AN ANALYSIS OF STUDENT’S ERROR IN USING THE SIMPLE PRESENT TENSE ( at the
Eleventh Grade Senior High School 1 Warungkondang)
Cecep Endang Atin Gumilar
Cecep.tmrcianjur@yahoo.co.id
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan Dan Ilmu
Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT
The objectives of this research entitled “An Analysis of Students’ Errors in Using the Simple Present
Tense at the Eleventh Grade Students of Senior High School 1 Warungkondang Kab. Cianjur”, were
to find out how many errors that the students made, to find out type of errors the most frequently
appeared, to find out type of errors the least frequently appeared. In this research the writer used
decriptive qualitative method. The subjects of this research were 30 of Eleventh grade Student of
Senior Hight School 1 Warungkondang Kab. Cianjur 2012-2013. The instrument of the research was
writing test on Simple Present Tense. The data were collected by giving writting test on Simple
Present Tense to the students sample. The collected data was identified, classified, analysed and
interpreted based on the types of errors using Dulay’s theory (based on the surface strategy
taxonomy). The result of the research showed that: the total amount of errors were 108 word. They
include omission type = 48 (44.4 %), misformation type = 12 (11.1%), addition type = 18 (16.7 %),
and misordering type = 30 (27.8%). Based on the data analysis above, the most error was frequently
appear omission, and the least of the error was misformation.
Keyword: error analysis, Simple Present Tense
A.BACKGROUND
Writingn English is different from writing
Indonesian. English is a foreign language for
Indonesian student and they often have trouble
when they learn it. Indonesian is a language
which the students have got earlier basically, the
writer believe that students have enough
knowledge and have known to use it well and
correctly. They use Indonesian more frequently
with they chose to their speaking or writing
habits. This is one thing that invites problems
when the student writes the sentence
composition in English.
English learnt by people all over the word for
certain reason. For example, Indonesian student
learnt it for the absorption and development of
relation with other nation. In addition, successful
English learning is affected by factors. One of
them is grammar.
Grammar is description of the structure of the
way which linguistic unit as world and phrases
are combined to procedure sentence in
language.Students’ error analysis is one
important and appropriate effort to identify,
classify, and correct.
B.LITERATURE REVIEW
A.Description of Error Analysis
Error reflect gaps in learner’s knowledge; they
accur because the learner does not know what
correct is, (Ellis 1997). While Brown stated
that,’’error refers to a noticeable deviation from
the adult grammar of a native speaker, reflecting
the interlanguage competence of the learner. It
shows the learners’ system based upon their best
attempt to provide order and structure to fulfill
the target language. In addition, Corder (1967)
used the term errors as a systematic error. In the
systematic errors, the learner might do some
errors because they do not know the correct
form.
According to Brown (1994), error analysis is
observing, analyzing and classifying errors to
reveal the system that the learners use. Error
analysis also shows the learners’ systems that
arise from some possible sources: the influence
of the native language, intra lingual errors in the
target language, and the sociolinguistic context
of communication and psycholinguistics.
Meanwhile Ellis (1986), claimed that error
analysis is a procedure which involves collecting
sample of learners language, identifying the
errors in the sample, describing these errors. In
addition, an error may very in magnitude. It can
include a phoneme, a morpheme, a word, a
sentence or even a paragraph. Due to this fact,
errors may also be viewed as being either global
or local ( cited in Brown, 2000) is parallel with
Corder’s other categorization of overtly and
covertly (1973). Overt errors are unquestionably
ungrammatical at the sentence level and covert
errors are grammatically well formed at the
sentence level but not interpretable within the
context for communication. For instance,’’ I am
ready,thanks.’’ Is a correct sentence but if it is
given as an answer to the question of’’ how old
are you? It is a covertly error.
method is unlimited only on collecting and
arranging the data, but including analysis and
interpretation of the data”.Surakhmad continues
(1990:140) explaning that the sign of descriptive
research are:
1. Focus to the problem solving to the
present problems and actual
problems.
2. The data got, firstly to be arranged,
explained, and reanalyzed.
B.Research Method
In conducting this research, the writer used:
1. Library Research
It implies that the writer looks for
the information and theories which
support his research.
2. Field Research
It was done when the writer conducted
his survey to find the data of the
students’ scores n writing.
C.Research Intrument
C.RESEARCH METHODOLOGY
To get data the writer used writing test. This test
should be completed by the subjects in order to
find out the errors in their writing. The test
explores the gramma r use, especially the use of
simple present tense.
A.Research Design
D.Population and Sample
In the matter, the writer chooses descriptive
method. The descriptive method is a method that
can solve, investigate, and describe an event to
get the problem clearer, systematic, factual and
accurate
illustration
about
the
facts,
characteristics, and phenomenon found in the
research.
a. Population
In related to the research method, Sudjana
(1998:64) states that,”Descriptive research is a
research which is trying to describe a
phenomenon or event happen in the present
time”.
Furthermore, Surakhmad (1990:139) explaines
about the steps descriptive method. He
states,”The implementation of descriptive
The population is an entire group of people or
object or event which all have at least one
characteristics in common, and must be defined
specifically an unambiguously (Burn, 1995:20).
The population of this research will take
students of the Eleventh grade of Senior High
School 1 Warungkondang Kabupaten Cianjur
consist of 30 students.
b. Sample
Sample is a part of population that represents
population as a source of data. In this research,
the writer took a class of the eleventh grade
wiith 30 students as the samples.
E.Research Data Collection
The data are derived from the score of wrirting
test at the eleventh grade of Senior High School
1 Warungkondang Kabupaten Cianjur.
F.Research Data Analysis
Analysis data technique in close related to the
kind if the data got, research question or
hypothesis and research purpose. Research
purpose and research question or hypothesis
even defferent in formula but has similarities in
target. At this research, the research purpose or
research question just to be aimed to get the
description. Therefore, the data analysis uses
simple statistic description, counting frequency
and percentages that served just in table or
graphic form. The result of the individual test
has been processed by using processed by using
percentages.
To gain the result of implementation of the
research, the writer described several steps and
shows the formula used in error analysis. The
steps are as follows:
1. The writer asked students to write
composing in some paragraphs with the
theme that had been determined.
2. The writer marked the students’ errors
in their composing to find out what
errors are made by the students in
writing.
3. The writer carried out an errors analysis
in order to find out the types of errors.
4. The writer grouped the errors into the
table.
5. Then the writer counted the percentage
of each errors.
The writer used the following formula:
(Hatch and Farhady, 1982:83)
P = 100%
F
N
P = Percentage (%)
F = Number of instrumental responses
N = Total number of response
6. After counting the percentage, the writer
discusses in accordance with the
source/finding the problem couses.
G.Research Procedure
In working this research, the writer did the
following steps:
1. Developing the research iinstrument
(written test).
2. Sellecting the sample of population
3. Administering individual test to the
students
4. Processing/ Analyzing the collected data
using percentage.
5. Concluding the result of the study.
D. FINDING AND DISCUSSION
This chapter portrays research findings and
discussion. To identify the students’ errors the
writer has computed the scores of the test which
has been given individually.The score of the test
shows the students’ mastery on grammar,
especially on Simple Present Tense. The last,
discusses the data found to answer the following
research questions.
1. What kinds of simple present tense
errors made by the students in their test?
2. What are dominant errors of simple
present tense that the students make?
3.
4.1 Data Analysis
In processing the data the writer gained the
errors made by students in their English writing.
To investigate that, the writer does some steps,
namely:
1. To compute the score from writing that
the produced by the students. The score
of the test shows the mastery of students
on English grammar, especially on
simple present tense.
2. To classify the errors that the students
made in their test.
3. To count the percentages of students’
errors in their test.
4.1.1 Computing the Score
Here is the table of presenting data that are
gained:
Based on the data above, showed that only 20%
the students who can master the Simple Present
Tense well. It means that 80% of them are failed
in mastering the English Simple Present Tense.
Table 4.1.1
The score of test
No
Nam
CV
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Adin
Agus
Arif
Devi
Dodi
Dwia
Egi
Elin
Endi
Gina
Hilm
Ika
Ima
Kiki
Hen
Rahi
May
Min
Rina
Rozi
Saina
Siti
Sri
Trian
Tuh
Umi
Upi
Yose
Yulia
Yusu
Ttl
5
8
5
7
5
6
4
7
6
5
8
7
6
5
6
4
7
6
7
7
8
7
5
6
7
8
9
8
6
7
192
I
V
5
3
5
3
5
4
6
3
4
5
2
3
4
5
4
6
3
4
3
3
2
3
5
4
3
2
1
2
5
3
108
Scor
50
70
50
70
50
60
40
70
60
50
80
70
60
50
60
40
70
40
70
70
80
70
50
60
70
80
90
80
60
70
P of
E
50%
30%
50%
30%
50%
40%
60%
30%
40%
50%
20%
30%
40%
50%
40%
60%
30%
40%
30%
30%
20%
30%
50%
40%
30%
20%
10%
20%
40%
30%
300
Deg
Poor
Fair
Poor
Fair
Poor
Fair
Poor
Fair
Fair
Poor
Good
Fair
Fair
Poor
Fair
Poor
Fair
Fair
Fair
Fair
Good
Fair
Poor
Fair
Fair
Good
Good
Good
Poor
Fair
There are 192 correct verbs that the students
have written and 108 incorrect ones n their
writing test. The highest score that the students
got 90 and the lowest is 40.
The students who got good score (80 and 90) are
6 (20%), the students who got fair (60 and 70)
16 (53.33%) and the students who got poor score
(40and 50 ) are 8 (26.67%).
4.1.3 The Students’ Errors is Simple Present
Tense
Table 4.1.3
Frequ
ency
of
Error
108
% of Categories of Error
Error
Omis Addit Misfor
ion
ion
mation
100%
48
18
12
Missor
dering
30
Table 4.1.4
The Percentages of Error
Categories of Error in Percentages
Omissi
on
Additi
on
Misform
ation
Misorderin Total
g
48
18
12
30
108
44.4%
16.7%
11.1%
27.8%
100%
a. The percentage of the student’s errors is:
108 /100 X 100% = 100%
b. The percentage of Omission is
48/ 108 X 100% = 44.4%
c. The percentage of Addition is
18 / 108 X 100 = 16.7%
d. The percentage of Misformation is
12/ 108 X 100 = 11.1%
e. percentage of Misordering is
30 / 108 X 100 = 27.8%
4.2 Discussion
After analyzing and computing, the data show
that the eleventh grade students of Senior High
School 1 Warungkondang Cianjur still make
errors in understanding Simple Present Tense,
although this material has been taught since they
were in the eleventh grade as well as in the
eleventh grade. The total errors of using Simple
Present Tense are 36%. Then the percentage of
omission errors are 16% (48), 6% (18), addition
errors, misformation 4% (12), misordering 10%
(30).
E. CONCLUSIONS AND SUGGESTIONS
In this chapter the writer comes to his
conclusions and suggestions of this research.
5.1 The Conclusions
Based on the study conducded in chapter four,
the writer comes to his conclusions as follows:
1. There are four kinds of errors based
on the surface strategy, namely:
Omission is 48 (44.4%), Addition
18 (16.7%), Misformation 12
(11.1%), Misordering 30 (27.8%).
2. Some factors causing the student’s
errors:
a. Students’ weakness
In connection with the result achieved in this
research, the researcher would give some
suggestion as follows:
1. The ability of simple present tense mastery of
some students are still relatively poor, it is
suggested that the teaching of tenses should be
intensified and the frequency and duration in the
teaching tenses needs improving. It needs more
than two credit hours in one semester (SKS) to
process a wide range of tenses.
2. It would be better if teaching tenses be
integrated with other skills, such as in writing
skill, writing skill needs improving, because it is
found very effective in mastering English
Tenses.
3.Teachers should develop various strategies in
teaching English Tenses. So that their students
are not bored in learning English Tenses.
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