Professional Documents
Culture Documents
A Final Project
HARISMANIA ROSYIDA
18.208.0080
Harismania Rosyida
18.208.0080
Approved by
ii
VALIDATION
iii
STATEMENT OF WORK ORIGINALITY
Hereby, I honestly declare that the undergraduate thesis I wrote does not
contain the works or part of the works of other people, except those which were
sanction in the form of revocation of my paper and my degree obtained from that
paper.
Harismania Rosyida
18.208.0080
iv
MOTTO
(Elbert Hubbard)
Something that has not been done, often seems impossible, we will be confident if
(Evelyn Underhill)
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DEDICATION
My beloved late father (Bahroji) in the heaven and mommy (Wiji Lestari)
who always give inspiration and motivation to continue this study
(Lovely BahWi)
My best friends Minory Ndut, PoPiTaEm, all E2/08 crew. Thanks for
your support and advice. I will always remember you
Last but not least, those who cannot be mentioned one by one, who have
supported the writer to finish this thesis
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ABSTRACT
Key words: Error Analysis, Simple Past Tense, text narration and Junior High
School.
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INTISARI
Kata-kata kunci: Error Analysis, Simple Past Tense, Teks Narasi dan Siswa
SMP
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ACKNOWLEDGEMENT
Bismillahirrohmaanirrohiim,
As the final project was done, I would like express my deepest thanks to
some persons. First, thanks to Drs. Widiyanto, M.Si., Ph.D as Dean of the College
of Languages UNISSULA, and Hartono,S.S.,M.Pd as secretary of Dean of
College of Languages.
Harismania Rosyida
18.208.0080
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TABLE OF CONTENTS
Title ........................................................................................................... i
Approval ................................................................................................... ii
Validation ................................................................................................. iii
Thesis of Statements ................................................................................ iv
Motto ........................................................................................................ v
Dedication ................................................................................................ vi
Abstract ................................................................................................... vii
Intisari ...................................................................................................... viii
Acknowledgement .................................................................................... viii
Table of Contents ..................................................................................... x
List of Tables ............................................................................................ xiii
CHAPTER I INTRODUCTIONS
1.1. Background of the Study ................................................................ 1
1.2. Reason for Choosing Topic ............................................................. 3
1.3. Research Question .......................................................................... 4
1.4. Objective of the Study .................................................................... 4
1.5. Significance of the Study ................................................................ 4
1.6. Limitations of the Study ................................................................. 4
1.7. Definitions of Key Terms ............................................................... 5
1.8. Outline of the Study ........................................................................ 6
x
2.3. General Concept of Narrative Text ................................................. 14
2.3.1. Narrative Text ................................................................................ 14
2.3.2. Generic Structure Narrative Text .................................................... 15
2.3.3. The Lexicogrammatical .................................................................. 15
2.4. General Description of Junior High School ..................................... 16
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CHAPTER V CONCLUSION AND SUGGESTIONS
5.1. Conclusion .................................................................................... 47
5.2. Suggestions ................................................................................... 48
BIBLIOGRAPHY .................................................................................... 50
APPENDICES........................................................................................... 53
xii
LIST OF TABLES
Table page
xiii
CHAPTER I
INTRODUCTION
intentions, purpose, etc to the others. Language is the development of the basic
form, it is also the most developed. We cannot communicate in any real sense
non-verbal forms like the visual arts - painting and sculpture as well as dance,
countries in the world was English. Therefore, it was very important to learn
English.
English has been taught as the foreign language. Learning English becomes more
1
2
and more important nowadays since we know that English is one of the
should master the communicative competence. Johnson & Johnson (1999: 62-68)
to use a language effectively and their ability to actually use this knowledge for
connection, the mastery of English can be obtained through various programs, and
programs of teaching or learning in a formal school course was the main tool for
students.
education. There were much kind of genres such as narrative, descriptive, report,
and exposition are referred to as text types. In writing, those kinds of texts should
narrative text, sometimes the students make some errors in the use of simple past
tense because they do not have enough grammar knowledge. Consequently, the
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writing a narrative text. Because of these errors, the teacher has to give
motivations and create effective teaching. In addition, students' error can also give
the research goal is to identity and describes some common errors, especially in
the time adjustment in the referring to the tenses. To construct the sentences,
everyone should study the several of words that are the basic or fundamental in
The reason for choosing the topic because many people have problems in
grammar that was difficult, because of the limited of student ability in the
mastering grammar, especially for identify regular and irregular verb according to
the problem because it was commonly found in narrative text. Another reason was
simple past tense was one form of the essential tenses in English that students
should know earlier before writing narrative text. By knowing the errors on using
simple past tense in narrative text that students will be made, the teacher can give
more concern in teaching the grammatical patterns, especially the use of simple
past tense. In this research was conducted to learn how to make an analysis for
What are common errors that occurred in the narrative text uses the
The objective of this study is to find out of the common errors made by
1. It gives information for teachers, teacher trainers, and readers that need
some data, references about types of errors, dominant errors, and causes of
about students mastery of simple past tense; hopefully this information will
future.
This research was limited only to the analysis of the students errors and
causes of the errors in using simple past tense in narrative text. This research was
done only at the seventh grade students of SMP Islam Sultan Agung 4 Semarang
(2000:218) Error analysis is a fact that learners do make errors, and that
the system operating within the leaner, led to a surge of study of learners
errors.
The simple past tense indicates that an activity began and ended at a
particular time in the past by Azar (1989:24). For example: John studied in
my room last night. She brought me some potatoes two days ago.
The simple Pat tense is also used for a past habit. For example: he
(2004: 65). The main characteristics of narrative text are the presence of a
problem (or what is considered a problem or difficult) and the steps taken to
2005:6)
Junior high school learner are different than young learner. They are
pupils. The junior high school is intended to educate and serve those
children who are preadolescent and early adolescent, that is, on the edge of
puberty. Many transition in this age they are way of thinking, physical
students have a great capacity for learning, enormous potential for creative
Introduction which contains Background of the Study, Reasons for Choosing the
Limitation of the Study, Definition of the Key Terms, and Outline of the Study.
Error Analysis, Source of Error, Simple Past Tense, Narrative Text, and
Chapter IV deals with the Result of the Study, which presents General
Description, Data Description and Discussion. In this chapter, the Collected Data
are Analyzed to find out the Common Errors, the Dominant Errors, and Possible
Causes of Error made by the seventh grade students of SMP Islam Sultan Agung 4
Semarang in using simple past tense in narrative text seen from their test result.
This chapter deals with the review of related literature. This presents the
definition Error Analysis, Source of Error, Simple Past Tense, and Narrative in
make errors, and that these errors can be observed, analyzed, and classified to
reveal something of the system operating within the leaner, led to a surge of study
methodology for dealing with data rather than a theory of acquisition. The data
method to deal with data which can be observed, analyzed, and classified to reveal
- whole text level errors (introduction, thesis statement, direct linear text, etc)
Lange and Lane (1993: 1) Error analysis helps for intelligible in writing,
clear ideas, and get higher marks (some subjects allocate a percentage of final
http://www.latrobe.edu.au/learning/assets/downloads/error-analysis.pdf (retrieved
(1) Interference from the native language is similar. Then, he will over generalize
knowledge, the learner may make guesses. When he has something that he
doesnt know, he may guess what it should be there. Lengo (1995: 1) added
that foreign language learners commit errors largely because of the paucity of
native speakers are dismissed as slips of the tongue or slips of the pen.
(3) The complexity of the target language certain aspects in English are difficult
for some learners, it may be caused the rules of their native language are quite
different from English and even more complex that their native language.
A tense is a form of the verb in the English language to indicate the time
(present, future, or past) the occurrence of an act or event. Because the form of
time is used in everyday life. By using the "tenses" we can use the sentence
The verb used for an act done with habits, different verb used in ongoing
show the time of action. Meanwhile, simple past tense expresses an action or
event that occurs at certain times in the past. In other line, according to Hornby
(1975:78), tense stands for a verb form or series of verb forms used to express a
time relation.
In mastering simple past tense, we must know its definition. There are
2) According to Hewings (1999: 6), We use the past simple for situation that
3) According to Azar (2002: 24), The simple past indicates that an activity or
Based on the explanations above, here can be concluded that simple past
There were some forms of simple past tense: They are affirmative (+),
negative (-), and interrogative (?) sentences. They can be put into the pattern as
follows:
+ S + V 2 + O + Complement
- S + + V 1 + O + Complement
/
? /
+ S + V 1 + O + Complement ?
The explanations of forms above are in the affirmative, the simple past
tense uses verb to be was/were. For example; I/he/she/it was and You/we/they/
were. The negative is formed by did not/ was not / were not + the infinitive with
adding to. For example; I/you/he/she didnt/was not and You/we/they didnt/were
not (wont). And the third forms is interrogative form of past tense is used
was/were/did + subject + the infinitive without to (of the main verb) and question
This analysis focuses specifically on regular and irregular past tense verb
ending formation. Most verbs in English are regular, meaning they use the same
inflections to mark person, tense, aspect, and voice (Biber et al, 2002:115). To
form regular past tense endings one simply adds an ed suffix but has to
to the base
changes came
form run
saw
There were time signals uses in simple past tense by (Lado, M.J., 2005: 2-
3), as follows:
For example;
There were some used of simple past tense. According to Wishon and Burks
(1980:195) state that simple past tense is used to report a state or activity which
The past time is also used for activities that occurred over a period of time in
the past, both are now finished or that occurred at intervals in the past, but dont
occur now. While according to Walker et al in Tiarani, Dedes paper for seminar
(2000:37).
1) Completed actions
To talk about events and actions in the past those are now finished. The past
simple refers to the complete event. The time or approximate time that the
event took place is stated or is understood from the context. It may be in the
So, it can be concluded that basically the use of simple past tense is to talk
Narratives set out to entertain and amuse listeners and readers. To achieve
this purpose, they must attract and hold an audiences attention it is the interesting
and extraordinary events that can hold an audience spellbound. Some narratives
go a step further than this; as well as telling a story they seek to instruct, give an
narrator, who might be one of the characters or an outsider. Some of the most
familiar forms of narratives were novels, short stories, science fiction, fairytales,
folktales, movie, script, soap operas, comic strips, ballads, mysteries, and etc.
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artwork or photographs may be part of the story. In comic strips, the drawings
characters were involved. Narratives usually consist of the following three parts.
The orientation tells the reader who: the character(s) or people, for when,
where: the setting time and place, what and why can the direction of the story
As the story develops, complication occurs. At least one problem arises that a
character must overcome before the goal in the story can be reached. There is
often a sequence of events involving the characters in actions that test their
As the sequence of events brings the story an end, the problem that faced the
Setiawan (2007: 41) stated that narrative text often used specific
A particular noun as a pronoun, animals, and objects in the story for example,
certain specific.
Time to sort connective and the conjunction of events, such as after, before,
Action verb, verbs that show the event or activity for example stayed, climbed,
killed, etc.
Verb saying and thinking verbs, reporting verbs that show or speech for
decision about how to teach students. Because students at different ages have
different characteristics, the way we teach them will differ too. So, in teaching
English for students especially junior high school, a teacher has to be more
creative and he/she has to make it more interesting for the learners to learn the
language.
As we know that most of junior high School students are the age of
thirteen to fifteen years old, and they are called young adolescent. As Salyer and
Mkeel, 2003 defined that young adolescents are students who are 10 to 15 years
old. Harmer (2003: 11) commented that the children of thirteen to fifteen seemed
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to be less lively and humorous than adults. They were so much less motivated and
curious, ready for adventure, sociable, disarmingly honest, and ready to solve the
problems of the world; this group of students can be a challenge for teachers to
motivate, hold their attention, and channel their enthusiasm and energy into real
learning (http://www.turningpts.org/pdf/YALGuide2.pdf).
There are five key areas of young adolescent development that can provide
a strong foundation for meeting the needs of these learners. The National Middle
1. Intellectual
2. Social
their peers while finding their own place in the world. They are engaged in
3. Physical
Young adolescent learners are mature at varying rates and go through rapid
and irregular physical growth, with bodily changes that can cause awkward
5. Moral
With their new sense of the larger world around them, young adolescent
learners are idealistic and want to have an impact on making the world a
several characteristics based on the article of At the Turning Point: The Young
b) An intense curiosity and wide range of intellectual pursuits, few of which are
f) An ability to be self-reflective
conclusion that the junior high school students still need specific guidance to learn
English and they need more attention from English teacher, so that they can
METHODS OF INVESTIGATION
This chapter presented the Research Method. This Chapter was divided
into five sections. They were Research Design, Population and Sample, Data
additional information, etc. Hornby (1995: 996). The conclusion that research is
fact and principles patiently and systematically by Narbuko and Achmadi (2010:
1-2). While, according Sowell and Casey (Maskar, 2008:37) stated that
descriptive method is a method that uses exiting situation to collect the data in
order to measure the variables and interpret the result appropriately without any
analyze by collecting the existing data, such as common errors and causes of
error, and computed in order to find out the dominant errors in narrative text.
After that, it will be described in terms of its need and in order to find out the facts
in it.
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objectively. This case was also designed to obtain the answer concerning the
solve the current problem. The main purpose is for describing a certain situation
3.2.1. Population
Koentjaraningrat (1986: 89) stated that population is all part of the subject
to the definition above, it can be concluded that population is the total subject of
the research as a direct target or the sources of information. The writer used the
seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic
3.2.2. Sample
determining the population the researcher selects the sample. The writer only
To get sample, non random sampling was decided because not all
individuals in the population gave opportunity of being selected for the sample.
There were various kind of non random sampling technique; here the writer used
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intends to existence the groups to get the sample based on groups that were in
which it was selected. (Achmadi and Narbuko, 2010:107). From the statement
Arikunto (2002:134), if the population of the research is less than a hundred, the
writer has to take all of the population. Because the populations less than a
hundred, the total of populations that uses are 80 students. Here will be use as
obtained. Instrument means equipments for collecting the data using a method.
that is for gathering the data accurately. The equipments the writer uses in this
research as follows:
3.3.1. Test
The equipments the writer used in this research were question sheets and
answer sheets because this study talked about the subjects achievement in using
simple past tense in narrative text. Consequently, the writer used a writing test to
measure the students writing ability in order to obtain the empirical data.
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Therefore, the writer uses 34 pieces of paper consisting of outlines to write the
narrative text to treat the same theme of the students writing, and 34 pieces more
This contains the list of questions that will be used to obtain additional
following:
3. The causes of student errors in using simple past tense in narrative text.
instrument plays an important role in a research project in which the validity and
reliability of the data obtained. Data gathering can be obtained through test and
interview.
3.4.1. Test
In general, this instrument is the first order used to collect data that can be
divided into two types, a test and non-test. A test is sequence of question, exercise
In gathering the data for the analysis in this research, the writer uses test as
the instrument. Before testing students, the writer first explain the subjects about
the using of the simple past tense, and then the writer explain about the rules in
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writing a narrative text. Next, the writer held a field research by holding a writing
test. Then looks after the test to avoid the same writing among the students. After
the students did the test, the writer analyzes the students works by making a list
of the students errors. The writer furthermore began to conduct an error analysis.
3.4.2. Interview
give mark for the answer, and ask for explanation. In other side, the interviewee
question back to the interviewer. (Hadi, S. 2004:218). There were four students
who are interviews because they can represent all of students voice. The goal of
interview is to collect information and not to change or clout the opinion of the
In this research, the writer described about students errors of using simple
past tense in narrative text make by the seventh grade students of SMP Islam
Sultan Agung 4 Semarang in the academic year of 2011/2012. The writer wants to
explain the common errors and to provide the percentage of students errors and
After collecting the data, the writer analyzes it using a certain technique.
In this research, the writer applies the technique of analyzing data as follow:
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In this step, the writer tried to find out the errors in using the simple past
tense in writing narrative text. The writer checks the students writing. The writer
only collects the wrong answers. It helps the writer find some error easily.
In this step, the writer classifies types of error in using the simple past
tense in writing narrative text into some categories. In writers opinion, the
possible errors are in the writers opinion. There are possible errors categories;
V1 V2
write write
write writted
2) The Form of To Be
calculated the percentage of error in using the simple past tense in writing
narrative text done by the students. To measure and to calculate the percentage of
errors made by each student, the writer used the following formula:
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X = x 100 %
Where:
out the dominant error. The writer counted the percentage of each type of error.
pi = x 100%
Where:
of error assurance that is called the mean (M). The formula of the mean is as
follow:
M=
Where:
calculating the (pi-M). Any error whose (pi-M) is plus (+) is called dominant
errors. Whereas, if the (pi-M) is zero (0) or minus (-), it is said to be less
dominant.
Based on each category of the errors, the writer identified the causes of the
errors as follows:
1. Errors which are caused by the influence of the first language or mother
2. Errors which are caused by the second language which is being learnt
(intralingual errors).
By doing these steps, the writer expects that there will be a maximum
the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the
academic year of 2011/2012 to correct their error in narrative text by using simple
past tense especially in order that their writing ability will be developed
significantly.
CHAPTER IV
This chapter describes the Result of the Study based on the data which
were obtained on May 16th 17th 2012. As the writer mentioned in the previous
chapter, this Study is intended to describe the Possible Errors in the use of Simple
Past Tense in Narrative Text made by the seventh grade students of SMP Islam
Sultan Agung 4 Semarang. Therefore, this chapter is divided into two aspects.
They are General Description and Data Description. The data description consists
In this analysis, writer uses texts of narrative entitle Snow White. The
topic was given to the students was the topic that can motivation them to study
analysis because it help the students make an analysis in narrative text easily,
Out of the topic that were given to the students, there were a lot of students
who enthusiasm with the topic, because they explore the answers easily. And
there were six students of thirty four students did not focus, it makes students
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28
The data in this research is obtained from the writing test result of the
seventh grade students of SMP Islam Sultan Agung 4 Semarang in Academic year
of 2011/2012. It was described the data about students errors in using simple past
tense in narrative text. The description and the analyzing of the data were as
follows:
There are three categories of errors that will be used as the base of classify
the errors. They are wrong of be, wrong use of verb, and wrong in Modal
Auxiliary.
Therefore, it will categorize the students errors in using simple past tense
in narrative text into each item. The result of the categorization is shown in the
table below:
Error Categories
No Erroneous Sentences
1 2 3
1. I was here now v
28
29
5. I going to school v
29
30
Errors 9 16 5
Note :
1. Wrong of be
For it result, shows that the students errors in wrong of be there are 9
errors for 30 sentences that they make, wrong use of verb there are 16 errors for
30 sentences, and last errors is wrong in modal auxiliary there are 5 errors.
30
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From the first data result description above, will sum of average of
X = x 100 %
1. Wrong of be
X = x 100%
X = 30%
X = 53,3%
X = 16,7%
The sum above shows the dominant errors occurs in use of wrong of verb
From the description above, we know about the common errors that are
found in students analyze, the percentage of each error, and the dominant errors.
It is called dominant because frequency of error is too much while less dominant
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is little error that made by students. All of them will be useful for further
The generic structure analysis was based on aspect number students. This
orientation. The formula was taken from Heaton (1979:29) to interpret the result
Generic
No. Number of the Students Total Percentage
Structure
S.1/S.2/S.3/S.4/S.5/S.6/S.7/S.8/S.9
S.11/S.12/S.16/S.17/S.18/S.19
1 Complete 28 82.353%
S.20/S.21/S.22/S.23/S.24/S.25/S.27
S.28/S.29/S.30/S.32/S.33/S.34
34 100%
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From the data above, we can see that 28 students completed the three
elements of the generic structure, and 6 students failed in writing, because they
did not make a conclusion. It made their writing incomplete and distracts the
4.3. Discussions
In this point is the discussion of the error using simple past tense was
created by students on some points which will answer the statement of the
problems in this research. The writer tries to make the discussion of research
conclude some statements that are useful for discussion about the subject problem.
In this research, it is proven that there are errors, especially in using simple past
tense found in students evaluating in writing a narrative text. Then, those errors
are classified into three types of errors. They are wrong of be, wrong use of verb,
For the first discussion, the writer want to let the reader to understand
about the common errors that is done by the seventh grade students of SMP Islam
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text.
1) The first error found in using simple past tense that is done by the students is
the students had omitted be in sentence. Due to omitting be, the sentence
the correct certain item needed to be a correct sentence. Here are incorrect
sentences found.
The old man was walked away The old man walked away
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35
The bird was flew up in the sky The bird flew up in the sky
2) The second error is found is the wrong use of the verb. This error can occur
because students are always adding "ed" to verbs, although they are able to
tell it. In this case, the students are in place to add it is not necessary in a
She run ran away from home She run away from home
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36
Did you saw her new rabbit Did you see her new rabbit
yesterday? yesterday?
They were come home from work They were coming home from
work
He had not left before I come He had not left before I came
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3) The third error that the writer found in using simple past tense that is done by
the students is wrong use of modal auxiliary. In this case, the students ignore
rule of modal auxiliary that is after modal auxiliary must use infinitive. Here
Sorry, I was not hear you at the door Sorry, I was did not hear you at the
door
Alex dont work last week Alex didnt work last week
What you eat for lunch yesterday? What did you eat for lunch
yesterday?
of errors, the writer started to analyze the data. First, the writer counted the errors
proportion made by each student and then counted the mean of the errors
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proportion. Next, the writer calculated the dominant errors by conducting an error
analysis. To find out the dominant errors, the writer classified the errors into
several categories based on the students errors. Finally, the writer put the result
use of simple past tense in narrative text, the writer used the following formula:
X= x 100 %
Where:
Since there were 34 students participating in this study, the writer had 34
computations for the percentages of errors in using simple past tense. The result of
the data can be seen in table 3. The first column is the total number of the students
who participated in this study that is 34 students. The second column is the sum of
various kinds of errors made by the students. The writer found that there were 50
simple past tense errors. The third column is the sum of simple past tense in
sentence analysis that was used in the students narrative analyze. Here, the
students had to write more than 15 answers in their analysis. The sum of sentences
in simple past tense occurrences is 476. The last column is the percentages of the
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errors made by each student. The result of the study shows that the students made
errors in various degrees of percentages. Then the mean of the error proportion
which is obtained by dividing the total percentages of errors by the total number
of the students is 10, 11 %. It means that there were still some students who faced
S.1 1 14 7,14
S.2 1 14 7,14
S.3 4 11 36.3
S.4 1 14 7,14
S.5 1 14 7,14
S.6 1 14 7,14
S.7 0 15 0
S.8 1 14 7,14
S.9 1 14 7,14
S.10 3 12 25
S.11 1 14 7,14
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40
S.12 1 14 7,14
S.13 2 13 15,4
S.14 3 12 25
S.15 3 12 25
S.16 1 14 7,14
S.17 1 14 7,14
S.18 1 14 7,14
S.19 1 14 7,14
S.20 2 13 15.4
S.21 1 14 7,14
S.22 1 14 7,14
S.23 1 14 7,14
S.24 1 14 7,14
S.25 1 14 7,14
S.26 5 10 50
S.27 1 14 7,14
S.28 1 14 7,14
S.29 1 14 7,14
S.30 1 14 7,14
S.31 3 12 25
40
41
S.32 1 14 7,14
S.33 1 14 7,14
S.34 1 14 7,14
The result above shows the mean of errors proportion that was made by
25 students. To find out the dominant errors, the writer classified the errors into
three categories or three headings. They are wrong of be, wrong use of verb, and
They are wrong of be, wrong use of verb, and wrong in Modal Auxiliary.
To find the percentage of error of each heading, the writer had to do an error
pi + 0 122%
Where:
Based on the data, the writer classified the students errors into several
types. The result of the data can be seen in the following table:
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No Headings fi Proportion
1 Wrong of be 9 30
122
pi + 0 122%
4
Table 4 shows that some common errors made by students in using simple
past tense in narrative text and the proportion of each error. The mean of the
proportions of each error is derived from the sum of percentage of all errors
Before finding out the degree of dominant errors, the writer computed the
formula:
M = 5
Where:
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M = 10093
M = 33, 3 %
From the table above, the writer concluded that the students dominant
errors between wrong of be, wrong use of verb, and in modal auxiliary is wrong
use of verb when they use simple past tense in writing narrative texts. There were
The interview was administered based on the interview guide that could be
related to simple past tense and narrative text and the causes of students errors in
using simple past tense. The writer had interviewed the teacher and the students of
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understanding related to the mastery of simple past tense. The teacher and most of
the students explained their comments that the students had been taught simple
The next question related to the mastery of narrative text. The teacher
stated that the students had understood narrative text well including the generic
structure of narrative text. Meanwhile, some students also said that they more
understand about narrative text although other student still lacks understand it.
The teacher gave the task to analyze narrative text that the title different.
Meanwhile, the last question about the causes of students errors in using
simple past tense in narrative text. The teacher said that when he gave the task to
analyze narrative text, there were a lot of errors in their writing after it was
interviewing some students, the writer categorize some causes because the
students answer almost same to another student. The first, they forgot to fulfill the
sentence by using be. For example, I go to school. In this case, using it sentence
was true but in using simple present tense, and in simple past tense was false
because it was happened because they forgot to changed the verb one into verb
two. Secondly, some students lack to understand the use of simple past tense
44
45
because they did not catch the teachers explanation clearly. For example, it was
happened one night in September. They added be was in the sentence. The
students said that they added was because they considered that was as marker
was caused by less understanding about the use of simple past tense. The true
sentence is it was happened one night in September. Because, in almost all other
variations of past tense, the form of the verb to be and the participle retain the
same form regardless of the type of sentence. The last causes that they confused
the use of verb. For example, I launched this blog on July 13th 2012. The form of
verb is second verb "launched", is classified as irregular verbs, just add "ed"
4.5. The Implication of Research Findings for the Teaching of Simple Past
Tense
percentage of errors to find out the common errors, the dominant errors, and the
suggestions or implications for teaching of simple past tense for students of SMP
45
46
accustomed and continued to use simple past tense in sentences or paragraph and
the teacher gives assignment in writing narrative form in order to able to improve
exercise that make students practice and correct their errors. From the teachers
The last, the students should be given motivation to lose a fear in themselves
when they make errors. In learning the second language acquisition make error is
errors.
46
CHAPTER V
In this chapter, the writer presents the Conclusion and the Suggestion of
the research.
5.1. Conclusion
In this point, the writer concluded of the research based on the findings of
this research. Hopefully, the readers are able to have a good understanding after
reading the conclusion of the research. Based on the analysis of error, there are
three kinds of errors found and the errors which are considered being dominant in
using simple past tense in narrative text made by the seventh grade students of
SMP Islam Sultan Agung 4 Semarang in Academic year of 2011/2012. They are
wrong use of verb (53.3%) is the dominant error. In contrast, the writer also found
the errors which are considered being less dominant. They are which done in
(interlinguas errors) and the second language which is being learnt (intralinguas
47
48
5.2. Suggestions
From the conclusion above, there are some suggestions for students,
1. For students
good sentences.
c. Students should not be fear when they make errors in their early stage
writing narrative text. They can participate actively during group work,
speak up their mind, state their objection, and bear mutual respect of
2. For teacher
b. Teacher should explain more clearly about wrong of be, wrong use of
48
49
simple past tense including the pattern and how to use it in writing
narrative text.
the material and can improve students skills in using simple past tense
in narrative text.
The writer hopes for future researchers which are interested in the
the errors and the teaching learning process will give a better result than
before. The writer also hopes that this study could be reference for future
researcher that will analyze students errors in using simple past tense in
narrative text.
49
BIBLIOGRAPHY
Ancker, William. 2000. Errors and Corrective Feedback : Updated Theory and
Classroom Practice. Forum ( online ), Vol. 38, No.4,
http://cupep.blogspot.com/2010/01/skripsi-analysis-of-grammatical-
error.html (retrieved on September 20th 2012)
Azar, Betty S. 1989. Understanding and Using English Grammar (2nd Ed). New
Jersey : Pretience Hall Regents.
Biber, D., Conrad, S. & Leech, G. 2009. Longman student grammar of spoken
and written English (8 ed.). Essex: Pearson
E. Lange and J. Lane. 1993. Error Analysis Handout for students. A Trobe
University. LAS (ESL) (accessed July 30, 2012) available at
http://www.latrobe.edu.au/learning/assets/downloads/error-analysis.pdf
50
51
Harmer, J. 2007. How to teach English (new edition). Pearson: Longman Group.
Hayllar, S & Sadler, K. 2000. Texts in Action an English Workbook 1-3. South
Yarra: Macmillan Education Australia PTY Ltd.
James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis. New
York: Addison Wesley Longman Limited.
Narbuko, C and Abu Achmadi. 2010. Metode Penelitian. Jakarta. Bumi Aksara.
51
52
Oshima, alice & Houge, Ann. 1999. Writing Academic English. London :
Longman.
Ozbek, Nurdan. 1995. Intergrating Grammar into the Teaching of Paragraph
Level Composition. Forum (online), Vol. 33, No.1.
[http://exchanges.state.gov/forum/.] (accessed on February 26, 2012)
Saleh, Mursid. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa. Semarang: IKIP
Semarang Press.
Tiarani, Dede. dkk. 2011. Teaching Simple Past Tense By Recount Text.
Tasikmalaya: Universitas Siliwangi
[http://materibelajar-materipembelajaran.blogspot.com/2012/01/teaching-
simple-past-tense-by-recount.html] (Retivied on April, 14th 2012)
Wishon, George E. And Julia M. Burks. 1980. Lets Write English. New York:
American Book Co.
52
Appendix 1
NOMOR
L/P NAMA
URT NIS NISN
1 3419 L Adi Cahyo Saputro
2 3420 9994712174 P Afrada Novis Safira
3 3421 L Aldrian Purmajianto
4 3422 L Ali Imron Al Amin
5 3423 9991077472 P Aulia Izza Safira
6 3424 9972927224 L Bagus Slamet Rinjani
7 3425 L Dian Pratama Priambodo
8 3426 9981139536 L Difa Zain
9 3427 9996237901 P Febbi Alviyani
10 3428 9983131251 L Gilang Fandy Saputra
11 3429 L Ichwan Danial
12 3430 P Ida Khusnul Karomah
13 3431 9981138975 P Karisma Anggraeni
14 3432 9997413300 L Luqmanul Khakim
15 3433 9991077500 L Maulana
16 3434 9994712232 L Mohammad Anharul Huda
17 3435 L Mokhamad Edo Indrawan
18 3436 9994276208 L Muhammad Afdzal S.
19 3437 9993220316 L Muhammad Vicky Budiyono
20 3438 L Muhhamad Eryan Sugara
1
21 3439 L Ochtavian Syafiul Huda
22 3440 P Oktaviana Kusumaningrum
23 3441 P Revo Alfian Pratama
24 3442 998284608 L Riski Dwi Murdiantoro
25 3443 L Riski Satrio Wibowo
26 3444 9994712261 P Silvi Hanafarah
27 3445 P Tiara Yulianingtyas
28 3446 9981150407 L Tofan Enfiro Amsa
29 3447 9991074969 P Tyas Candrawati
30 3448 9993171646 P Wahyu Frediana Dinda Putri
31 3449 9991869163 P Winda Lia Aprilia
32 3450 9991073973 L Yuda Ari Setiawan
33 3451 9997516810 P Zahra Febilla
34 3452 9997539174 P Zalsa Nurul Hidayah
L 20
JUMLAH
P 14
2
Appendix 2
- Write your name on the top right corners of your answer sheet!
- You may look up to your dictionaries in case there are some vocabularies
- You may look up the list of Regular Verb and Irregular Verb which
provided.
- Write sentence that tell about Narrative Text. For example: kind of generic
- Good Luck.
3
Appendix 3
Narrative Text
Definition
Social Function
Generic Structures
table
4
krisis atau masalah yang di alami oleh
harus dipecahkan.
bagian Complication.
Action verb, verbs that show the event or activity for example
understood, etc.
5
Appendix 4
QUESTIONS LIST
6
Appendix 5
Examine the following letter and fill the blank with appropriate word and identify its part
S NO W W H ITE
S W H IT E
One day she heard her Uncle and Aunt talking about
B leaving Snow White in the castle because they both
wanted to go to America and they didnt have enough
money to take Snow White.
Snow White didnt want her Aunt and Uncle to do this
so she 3_____________ (decide) it would be best if she ran away. The next morning
C she 4_____________ (run) away from home when her Aunt and Uncle 5
_____________ (have) breakfast. She 6_____________ (run) away into the woods.
She was very tired and hungry. Then she 7_____________ (see) this little cottage.
She 8_____________ (knock) but no one 9_____________ (answer) so she
10_____________ (go) inside and fell asleep.
Meanwhile, the seven dwarfs were 11_____________ (come) home from work. They
went inside. There they 12_____________ (find) Snow White sleeping. Then Snow
White 13_____________ (wake) up. She saw the dwarfs. The dwarfs said, what is
your name? Snow White said, My 14_____________ (name) is Snow White. Doc
said, if you wish, you may live here with us. Snow White 15_____________ (say),
Oh, could I? Thank you. Then Snow White told the dwarfs the whole story and
Snow White and the seven dwarfs lived happily ever after.
7
Examine the following letter and fill the blank with appropriate word and identify
its part
8
Appendix 6
THE TRANSCRIPT OF INTERVIEW
WITH STUDENTS
1. H: Apakah kamu pernah belajar tentang Simple Past Tense dan Narrative
Text?
S: Iya, saya pernah belajar tentang pelajaran ini.
H: Apakah kamu paham materi ini?
S: Iya, saya paham past tense tentang bentuk lampau dan saya pikir generic
structure mudah.
H: Ketika saya memberi tes dan saya koreksi, kalimat kamu adalah "She was
went to the te door", itu adalah kalimat yang salah. Ini akan lebih baik
jika "She went to the door". Di sini, Kamu menambahkan "was" dalam
kalimat. Apakah pendapat kamu? mengapa Kamu membuat kesalahan
dengan menambahkan "was" dalam kalimat?
S: Itu benar. Karena saya lupa untuk memenuhi kalimat dengan "was",
sehingga kalimat kurang lengkap gramatikal, hehe..... .
H: Ok, terima kasih atas waktunya. .
S: Sama-sama miss.
2. H: Apakah kamu pernah belajar tentang Simple Past Tense dan Narrative
Text?
S: Iya, pernah.
H: Apakah kamu paham materi ini?
S: Ehmm, cukup paham sich miss.
H: Waktu saya memberikan tes kemarin. Coba lihat tulisan kamu, I went to
school. Menurut kamu apakah kalimat kamu benar?
9
S: Iya miss, karena bentuk kedua dari go adalah went.
H: Kenapa bisa begitu?
S: Setahu saya, dalam setiap simple past selalu menggunakan bentuk kedua,
karena lampau.
H: Good, memang benar apa yang telah kamu tulis dan penjelasan kamu
juga.
O.k thank you for your time.
S: You are welcome miss.
3. H: Apakah kamu pernah belajar tentang Simple Past Tense dan Narrative
Text?
S: Iya, pernah.
H: Apakah kamu paham materi ini?
S: Insyaallah paham.
H: Bagaimana pemahamanmu tentang materi ini?
S: Simple past tense, menjelaskan tentang bentuk lampau. Narrative,
ehmmm... tentang ceerita rakyat, kayak gitu lah.
H: O.k ketika tes, kamu menulis kalimat The water was boiled seharusnya
kau tidak pelu menambahkan was ketika sudah menggunkan
tambahaned. Bagaimana pendapat kamu?
S: Berarti yang bener The Water Boiled o.k akan saya ingat miss....
H: Baiklah, terimakasih waktunya...
S: Yeahhh...
4. H: Apakah kamu pernah belajar tentang Simple Past Tense dan Narrative
Text?
S: iyaa, saya pernah
H: Apakah kamu paham materi ini?
S: iya saya paham.
H: Ketika tes menulis dilakukan, dalam tulisan Kamu ada kalimat John
work very hard. Kamu tidak menambahkan akhiran-ed dalam kalimat,
10
mengapa?
S: Saya lupa.
H: O.k terimakasih
S: Yups, sama-sama.
11
Appendix 7
R: Apakah siswa pernah diajarkan Simple Past Tense dan Narrative Text
sebelumnya?
T: Yes, ofcourse mereka pernah saya ajarkan. Mereka belajar tentang Simple
Past Tense ketika mereka awal duduk di kelas tujuh ini. Saya pernah
mengulas materi tenses ketika mereka SD, yang di dalamnya mengenai
Simple Past Tense juga.
R: Bagaimana pemahaman siswa berkaitan dengan Simple Past Tense?
T: Saya pikir mereka cukup baik untuk memahami penggunaan Simple Past
Tense.
R: Lalu bagaimana dengan Narrative Text, mengenai pemahaman mereka?
T: Pastinya, setelah memahami penggunaan Simple Past Tense, mereka
mengerti tentang Narrative Text dengan baik termasuk Generic Structure
dan Lexicigrammatical-nya. Kan...di buku panduan belajar dan RPP sudah
tersedia, mbak. Jadi setelah belajar Simple Past Tense, mereka harus bisa
memahami Narrative Text, mbak.
R: Apakah ada masalah selama pengajaran bahasa Inggris, pak?
T: Tentu saja, para siswa tidak mempersiapkan diri dengan baik tentang kelas
Karena pada dasarnya mereka masih termasuk siswa labil, sifat SD-nya
masih terbawa, dan saya harus meminta mereka untuk mempersiapkan
12
mereka sebaik mungkin, ketika pelajaran telah usaii...
R: Pak Sholeh sebagai guru di sini, apakah bapak pernah memberikan tugas
atau meminta siswa untuk membuat Narrative Text menggunakan Simple
Past Tense?
T: Yess, buku yang saya pakai, telah tersedia bacaannya, lalu saya jelaskan
dan saya beri tugas pada soal selanjutnya.
R: Mengenai tugas rumah, berkaitan dengan materi ini, apakah bapak pernah
memberikannya?
T: Iya dulu saya pernah memberikannya untuk browsing cerita Narrative Text.
Pada meeting selanjutnya, saya tugaskan mereka untuk analisis cerita
tersebut.
R: Judul apa yang mereka sukai?
T: Banyak sich mbak. Malin kundang, ada. Snow White, juga pernah.
Pokoknya banyak mbak. Materi ini emang yang palig favorite anak-anak.
R: Ketika Mr Sholeh mengoreksi hasil siswa, apakah banyak menemukan
kesalahan pada anak? Misalnya dalam grammaticalnya. Jadi apa
penyebab kesalahan ini, pak?
T: Of course , mereka masih memiliki banyak kesalahan dengan jawaban
mereka.Sebagian dari masalah mereka adalah pada penggunaan verb.
Misal, mereka menemukan kata go pada Simple Past Tense, pada analisa
mereka, mereka tinggal menambahkan ed. Salah besar, right!. Seharusnya
mereka menggunakan V2 nya yaitu went. Yaaa tidak langsung
menyalahkan mereka, karena mereka bigung dengan banyaknya regular
dan irregular verb.
13
Table 1: Errors in Using Past Tense
Error Categories
No Erroneous Sentences
1 2 3
31. I was here now v
14
49. The old man walked away v
Errors 9 16 5
Note :
1 : wrong of be
15
Table 2 : Percentage of Errors
Percentage Dominant
No Error
of Error Errors
1 Wrong of be 30 % -
100%
Generic
No. Number of the Students Total Percentage
Structure
S.1/S.2/S.3/S.4/S.5/S.6/S.7/S.8/S.9
S.11/S.12/S.16/S.17/S.18/S.19
1 Complete 28 82.353%
S.20/S.21/S.22/S.23/S.24/S.25/S.27
S.28/S.29/S.30/S.32/S.33/S.34
34 100%
16
Table 4. Percentages of Errors of Each Student
17
S.28 1 14 7,14
S.29 1 14 7,14
S.30 1 14 7,14
S.31 3 12 25
S.32 1 14 7,14
S.33 1 14 7,14
S.34 1 14 7,14
Total 50 476 343,9
18
Appendix 9
Wrong of be
She was went to the door (incorrect sentence should not be added was)
I was school on Kaligawe Street (incorrect sentence should not be added was)
I were lived in Jakarta for 2 years (incorrect sentence should not be added
were)
The old man was walked away (incorrect sentence should not be added was)
She was lived in Indonesia (incorrect sentence should not be added was)
The bird was flew up in the sky (incorrect sentence should not be added was)
The door was opened (incorrect sentence should not be added was)
19
Wrong Use of Verb
She drive to London on Monday (incorrect sentence should be used 2nd verb)
She run ran away from home (incorrect sentence wrong use in verb)
Did you saw her new rabbit yesterday? (incorrect sentence interrogative
We were fly to Germany last month (incorrect sentence wrong use in verb)
They were come home from work (incorrect sentence wrong use in verb)
20
They were coming home from work (correct sentence)
sentence)
sentence)
He had not left before I come (incorrect sentence wrong use in verb)
21
Wrong of Modal Auxiliary
Sorry, I was not hear you at the door (incorrect sentence auxiliary)
Sorry, I was did not hear you at the door (correct sentence)
22