games is just a way or a method to help our kids or

students be a better learner and better at education because at the

end it is all about their future and to make sure that they have a

better future ahead.

As an ancient Chinese proverb said "wu ji bi fan"

which means that "too much of a good stuff is a bad

stuff' so in order to make this stuff turning to a things

that we do not want we have to manage it and become

the master of our tools because tools such as video

games is are just a the way or the a method to help our

kids or students be a better learner and better at

education because at the end it is all about their future

and to make sure that they have a better future ahead.

16.a After that, the student feel anxious because they can not do their

homework in the right time so they usually decide to not go to

school because they feel afraid that their teacher will mad at

them.

After that, the student feels anxious because they cannot

do their homework in the right time so they usually

decide to not go to school because they feel afraid that

their teacher will mad at them.

b Less sleep also cause not concentrate. Less sleep also causes not concentrate.

c Based on my experience, I really get many homeworks from my

lecturers and doing that decrease my sleep time.

Based on my experience, I really get many homeworks

from my lecturers and doing that decreases my sleep

time.


75

Doc.

No


d Because of doing homework all the time, the student do not

have time for playing with their friends, hanging out with their

friends, gathering together with their family.

Because of doing homework all the time, the student do

does not have time for playing with their friends,

hanging out with their friends, gathering together with

their family.

17.a There are three reasons why using smartphone help people

become smarter.

There are three reasons why using smartphone helps

people become smarter.

b However, they can help us to improve our English skills because

almost every game, social media and YouTube using English

However, they can help us to improve our English skills

because almost every game, social media and YouTube

using uses English

18.a Also, in doing work individually, student more focus if they do

it with their learning styles.

Also, in doing work individually, students more focus

more if they do it with their learning styles.

b Sometimes, students in group cannot finish their project on time

because they have no much time to meet or one student have

not finished his/her part so that they cannot combine their

project together.

Sometimes, students in group cannot finish their project

on time because they have no much time to meet or one

student have has not finished his/her part so that they

cannot combine their project together.

19. Based on her opinion, we can make our own history in printed

books that make that book special.

Based on her opinion, we can make our own history in

printed books that makes that book special.

20.a For example, the teacher gives them an assignment and divided

them into groups.

For example, the teacher gives them an assignment and

divided devides them into groups.

b Ahok (2014), the former of Vice Governor of Jakarta, is not

agree with the implementation of curriculum 2013.

Ahok (2014), the former of Vice Governor of Jakarta, is

does not agree with the implementation of curriculum

2013.

c Curriculum 2013 has not (been) ready yet to be implemented

because there are some aspects that still being controversial.

Curriculum 2013 has not been ready yet to be

implemented because there are some aspects that still

being controversial.

21.a However, the fact that now happens in Indonesia, almost all

schools that is labeled as favorite schools always have an

expensive fee.

However, the fact that now happens in Indonesia,

almost all schools that is are labeled as favorite schools

always have an expensive fee.


76

Doc.

No


b It is clear that when people have bad education, it also strongly

influence to the development of the society.

It is clear that when people have bad education, it also

strongly influences to the development of the society.

22. However, it does not help them much in learning because it

tends make them individualistic.

However, it does not help them much in learning

because it tends to make them individualistic.

23. Because homework make students learn independently in order

to be creative in their mindset.

Because homework makes students learn independently

in order to be creative in their mindset.

24. In fact, National Examination depriving the teachers right to

do assessment of the learning process.

In fact, National Examination depriving deprives the

teachers’ right to do assessment of the learning process.

25.

26.a And sometime in one meeting, the material is not finished

discussed and the lecturer will give students different handouts!

And sometime in one meeting, the material is has not

finished discussed and the lecturer will give students

different handouts!

b It is not only about the student; it is effect on our forest too It is not only about the student; it is effects on our forest

too

c Right now my room have many paper handouts stocked up. Right now my room have has many paper handouts

stocked up.

d Absolutely we are contributed to the one who is wants to save

the earth.

Absolutely we are contributed to the one who is wants

to save the earth.

e They do not need to worry if they forget bring their handouts

because they will never forget to bring their phone or notebook.

They do not need to worry if they forget to bring their

handouts because they will never forget to bring their

phone or notebook.

f It is never costs many energies for the students to bring the

handouts.

It is never costs many energies for the students to bring

the handouts.


77

APPENDIX C

The Number of Simple Present and Present Perfect Tense Sentences

Doc

No.

Simple Present

Tense

Present Perfect

Tense

Simple Present and

Present Perfect Tense Total sentences

Num % Num % Num % Num %

1. 34 69.4% 1 2% 0 0 49 100%

2. 49 83% 1 1.7% 0 0 59 100%

3. 28 68.3 1 2.4% 1 2.4% 41 100%

4. 36 72% 3 6% 4 8% 50 100%

5. 32 78% 0 0 0 0 41 100%

6. 28 70% 1 2.5% 1 2.5% 40 100%

7. 55 76.4% 0 0 0 0 72 100%

8. 24 60% 2 5% 0 0 40 100%

9. 17 81% 0 0 0 0 21 100%

10. 36 75% 1 2% 1 2% 48 100%

11. 54 87.1% 2 3.2% 2 3.2% 62 100%

12. 20 62.5% 0 0 0 0 32 100%

13. 29 72.5% 1 2.5% 1 2.5% 40 100%

14. 25 75.8% 1 3% 0 0 33 100%

15. 24 85.7% 1 3.6% 2 7.1% 28 100%

16. 37 80.4% 1 2.2% 0 0 46 100%

17. 30 68.2% 1 2.3% 0 0 44 100%

18. 41 80.4% 0 0 3 5.9% 51 100%

19. 25 73.5% 0 0 5 14.7% 34 100%

20. 27 77.1% 0 0 1 2.9% 35 100%

21. 35 85.4% 2 4.9% 0 0 41 100%

22. 30 91% 1 3% 0 0 33 100%

23. 56 82.3% 2 3% 1 1.5% 68 100%

24. 20 87% 0 0 0 0 23 100%

25. 44 95.7% 0 0 1 2.2% 46 100%

26. 32 74.4% 0 0 1 2.3% 43 100%


78

APPENDIX D

Types of Errors in Every Document

Doc

No.

Types of Errors


1. 2 - - -

2. - - - -

3. - - - -

4. - - 1 -

5. 2 - - -

6. 2 1 - -

7. 3 - 2 -

8. - - 2 -

9. 4 - - -

10. - - - -

11. - - 1 -

12. - - - -

13. 1 - 4 -

14. 1 - 1 -

15. 9 1 5 -

16. 4 - - -

17. 1 - 1 -

18. 1 - 1 1

19. 1 - - -

20. 1 - 2 -

21. 1 - 1 -

22. 1 - - -

23. 1 - - -

24. - - 1 -

25. - - - -

26. 1 1 4 -

Total 36 3 26 1


79


an error analysis of simple present and · pdf filefor all the triumph and the failure...

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