(a cas e study at the second years of smp yapera...

ERROR ANALYSIS ON TRANSFORMING

AFFIRMATIVE TO NEGATIVE AND INTERROGATIVE SENTENCES

OF SIMPLE PRESENT TENSE

(A Case Study at the Second Years of SMP YAPERA Ciledug)

By

Sri Rosmawati

207014000439

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Sri Rosmawati. “Error Analysis on Transforming Affirmative to Negative andInterrogative Sentences of Simple Present Tense” (A Case Study at the Second Yearof SMP YAPERA Tangerang), Skripsi of English Education Departement, the Facultyof Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic UniversityJakarta, 2014.

Advisor : Ismalianing Eviyuliwati, M.Hum.Key words : Error analysis, Transforming affirmative to negative and

interrogative sentences of Simple Present Tense

The aim of this research is to find out some errors made by the students intransforming affirmative simple present sentences into negative and interrogative ones,and identifying the causes of error made by the students. The subject of this researchwas the second grade of SMP YAPERA Ciledug. This research was conducted in theclass VIII-5, the writer analyzed 20 students. In this research, the writer used aqualitative method in a form of descriptive analysis (percentage) that includedobservation, collecting the students’ test, analyzing, and interpreting the data. Forcollecting the data the writer used instrument, the writer asked the students to do thetest focused on transforming affirmative to negative and interrogative sentences ofsimple present tense. The test contains 10 questions, every question is divided into 3parts, negative sentence, Yes/No Question, and WH question. The result of theresearch showed that the highest frequency of error was Verb tense error, there were104 errors or 49.52 %. The writer then classified the errors into omission, addition,miselection, and misorder. Between the classifications of error above, the mostfrequent error was omission that reached 202 errors or 53.58%.

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ABSTRAK

Sri Rosmawati. “Error Analysis on Transforming Affirmative to Negative andInterrogative Sentences of Simple Present Tense” (Studi kasus di kelas VIII SMPYAPERA Ciledug), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah danKeguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Pembimbing : Ismalianing Eviyuliwati, M.Hum.Kata Kunci : Analisa kesalahan, Perubahan kalimat positif ke negative dan

pertanyaan (interrogative) simple present

Tujuan penelitian ini adalah untuk menemukan beberapa kesalahan yang dibuatsiswa dalam merubah kalimat positif simple present kedalam kalimat negative danpertanyaan (interrogative) dan mengidentifikasi penyebab-penyebab kesalahan yangdibuat oleh siswa. Subjek penelitian ini adalah siswa kelas delapan SMP YAPERACiledug. Penulis melakukan penelitian dikelas VIII-5 yang tediri dari 20 siswa. Dalampenelitian ini penulis menggunakan metode kualitatif dalam bentuk deskriptif analisisyang meliputi pengamatan, pengumpulan tes siswa, analisis, dan penafsiran data.Untuk mengumpulkan data penulis menggunakan instrument, dengan caramemberikan intruksi kepada siswa untuk mengerjakan soal yang difokuskan kepadaperubahan kalimat positif simple present ke dalam kalimat negative dan pertanyaandan pertanyaan WH. Hasil penelitian menunjukan bahwa terdapat frekuensi kesalahangrammar terbanyak adalah verb tense terdapat 104 kesalahan atau 49.52 %. Penulismengklasifikasikan kesalahan kedalam omission, addition, miselection, dan misorder.Diantara klasifikasi kesalahan tersebut omission menjadi klasifikasi error terbanyakmencapai 202 kesalahan atau 53.58 %.

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ACKNOWLEDGEMENT

In the name of Allah, the beneficent and the merciful, all praises be to Allah

the lord of the universe, who has been giving mercy and blessing until the writer

accomplished her “skripsi” entitled “An Error Analysis on Transforming Affirmative

to Negative and Interrogative Sentences of Simple Present Tense”. Peace and

salutation be upon to the noble prophet of Islam Muhammad SAW, her families, her

relatives, and her faithful followers.

In this chance, the writer would like to give her sincerest gratitude and great

honor to her parents (Amil Yahya and Sutinah), for giving an understanding, a

support, an advice, love and moral encouragement to the writer. Without them, the

writer cannot finish her study. Especially for her beloved husband (Ahmad Zakki) and

her son (Sayyid khan Diyas) and also for her brothers (Suryadi yahya, Syafrudin, and

Ahmad Maulana) who always filled her daily life with cheerfulness and full support, I

am so proud of having you.

The writer would also like to express her great appreciation, honor, and

gratitude to her advisor, Ismalianing Eviyuliwati, M.Hum., for her contribution,

suggestion, guidance, and patience in correcting and helping her study until she

accomplished her ‘skripsi’.

Further appreciation and gratitude goes to:

1. Nurlena Rifa’i, MA,Ph.D. as the dean of Faculty of Tarbiyah.

2. Drs. Syauki M.Pd. as the Head of English Departement.

3. All lecturers of English Departement who have taught and educated the

writer during her study.

4. The teachers of SMP Yapera Ciledug, especially English teachers, and all

of the staffs and all of students SMP Yapera Ciledug, for their contribution

and kindness.

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5. All of her friends in the 2007 English Education Department, especially

class B for sharing their knowledge and giving motivations to the writer to

be better. Thanks for being her friend and a wonderful four years in

campus.

Finally, the writer also wants to thank to her entire friends for their support

who cannot mention one by one. The words are not enough to say any appreciations.

May Allah guide them and give them all happiness in throughout their life.

May this paper be useful to the readers, particularly to the writer. The writer

realizes that this ‘skirpsi’ is still far from being perfect. Hence, it is pleasure for her to

receive suggestion and critics from everyone for better writing.

Jakarta, 5 May 2014

The Writer

(Sri Rosmawati)

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TABLE OF CONTENTS

ABSTRACT.......................................................................................................... i

AKNOWLEDGEMENT....................................................................................... iii

TABLE OF CONTENTS...................................................................................... iv

LIST OF TABLES ................................................................................................ vii

LIST OF APPENDICES....................................................................................... viii

CHAPTER I : INTRODUCTION

A. Background of the Study ............................................................ 1

B. Identification of the Problem ...................................................... 3

C. Limitation and Formulation of the Problem ............................... 3

D. Objective of the Study................................................................. 4

E. Significances of the Study........................................................... 4

CHAPTER II : THEORETICAL FRAMEWORK

A. Error and Error Analysis ............................................................. 6

1. Definition of Error .................................................................. 6

2. Differences between Error and Mistakes ............................... 7

3. Error Analysis ........................................................................ 8

4. Types of Error ........................................................................ 9

5. The Procedure of Error Analysis ............................................ 11

6. Types of Grammatical errors .................................................. 12

B. Simple Present Tense .................................................................. 15

1. Definition of Simple present ................................................ 15

2. The Way of Transforming Simple Present Sentences .......... 21

C. The Relevant Studies .................................................................. 22

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CHAPTER III : RESEARCH METHODOLOGY

A. Time and Place of the Research ................................................. 24

B. Method of the Research ............................................................. 24

C. The Technique of Sample Taking .............................................. 25

D. The Procedure of Collecting Data .............................................. 25

E. Technique of Data Analysis ....................................................... 25

CHAPTER IV : RESEARCH FINDINGS

A. Data Description.......................................................................... 29

B. Data Analysis .............................................................................. 40

C. Data Interpretation ...................................................................... 48

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................. 51

B. Suggestion ................................................................................... 52

BIBLIOGRAPHY................................................................................................. 53

APPENDICES ...................................................................................................... 55

vii

LISTS OF TABLES

Table 2.1 : Some Functions and Examples of Question Word .............................. 13

Table 3.1 : Algorithm for Error Analysis ............................................................... 26

Table 4.1 : The Recapitulation of the Students’ Error in Transforming

Affirmative to Negative and Interrogative Sentences of Simple

Present Tense ........................................................................................ 29

Table 4.2 : Percentage of Test Area ....................................................................... 30

Table 4.3 : Table of Verb Tense Error ................................................................... 31

Table 4.4 : Table of Auxiliary Errors ..................................................................... 34

Table 4.5 : Table of Question Word Errors ........................................................... 36

Table 4.6 : Table of Punctuation Errors ................................................................. 37

Table 4.7 : The recapitulation of the Types of Error ............................................. 40

Table 4.8 : Table of Miselection Errors ................................................................. 41

Table 4.9 : Table of Misorder Errors ..................................................................... 43

Table 4.10 : Table of Addition Errors ...................................................................... 44

Table 4.11 : Table of Omission Errors ..................................................................... 46

Table 4.12 : Percentage of Test Area ....................................................................... 48

Table 4.13 : Percentage of Types of Errors ............................................................. 49

Diagram 4.1 : Error Frequency and Its Percentage .................................................. 49

viii

LISTS OF APPENDICES

Appendix 1 : The reconstructions of students’ original writing ............................... 55

Appendix 2 : Test Instrument ................................................................................... 79

Surat pengajuan judul skripsi

Surat bimbingan skripsi

Surat permohonan izin penelitian

Surat keterangan telah melaksanakan penelitian

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CHAPTER I

INTRODUCTION

This chapter presents and discusses background of the study, identification

of the problem, limitation and formulation of the study, and objective and

significances of the study.

A. Background of the Study

Language is a means for human to communicate in how they express their

minds and feelings. It is very important as device in communication. Based on

Oxford Advanced Learner’s Dictionary of current English, language is considered

as “Human and non-instinctive method of communicating ideas, feeling and

desires by means of a system of sound and sound symbols”.1

English as an international language used by most people around the world

as spoken and written communication. In Indonesia English is considered as

foreign language which included as a compulsory subject that must be learned in

schools up to universities. As the 1994 English curriculum states: “Bahasa

Inggris adalah bahasa asing pertama yang dianggap untuk tujuan dan

pengembangan ilmu pengetahuan, teknologi, seni dan budaya serta pembinaan

hubungan dengan bangsa-bangsa lain. (English is the first foreign language in

Indonesia which is considered very important for the purpose of science

development, absorption, technology, culture, and correct relation with other

nations)”2.

Many factors make the learners unable to master English and often make

errors. Generally, one of the factors causes the learners inability to master English

is the learners own selves’ motivatpion. Ngalim categorized two factors affecting

a process of study; those factors are individual factors consisting of growth,

1 AS. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (OxfordUniversty Press, 1974). P 473

2 DEPDIKBUD RI (GBPP Bahasa Inggris (SMP). DEPDIKBUD RI, Jakarta. 1994)p.1

2

intelligence, practice, and motivation, and social factors consisting of a condition

of family, teacher’s teaching techniques, instruments used in the teaching-learning

process, and environmental3.

Therefore, to be able to master English, they need working hard, effort, and

a lot of practice. They also have to know that English is different from Indonesian.

Because of the differences, the students often make errors in producing a

sentence.

Based on the writer’s experience, although the students have learnt the

pattern of simple present tense from the first level, they are still confused and have

many complications to transform affirmative to negative and interrogative

sentences of simple present tense (Yes/No Question and WH Questions),

especially the students at the second level of SMP YAPERA Ciledug. Some of

them have many errors in their writing, for example “The postman do not deliver

letters every morning”, “How do they visit their uncle?”, “He is not much

money”, “Do Rita read a newspaper?” It’s should be “The postman does not

deliver letters every morning”, “How often do they visit their uncle?”, “He

doesn’t have much money”, “Does Rita read a newspaper?” and so on.

The students think that English structure sentences are the same as

Indonesian’s. In fact they are very different. Therefore it is very important for

students to master grammatical rules. As mentioned by Penny Ur “ A learner who

know grammar is one who has mastered and can apply the rules to express him or

herself in what would be considered acceptable language forms”.4

Based on the problems above, it encourages the writer in analyzing how far

the students can comprehend English grammar about transforming affirmative to

negative and interrogative sentences of simple present tense. In this case the writer

would like to find out the type of grammatical errors and types of error on

transforming affirmative to negative and interrogative sentences of simple present

3 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT. Remaja Rosdakarya,2011), p. 102.

4 Penny Ur. Grammar Practice Activities (Cambridge : Cambridge University Press,1988), p.4

3

tense which are made by the students and at the second years of SMP YAPERA

Ciledug.

Therefore, the writer formulated the topic in her paper with the title

“Error Analysis on Transforming Affirmative to Negative and Interrogative

Sentences of Simple Present Tense”.

B. Identification of the Problems

Based on the background of study above, the writer identifies the problems

into two points. They are:

1. Differences of English and Indonesian’s language system influence the

students to apply Indonesian’s grammar rule on transforming affirmative to

negative and interrogative sentences of simple present tense.

2. There are some forms in using the simple present tense. These form

differences make students confuse to apply the correct forms, so they tend to

generalize those forms on transforming affirmative to negative and

interrogative sentences of simple present tense.

C. Limitation and Formulation of the Problems

1. Limitation

To limit the problems discussed in this “skripsi”, the writer focuses her

study on analyzing aspects consists of: (a) students’ grammatical errors on


tense, and (b) the reasons why the students make errors on transforming

affirmative to negative and interrogative sentences of simple present tense.

However, to analyze students’ grammatical errors the writer needs a very wide

coverage of problem areas. Thus, he just focuses on the two aspects above.

2. The Formulation

Based on the most problem above, the writer formulated this problem with

the following question:

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a. What are the types of grammatical errors made by the students at the second

year of the SMP YAPERA Ciledug on transforming affirmative to negative

and interrogative sentences of simple present tense?

D. Objective of the Study

As the writer has stated in the formulation of the study, the objective of this

study is to find the types of grammatical errors made by the students on


tense.

E. Significances of the Study

The result of this study can provide useful information for four important

groups of people, namely (1) the writer, herself, (2) English teacher of SMP

Yapera, (3) Students of SMP Yapera, and (4) Further researcher.

1. For the writer, the significance of the study expected to improve the writer’s

knowledge about tenses, particularly in transforming affirmative to negative

and interrogative sentences of simple present tense.

2. For English teacher of SMP Yapera, the result of the study for english teacher

of SMP Yapera is to get clearly information about the types and the source of

students’ error on transforming affirmative to negative and interrogative

sentences of simple present tense, so they will know what should they do to

decrease the students’ error.

3. For the students of SMP Yapera, they will get right treatment in decreasing

their errors on transforming affirmative to negative and interrogative sentences

of simple present tense.

4. For Further researchers, this paper will be useful for other researcher who

interested in analyzing about transforming affirmative to negative and

interrogative sentences of simple present tense, they can read this paper as

additional information, and they can do their research deeper and better than

this study.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter covers some theories and definitions related to the study. The

discussion focuses on Error and Error analysis, differences between error and

mistake, source of errors, procedure of error analysis and types of error. In

addition, it discusses simple present tense and the way of transforming simple

present sentences.

A. Error and Error Analysis

It is impossible that the learners never make some errors in language

learning process and it is very normal and unavoidable during the process of

learning. Therefore, it needs to analyze or to find out where the learners make

some error do in order they repeat the same errors. In the 60’s, some linguists

considered errors as negative results. Errors must be avoided in learning language,

that was why linguists tried to identify the area of the difficulties by comparing

the first language with the target language in order to avoid learners committing

errors. However, in the 70’s, errors are being considered as the evidence of the

process of acquiring the target language. Errror analysis shown up with the

methodology of investigating the language learning and the guide of remedial

action.

1. Definition of Error

Errors are the flawed side of learner speech or writing. They are those

parts of conversation or composition that deviate from some selected norm of

mature language performance1.

It would be better to distinguish between errors and mistakes, before

describing what errors are. Mistakes refer to “errors of performance” which are

occured by carelessness, memory lapses, psychological condition, etc. Errors, on

the other hand, refer to “errors of competence” which are considered as the

1 Heidi Dulay, et al, Language Two, (New York: Oxford University Press, 1982), p. 138.

6

transitional step while students are developing the grammatical rules2. Mistakes

can be self-corrected when the attention is called, but errors cannot be self-

corrected because the learners don’t know what are correct.

Errors may also be viewed as Global or Local. As Brown in “Principles of

Language Learning and Teaching Fifth Edition” (2007:263), when the message

cannot be comprehended by the listener or the reader is called Global Errors; they

hinder communication. For example, “I buy a pen but he loves pets so she cries

again in the bathroom”, it would be difficult to comprehend that. In contrast,

Local Errors do not hinder communication; the meaning of the message is still

able to be comprehended by the listener or the reader. For example, “ if I knew

your house, I will visit you”, although the sentence is grammatically incorrect, but

the message is still able to be comprehended.

Corder, in Brown, differentiates errors between Overt and Covert.

“Overtly erroneous utterences are unquestionably ungrammatical at the sentence

level. Covertly erroneous utterences are grammatically well-formed at the

sentence level but are not interpretable within the context of communication3”.

While the overt errors are clearly ungrammatical form, the covert errors are

clearly grammatical, but those cannot be interpretable. For example, “i’m fine”

this sentence is grammatically correct, but this is covertly error as being the

answer of “who are you?”.

Corder also classifies errors on a superficial basis as errors of omission

where some element is omitted which should be present. Errors of addition where

some element is present which should not be there. Errors of selection where the

wrong item has been chosen in the place of the right one. Errors of ordering

where the elements presented are correct but wrongly sequenced4.

2 J. C. Richards, Error Analysis: Perspective on Second Language Acquisition, (London:

Longman, 1973), p. 25.3 Douglas Brown, Principles of Language Learning and Teaching, (San Francisco:

Pearson Education, 2007), Fifth Edition, p. 260.4 S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,

1981), p. 36.

7

The most of errors of second language learners make indicates that they

are gradually building an second language rule systems. According Heidi Dulay,

the most common errors that learners make are:

a. Omitting grammatical morphemes, which are items that do not contribute

much to the meaning of sentences, as in: He hit car.

b. Double marking a semantic feature (e.g. past tense) when only one marker is

required as in: She did not went back.

c. Regularizing rules, as in womans for women.

d. Using archiforms one form in place of several, such as the use of her for both

she and her, as in: Her dances with my brother.

e. Using two or more forms in random alternation even though the language

requires the use of each only under certain conditions as in the random use of

and she regardless the gender of the person of interest.

Misordering items in constructions that require a reversal of word order

rules that had been previously acquired as in: what are you doing? Or misplacing

items that may be correctly place in more than one place in the sentence, as in:

they are all the time late5.

2. Differences between Error and Mistakes

To know the differences between an error and mistake, we can see it at

least by identifying and distinguishing both how flawed the sentence patterns that

the learners make is, and how correct grammatical rules that the learners apply is.

Those are the simple way that the writer describes.

Many linguists who state their opinion about the differences between

errors and mistakes such as what Richards said, “Errors refer to the systematic

errors of the learner from which we are able to reconstruct his knowledge to date,

i.e. his transitional competence, while mistakes refer to error of performance6.

James explains other descriptions about the differences between errors and

mistakes. According to him, errors are:

5 Heidi Dulay, et al, Language Two, (New York: Oxford University Press, 1982), p. 138.6 Jack C. Richards and Theodore S. Rodger, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 1986), p. 25

8

a. If the learner is unable or in any way disinclined to make the correction.

b. Where the utterances are odd.

c. Corder (1971: 152) in James, the result of some failure of performance.

While mistakes are:

a. If the learner is inclined and able to correct a fault in his or her output.

b. Either intentionally or unintentionally and self-corrigible.

c. Edge (1989) in James, the cover term for all ways of being wrong as FL

learner7.

Brown also states his opinion about the differences between errors and

mistakes. An error, a noticeable deviation from the adult grammar of a native

speaker, reflects the competence of the learner. A mistake refers to a performance

error that is either a random guess or a “slip”, in that it is a failure to utilize a

known system correctly8.

From the brief explanation of the differences between errors and mistakes

above, it can be concluded that errors are deviations from accuracies and

correctness so learner does not know what is correct, thus cannot make self-

correction, while mistakes are errors caused by fault of confusion, carelessness,

slip of tongue, and dereliction, it means that can be self-corrected by learner when

attention is called.

3. Error Analysis

Learning is fundamentally a process that involves the making of mistakes.

Mistakes, misjudgments, miscalculations, and erroneous assumptions form an

important of aspect learning virtually any skill or acquiring information9.

Until late 60’s, as behaviorist theory suggested that learning second

language was a set of new language habit, which is like children try to acquire

their mother tongue. Contrastive Analysis (CA) grew from this theory which

considered language transfer as the basic process of second language as the

7 James, op. cit., p. 78, 79, 80.8 Douglas, op. cit., p. 257-258.9 Douglas Brown, Principles of Language Learning and Teaching, (San Francisco:

Pearson Education, 2007), Fifth Edition, p. 257.

9

behaviorist theory suggested. CA dealt errors as negative results that should be

eradicated. Consequently, linguists tried to identify the area of the difficulties by

comparing the first language with the target language in order to avoid learners for

committing errors. On the other hand, in 70’s, Error Analysis (EA) shown up with

the methodology of investigating the language learning and the guide of remedial

action. The EA movement can be characterized as an attempt to account for

learners’ errors that could not be explained or predicted by CA or behaviorist

theory, and to bring the field of applied linguistic into step with the current

climate of theoretical opinion10.

Error analysis is a type of linguistic analysis that focuses on the errors

learners make. It consists of a comparison between the errors made in the Target

Language (TL) and that TL itself11. EA has given a contribution to English

language teaching at both linguistic and methodological levels, and it enables

teachers to find out the sources of error and to deal against them. Corder states

that EA has two functions; theoretical and practical. The theoretical aspect of error

analysis is part of the methodology of investigating the learning processes. The

practical aspect of error analysis is function in guiding the remedial action we

must take to correct unsatisfactory state of affairs for learner or teacher12.

According to Dulay, Error Analysis serves two major purposes: (1)

providing data from the conclusions about the nature of the language learning

process can be made; (2) indicating to teachers and curriculum developers which

types of error that prevents a learner’s ability to communicate effectively.

.

4. Types of Error

Studying learners’ errors give two major purposes: the first, it provides

data from which interferences about the nature of the language learning process

can be made. The second, it indicates the teachers and curriculum developers

10 Heidi Dulay, et al, Language Two, (New York: Oxford University Press, 1982), p. 141.11 http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html#theo, on

November 15, 2011.12 S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,

1981), p. 45.

10

which part of the target language students have most difficulty producing

correctly and which error types detract from a learner’s ability to communicate

effectively13.

In this case, one of the best ways to know more about error, the writer tries

to write the types of error from some sources. One of linguist such as Brown

differs the types of error, they are:

a. Addition. For example: ‘does can he sing’ (in English a do/does auxiliary

may be added).

b. Omission. For example: ‘I have pen’ (a definite article omitted).

c. Substitution. For example: ‘I lost my road’ (an item substituted).

d. Ordering. For example: ‘I to the store went’ (a word order confused)14.

Meanwhile, Dulai gives taxonomy highlight of types of error, they are:

a. Omission. Omission errors are characterized by the absence of an item that

must appear in a well-formed utterance.

b. Addition. Addition errors are the opposite of omission. They are

characterized by the presence of the item which must not appear in a well-

formed utterance. Addition errors have three types too, they are:

1) Double marking. For example: ‘he doesn’t knows my name’ (present tense is

marked in the auxiliary and the verb).

2) Regularization. For example: the verb ‘eat’ doesn’t become ‘eated’ but ‘ate’.

3) Simple addition. For example: ‘in over here’.

c. Misformation. Misformation errors are characterized by the use of the

wrong form of the morpheme or structure. As in the case of addition,

misformations are usually not random. Misformations heve three types, they

are:

1) Regularization errors that fall under the misformation category are those in

which a regular marker is used in place of an irregular one, as in falled for fell

or gooses for geese.

13 Dulay, Burt, and Krashen. loc. cit.14 Douglas, op. cit., p. 169.

11

2) Archi-forms. The selection of one member of a class of forms to represent

others in the class is a common characteristic of all stages of second language

acquisition. For example: that dogs for those dogs.

3) Alternating forms. As the learner’s vocabulary and grammar grow, the use of

archi-forms often gives way to the apparently fairly free alternation of various

members of a class with each other. For example: those dog, this cats.

d. Misordering. Misordering errors are characterized by the incorrect

placement of a morpheme or group of morphemes in an utterance. For

example: he is all the time late (all the time is misordered)15.

5. The Procedure of Error Analysis

It was necessary to know and to understand the procedures of error

analysis. There are some procedures to conduct an error analysis. James cited in

Sakoda’s paper, explained the procedure of error analysis has 6 stages: stage 0 is

to elicit and register the data, stage 1 is to make an identification of errors, stage 2

is to describe of errors, stage 3 is an explanation and a diagnosis of errors, stage 4

is an evaluation of the errors, stage 5 is a plan for prevention and feedback.17

Another procedure of errors is given by Ellis states that there are some

steps in conducting an Error Analysis, they are:

a. Collection of a sample of learner language

The sample could consist of natural language use or be elected either clinically

or experimentally. It could also be collected cross-sectionally or

longitudinally.

b. Identification of Error

Identifying the errors in the sample. It means that the errors are identified in

the sample that the researcher got from the language learner.

c. Description of Error

15 Dulay, Burt, and Krashen, op. cit., p. 154-162.

12

The description of learner errors involves a comparison of the learner’s

idiosyncratic utterances with a reconstruction of those utterances in the target

language or with baseline corpus of native-speaker language.

d. Explanation of Error

Explanation is concerned with establishing the source of the error, i.e.

accounting for it was made. This stage is the most important for SLA research

as it involves an attempt to establish the processes responsible for L2

acquisition.

e. Evaluation of Error

It involves consideration of the effect that errors have on the person(s)

addressed. 16

6. Types of Grammatical Errors

Every learner has different types of making errors. In this case, especially

for the students at the second year of SMP YAPERA Ciledug the most common

errors that the learners are made on making simple present such as:

a. Verb Tense

Tense is the form of the verb that indicates the time at which the action or

state is viewed as occurring. A verb tense not only indicates past, present,

future action but also indicates whether the action is complete. In this

problem, the writer explains on the using verb tense in simple present. The

rules using it can be seen in the following pages about “The rules of using of

simple present” on page 17.

b. Auxiliary verb

Auxiliary verb also called as helping verb. It is verb functioning to give

further semantic or syntactic information about the main or full verb following

it. It is used to assist the verb and cannot be used without the main verb. Some

auxiliaries verb are used in simple present consist of three kinds, they are:

1) Is, am, are

16 Rod Ellis, The Study of Second Language Acquisition 2nd Edition (Oxford: OxfordUniversity press, 2008), p.46.

13

Auxiliaries to be (is, are, am) are not followed by verb (V1/Ves,s) in the

declaratives statement, but they are followed by noun phrase, adjective and

adverb or compliment. They are also used as part of the sentence structure for

question and negative statement with the simple present.

2) Do, does

Do and Does are not only used as part of the sentence structure for question

but also as part of the sentence structure for negative statement with the simple

present.

3) Have, has

Auxiliaries verb to be (have, has) are not followed by verb (V1/Ves,s) in the

declarative statement. They are usually followed by object or complement.

They are also used as part of the sentence structure for question and negative

statement with the present simple.

c. Punctuation

Punctuation marks are symbols that indicate the structure and organization of

written language and it’s vital to disambiguate the meaning of sentences.

Some students made errors in punctuation. They did not realize that written

English is different from spoken language. Gesture, tones, and stressing can

make the meaning clear in spoken language, but only punctuation can make

the meaning clear in written English.

d. Question Word

Question word or interrogative pronoun is used to ask certain types of

questions. It can be created by putting the auxiliary before the subject then

adds the WH or at the beginning. There are some functions WH questions,

they are as follow:

Table 2.1

Some Functions and Examples of Question Word

WH Function Example

What Asking for information

about something

What is your name?

14

When Asking about time When does she come?

Where Asking in or what place

or position

Where do you buy shoes?

Which Asking about choice Which color do you

want?

Who Asking about person or

people (subject)

Who comes today?

Whom Asking about person or

people (subject)

Whom do you know?

Why Asking for reason Why do you say like

that?

How

4) How long

5) How Far

6) How

often

7) How

many

8) How old

9) How

Much

Asking about manner

Asking about duration

Asking about distance

Asking about frequency

Asking about quantity

(countable)

Asking about age

Asking about quantity

(uncountable)

How do you go to

school?

How long do they stay

here?

How far is pattaya from

Bangkok

How often do you clean

bedroom?

How many books do you

have?

How old are you?

15

B. Simple Present Tense

1. Definition of Simple Present

There are many definitions of simple present will be explained by the

writer.

In academic writing it is stated that “The simple present tense is the verb

tense used to state facts and describe repeated activities”.17 It can be seen that

simple present tense is used to expressing fact and repeated events or habits.

According to English book suggested that “Tense in present is a time form

which is used to express activity or situations was happened at now in simple

form or about thing that happen regularly, repeatedly or all the time.”18 It can be

concluded that simple present tense is used to speak something at the present

moments.

Meanwhile Betty S. Azar says that “The simple present is something way

true in the past, is true in the present, and will be true in the future, is use for

general statement of fact.”19 It show that simple present tense are the most

common ways of expressing present time in English and describes things that are

generally true, expressing fact and repeated events habits

a. The Rules of Using Simple Present

In simple present, there are many rules which the learners have to know on

using verb with ‘es’ and ‘s’ form as follow:

1) If the verbs that end in ‘e’ just add ‘s’, for example:

Write + s writes shine + s shines

Hope + s hopesrise + s rises

2) If the verb that end in one and two consonants just add ‘s’, for example:

Work + s works sing + s sings set + s sets

help + s helps read + s reads speak + s speaks

17 Alice Oshima & Ann Houge, Introduction to Academic Writing, (Massachusetts:Addison Wesley Publishing Company, 1988), p.23.

18 Rudi Hartono & Andrew Mc. Cathy,…p. 407.19 Betty S. Azar, Understanding and Using English Grammar,(New Jersey: Prentice Hall,

1989), Second Edition, p.11.

16

3) If the verbs that end by the letters as follow; ch, s, sh, x, z just add ‘es’, for

example:

Teach + es teachers go + es goes do + es does

reach + es reachers wash + es washes kiss + es kisses

4) If the verbs that end by the letters ‘y’ and preceded by the consonant letter

change ‘y’ to ‘i’ just add ‘es’, for example:

Study + es studies reply + es replies

Carry + es Carries fly + es flies

5) If the verbs that end by the letters ‘y’ and preceded by the vocal letter just add

‘s’, for example:

Say + s says Play + s plays

Lay + s lays buy + s buys

6) If the simple present usually uses two adverbials; there are adverbial

frequency and adverbial time.

a) Adverbial Frequency

The term of adverbial frequency is used to answer the question ‘How often’ as

follow (always, usually, often, sometimes, never, seldom) are often used with

the simple present tense to indicate frequency.

(+) She is usually on time You seldom come late

(-) She is not usually on time You don’t seldom came late

(?) Is she usually on time? Do you seldom come late?

Who is usually on time? Who seldom come late?

b) Adverbial Time

Adverbial time is time signal which is used for these adverbial to an answer

the question ‘When?’ there are kinds of adverbial time which is often used the

simple present as follow.20

Every hour Every year in the morning twice a week

Every minute Every week In the afternoon once a month

Every Morning Every day at night twice a month

Every afternoon Every month at noon once a year

20 Rudi Hartono & Andrew Mc. Cathy,…p. 415-416

17

Every night Every time once a week twice a year

b. The Patterns of Simple Present Sentences

Simple present sentence divided into three patterns sentence, there are the

pattern of positive (affirmative) sentence, negative sentence, and interrogative

sentence which consists two question sentences there are yes/no question and WH

question.

1) The patterns of positive sentences

a. For subject I, You, We, and They

Subject + V1 + Object/complement

Subject + (am, are) + Object/complement

Example:

They work hard every day. They are an employer.

You study hard every day. You are a clever.

We visit our uncle every Sunday. We are student.

I read newspaper every morning. I am a singer.

b. For subject He, She, and It

Subject + V+es/s + Object/complement

Subject + (is) + Object/complement

Example:

She works very hard every day. He is an employer.

She studies hard every day. She is a student.

It makes me happy. It is an animal.

2) The patterns of negative sentences

a) For subject I, You, We, and They

Subject + do not/don’t + Object/complement

18

Subject + (am, are) not + Object/complement

Example:

They don’t work hard every day. They are not an employer.

You don’t study hard every day. You are not a clever.

We don’t visit our uncle every Sunday. We are not student.

I don’t read newspaper every morning. I am not a singer.

b) For subject He, She, and It

Subject + does not/doesn’t +V+ Object/complement

Subject + (is) not + Object/complement

Example:

She doesn’t work very hard every day. He is not an employer.

She doesn’t study hard every day. She is not a student.

It doesn’t make me happy. It is not an animal.

3) The patterns of interrogative sentences

a) Yes/No Question

(1) For subject I, We, You, and They

Do + Subject + V + Object/complement ?

(am, are) + Subject + Object/complement ?

Example:

Do they work hard every day? Are they an employer?

Do you study hard every day? Are you a clever?

Do we visit our uncle every Sunday? Are we student?

Do I read newspaper every morning? Am I a singer?

(2) For subject He, She, and It

19

Does + Subject + V + Object/complement ?

Is + Subject + Object/complement ?

Example:

Does he work hard every day? Is he an employer?

Does she study hard every day? Is she a student?

Does it make me happy? Is it an animal?

b) WH Question

(1) For subject I, We, You, and They

WH + do + Subject + V + Object/complement ?

WH + (am, are) + Subject + Object/complement ?

Example:

Who do work hard every day? Who are they?

Who do study hard every day? Why are you clever?

When do we visit our uncle? Who are students?

What do I read every morning? Who are singers?

(2) For subject He, She, and It

WH + Does + Subject + V + Object/complement ?

WH + Is + Subject + Object/complement ?

Example:

Why does he work hard every day? Who is he an employer?

Who does she study hard every day? Who is she a student?

Who does make me happy? Who is an animal?

c. The Usage of Simple Present Sentences

20

The simple present sentences are commonly used to express:21

1) Talking about permanent situation that happen regularly, repeatedly or all

time, for example:

I get up at 5.00 am

2) Timeless truth, for examples:

Heat expands bodies.

The earth revolved round the sun.

3) Talking about future events that are time scheduled or expected, for example:

Her train leaves at 3 o’clock

The match begins at 9.00 pm.

The next flight is at 5.00 tomorrow morning.

4) For proclamations or announcements as follow the sample:

The department store announces a sale of floor samples

5) Talking about completed actions and events that haven as we speak or write in

demonstrations or commentaries, for example:

The two boxers sparred for some time. Suddenly Joe Louis jump at his

opponent and with a terrific upper cut knocks him out for the full count.

6) Formal correspondence, for example:

We look forward to hearing from you.

I enclose my check for $ 100

7) In acclamation sentence with beginning ‘here’ and ‘there’, such as the

following sentences:

Here he comes!

Here comes the bus!

There she goes!

8) Indicate a state, condition, feeling, perception, etc that continuous at the

moment of speaking or writing, for examples:

He likes fish He seems tired

He knows French John prepare films to stage plays

21 Http://www.Perfect Your English.com/grammar/Simple Present Tense.. html.

21

2. The Way of Transforming Simple Present Sentences

a. Auxiliary Verb

There are the following of ways to transform simple present sentence with

using auxiliary verb as the main verb, they are:

1) To transform positive sentence into negative sentence with the subject ( I, we,

you, they), use or add to be “(am, are) + not” after subjects.

e.g.: You are a doctor you are not a doctor

They are rich they are not reach

2) To transform positive statement into negative statement with the subject (he,

she, it), use to be “is not” after subjects.

e.g.: He is an English teacher He is not an English teacher

It has brown skin It doesn’t have brown skin

3) To transform declarative statement into interrogative statement (yes/no

question), move to be (auxiliary verb) on the beginning of sentence and put a

question mark (?) at the end of sentence.

e.g.: He is an English teacher Is she an English teacher?

It has brown skin Does it have brown skin?

4) To transform affirmative sentence into interrogative sentence (WH question)

which has an object/complement, substitute it by using interrogative pronoun

or word questions (what, who, when, where, how, etc) based on using their

functions and put a question mark (?) at the end of sentence.

e.g.: he has some books What does he have?

It has brown skin Who does have the brown skin?

b. Verb Tense

The ways transforming simple present sentence which has verb

(V1/Ves,s) can be presented as follow:

1) To transform positive sentence into negative sentence with the subject ( I, we,

you, they), use or add to be “(am, are) + do not/don’t” after subjects.

e.g.: They song loudly they don’t song loudly

I watch TV every night I don’t watch TV every night

22

2) To transform positive statement into negative statement with the subject (he,

she, it), use to be “does not/doesn’t” after subjects.

e.g.: she drinks a glass of milk she doesn’t drink a glass of milk

He watches TV every night He doesn’t watch TV every night

3) To transform declarative statement into interrogative statement (yes/no

question), move to be (auxiliary verb) on the beginning of sentence and put a

question mark (?) at the end of sentence.

e.g.: she drinks a glass of milk does she drink a glass of milk?

He watches TV every night does he watch TV every night?

4) To transform affirmative sentence into interrogative sentence (WH question)

which has an object/complement, substitute it by using interrogative pronoun

or word questions (what, who, when, where, how, etc) based on using their

functions and put a question mark (?) at the end of sentence

e.g.: she drinks a glass of milk What does she drink?

He watches TV every night when does he watch TV?

C. The Relevant Studies

There are two other researchers studying about Transforming Affirmative

to Negative and Interrogative Sentences of Simple Present; they are, Aprilianto,

and Lailatussaidah. They explained their study as follow:

The first researcher, Aprilianto, researched a case study focusing on

analyzing how far the students can comprehend English grammar about

transforming affirmative simple present pattern into negative and interrogative

pattern sentences. The purpose of this study was to find out the type of

grammatical errors on simple present pattern sentences which are made by the

students at the second years of SMP Negeri 17 Kota Tangerang Selatan. The

method that the researcher used to obtain the data was qualitative method and

analyzing some errors. The writer also used descriptive analysis technique

(percentage) to calculate an error frequency. The result was obtained from the

research showed that the most difficulties faced by the student is in using verb

tense it was caused of the students’ mother language. But some of student has

23

difficulties too in using word question and auxiliary, that all indicate on the result

of the research. The teacher should have the ability to comprehend about the

target language usage especially in verb tense. Teacher needs some method to

make students easier in understanding material. 22.

The last researcher, Lailatussaidah, researched a case study focusing on

analyzing of students’ errors in transforming simple present, present progressive

and simple past tense from affirmative into negative and interrogative tense. In the

research, he focused in the subject matter in analyzing English grammatical errors

made by the students. The writer uses Betty Schramfer Azar’s error classification

for this research, singular-plural, word order, incomplete sentence, spelling,

punctuation, capitalization, article, meaning not clear and run-on sentence. Then

she limits the error classifications, she only uses five of them based on her

research findings, verb tense, word order, auxiliary, omission and punctuation.

The method used by the researcher to obtain the data was descriptive qualitative

analysis method. The result was obtained from the research showed that the

highest frequency of error made by the students is verb tense with 1150 errors and

as the lowest frequency of error made by the students is punctuation with 132

errors. The errors could happen because the students are still influenced by mother

tongue interference, besides that they usually take a note about the material but

seldom to read and review it at home and they are lack of media to increase their

ability in learning English especially tense. That all indicate on the result of the

research. The teacher should give the student understanding that English is

different from Indonesian and they are necessary to do more practice, exercise in

transforming sentences in different tense. Teacher needs to improve quality of

teaching by taking part in workshop, seminar etc. 23

22 Eko Wahyu Aprilianto, Analyzing the Students Grammatical errors on TransformingThe Simple Present Tense Into Negative and Interrogative Sentences , 2012, p. 10.

23 Lailatussaidah, The analysis of Students’ Errors in Transforming Simple Present,Present Progressive and Simple Past Tense From Affirmative Into Negative and InterrogativeForm, 2011, p.5

24

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents method of collecting the data such as; Time and

place of the research, method of the research, the technique of sample taking, the

procedure of collecting data, and the technique of data analysis.

A. Time and Place of the Research

This research was done from Mei 22th 2013-March 27th 2014. It was

begun by an observation. In the first day, he came to the school and asked for

permission to the head master to do the research. Then, he observed the teaching

learning of transforming affirmative to negative and interrogative sentences of

simple present tense, the last he was conducted the research by giving the

instrument of the test which was made by him.

The writer did his research at the second year students of SMP YAPERA.

That is located on Jl. Dr. Cipto Mangunkusumo (H. Mencong), Paninggilan Utara

No. 62, Ciledug.

B. Method of the Research

The method of this research is a descriptive qualitative analysis discussing

the students’ grammatical error on transforming affirmative to negative and

interrogative sentences of simple present tense. In this case, previously she

observed the way of English teacher in teaching transforming affirmative to

negative and interrogative sentences of simple present, after that the writer used

survey research in order to collect all of the data at the same time.

The analysis involves, firstly, the identification of errors on transforming

affirmative to negative and interrogative sentences of simple present tense which

have been obtained from the students’ test answers. This step is when the

frequency of errors is verified. The second step is the classification of the errors.

This step is when the errors of errors on transforming affirmative to negative and

interrogative sentences of simple present tense are classified into some categories.

25

The next step is the explanation of the errors. The errors on transforming

affirmative to negative and interrogative sentences of simple present tense will be

evaluated in order to figure out the sources of the errors. Then, the final step is to

conclude the result of research.

C. The Technique of Sample Taking

There are six classes of the second year students of SMP YAPERA

Ciledug, which consists of 210 students. The writer used a Random Sampling

technique to get the representative data. By purposive random sampling technique

the writer has only taken 20 students from class VIII-5 as the sample. The writer

gave the test focused on transforming affirmative simple present pattern sentences

into negative and interrogative pattern sentences. The test contains 10 questions,

every question divided into 3 parts. The students must transform affirmative into

negative sentence, Yes/No Question, and WH Question sentences.

D. The Procedure of Collecting Data

To get the specific data, the writer gave the test on transforming

affirmative to negative and interrogative sentences of simple present tense to the

second year students of SMP YAPERA to find out the students’ grammatical

error. The tests had 10 questions, and each question consists of three commands.

First is transforming positive sentence into negative sentence, the second is

transforming positive sentence into yes/no question, and the last is transforming

positive sentence into WH Question. The total of the questions are 30 questions.

E. Technique of Data Analysis

After collecting data from the test, the students’ grammatical errors on

transforming affirmative to negative and interrogative sentence of simple present

tense will be qualitatively analyzed. To conduct An Error Analysis, it requires a

certain methodology. James, in Sakoda’s paper, explained the procedures of Error

Analysis that has 6 stages. Stage 0 is for the elicitation and the registration of data,

Stage 1 is to make the identification of errors, Stage 2 is to describe the errors,

26

Stage 3 is an explanation and a diagnosis of the errors, Stage 4 is an evaluation of

the errors, and finally Stage 5 is a plan for prevention and feedback1.

Table 3.1Algorithm for Error Analysis2

1. Stage 0, giving a test to the students about transforming affirmative to

negative and interrogative sentences of simple present tense.

2. Stage 1, analyzing the grammatical errors that students made on transforming

affirmative to negative and interrogative sentences of simple present tense,

1 Namiko Sakoda, Error Analysis within Newspaper Reporting Written by Japanese

Secondary School Students,広島経済⼤学研究論集 Departmental Bulletin Paper, 27, 2004,

p.43.2 Carl James, Errors in Language and Use: Exploring Error analysis, (London:

Longman, 1998), p. 269.

27

and analyzed the grammatical errors including classifying the errors into the

types of errors by target modification taxonomy, Dulay, Burt, and Krashen’s,

and counting the percentage of each error types.

3. Stage 2, identifying the errors by using Dulay’s theory, namely: omission,

addition, misorder, and miselection. And classifying of errors into its

grammatical category, namely: Verb tense, Auxiliary Verb, Question word,

and Punctuation.

4. Stage 3, explaining and diagnosing the errors that students made on

transforming affirmative to negative and interrogative sentences of simple

present tense by modifications the students’ errors into 4 categories based on

Dulay’s theory, they are: omission, addition, misorder, and miselection.

5. Stage 4, the writer evaluates the errors.

6. Stage 5 is prevention and feedback. The main purpose of error analysis is to

plan about the remedial action for the errors.

1. Identifying Types of Errors

To identify the error, the writer focused to the correct grammatical form

which divides to negative, interrogative and WH Question sentences of simple

present tense.

After analyzing the whole errors committed by the students, the writer

found 4 types of errors. Those are omission, misselection, addition, and misorder.

Omission has been detected by the occurrences of the errors which omit

some letters and words. The writer has given symbol (^) for the erroneous words.

For instance, some students produced a sentence “What time ^ she have English class

today ^” (item number 4). The symbol (^) indicates that something is missing. In

other word, the sentence is incomplete. The sentence should be the WH question.

The first (^) should be filled by auxiliary “does”. The second (^) should be filled

by the question mark “?”. It should be revised “What time does she have English

class today?.

28

Misselection is error caused by selecting the wrong words, and not by

using the wrong form of words. The writer indicates the errors made by students

by underlining the wrong word. For instance, some students produced a sentence

“My mother don’t wash our clothes every day” (item number 5). The previous

sentence is a negative sentence. The underlined word is indicating that the

students have chosen the wrong word. For pronoun “my mother” should use

auxiliary “doesn’t”. it should be revised “My mother doesn’t wash our clothes

every day”.

Addition is the presence of an item that must not appear in well-formed

utterance. To indicate this error, the writer has bolded the wrong word. For

instance, some students produced a sentence “When does my mother washes our

clothes?” (item number 4). The previous sentence is a WH Question sentence.

The bolded word indicates that something is adding. In other word, the sentence is

ungrammatical because the WH Question sentence of simple present, the verb is

doesn’t need suffix –es. The sentence should be revised “When does my mother

wash our clothes?”.

Misorder is the incorrect placement of a morpheme or group of

morphemes in an utterance. The writer has given symbol (*) to indicate the wrong

order of word. For instance, some students produced a sentence “What does*time

she have English class today?” (item number 4). The symbol (*) indicates that the

placement of word is incorrect. The sentence should be the WH question. It

should be revised “What time does she have English class today?.

29

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This chapter presents the research finding and interpretation, such as; data

description, data analysis, and data interpretation.

A. Data Description

The writer discussed the errors made by the second year students of SMP

YAPERA, Ciledug, in transforming affirmative simple present sentences into

negative and interrogative sentences. To get the data the writer gave the question

test. Each question consists of three commands. First is transforming positive

sentence into negative sentence, the second is transforming positive sentence into

yes/no question, and the last is transforming positive sentence into WH Question.

The instrument was enclosed in appendix for the evidence.

The following table is the recapitulation of the students’ error in

transforming affirmative simple present into negative and interrogative sentences,

percentage of test areas, and the table of cause of errors, explanation, and

correction of errors.

Table 4.1

The Recapitulation of the Students’ Error in Transforming Affirmative to

Negative and Interrogative Sentences of Simple Present Tense

Students’Number

Error ClassificationTotalVerb

TenseAuxiliary

VerbQuestionWords Punctuation

1. 3 3 1 4 112. 8 0 1 0 93. 3 3 0 2 84. 7 4 1 3 155. 4 4 0 3 116. 0 0 0 3 37. 4 4 0 2 108. 3 3 0 0 6

30

9. 3 4 0 0 710. 1 2 0 1 411. 8 1 1 2 1212. 7 3 1 2 1313. 4 3 0 0 714. 4 3 0 0 715. 7 0 1 5 1316. 0 0 1 0 117. 9 2 2 2 1518. 12 3 4 0 1919. 8 1 1 9 1920. 9 0 1 10 20

Total 104 43 15 48 210

Table 4.2

Percentage of Test Area

No Category Frequency of error Percentage of error

1 Verb tense 104 49.52%

2 Auxiliary verb 43 20.48%

3 Question word 15 7.14%

4 Punctuation 48 22.86%

Total N = 210 100 %

The frequency of students’ error in Verb tense is 104 or 49.52%

The frequency of students’ error in Auxiliary verb is 43 or 20.48%

The frequency of students’ error in Question word is 15 or 7.14%

The frequency of students’ error in Punctuation is 48 or 22.86%

The table above reveals the errors and error percentage in grammar in

students transforming affirmative to negative and interrogative sentences of

simple present tense. Trough out 4 test areas there were 210 errors occurrence.

31

From the total of errors, it can be seen that the total of percentage of error reaches

100%. Then the most errors occurred in grammatical aspects was Verb tense with

the total of errors 104 or 49.52 %. The second common errors were Punctuation

with 48 errors or 22.86%, Auxiliary verb with 43 errors or 20.48 %, and Question

word with 15 errors or 7.14 %

Furthermore, the writer not only calculated the result of the test by

changing the result of errors into percentage, but also gave the types of errors,

explanation, and correction in each area. All of them explained in the table 4.3 up

to table 4.6 based on each area of test.

Table 4.3

Table of Verb Tense Error

ItemNumb

erStudents Error Sentences Types of Error Explanation and

Correction

3

5

15

5

5

1) Lia doesn’t oftenlost her money ather class.

Lia doesn’t oftenloses her money ather class

2) Does Lia often losther money at herclass?

3) Where does Liaoften lost hermoney?

MiselectionAddition

The students failed tochoose correct word, innegative andinterrogative patterns ofsentences are alwaysfollowed by verb 1, andthe student added “es”in the word “loses” itmust be revise “lose” soit should be:1) Lia doesn’t often

lose her money ather class.

2) Does Lia often loseher money at herclass?

3) Where does Liaoften lose hermoney?

5

7,8 1) My mother don’twashe our clothesevery day.

My mother don’t

Additon The students addedletter “e” washe and“es” washes, it must berevised “wash”.Because in negative and

32

1,3,9,13,14,18

1,3,9,13,14,18

7,8

17,18

4

3,7,8,9

1,13,14

washes our clothesevery day.

2) Do my motherwashes our clothesevery day?

Do my motherwashe our clothesevery day?

3) Why do my motherwashes?

When does mymother washes ourclothes?

When do mymother washe ourclothes?

When do mymother washes ourclothes?

interrogative patterns ofsentences are alwaysfollowed by verb 1, soit should be:1) My mother doesn’t

wash our clothesevery day.

2) Does my motherwash our clothesevery day?

3) When does mymother wash ourclothes?

7

12,20

18,19

12,19,20

1) Laura does lives inCiledug.

Laura doesn’t livesin Ciledug

2) Does Laura lives inCiledug?

Addition Te students added “es”in the word “gives” itmust be revise “give”,because in negative andinterrogative patterns ofsentences are alwaysfollowed by verb 1, soit should be:1) Laura doesn’t live

in Ciledug.2) Does Laura live in

Ciledug?

8

18 1) His mother doesn’talways gives a newthing when he getten in the test.

Addition Te students added “es”in the word “gives” itmust be revise “give”,because in negative andinterrogative patterns ofsentences are alwaysfollowed by verb 1, soit should be:

33

His mother doesn’talways give a newthing when he get tenin the test.

10

2,5,11,12,13,14,17,18

4

2,12,18,20

17

4,11

4

18

1) Diyas doesn’tseldom wears shirt.

Diyas don’tseldoming wearsshirt.

2) Does Diyas seldomwears shirt?

Do Diyas seldomingwears shirt.

Doesn’t Diyasseldom wears shirt?

3) Who do seldomingwears shirt?

Why Diyas seldomwears shirt?

Addition Te students added “es”in the word “gives” itmust be revise “give”and they also added“ing” in word“seldom”, because innegative andinterrogative patterns ofsentences are alwaysfollowed by verb 1, soit should be:1) Diyas doesn’t

seldom wear shirt.2) Does Diyas seldom

wear shirt?3) What does Diyas

seldom wear?

Table 4.4

Table of Auxiliary Errors

ItemNumb


Correction

2

9 1) When does theyswim?

Miselection The student failed tochoose the correctword, if the subject isplural should befollowed by auxiliary‘do’, so it should beWhen do they swim?

19 1) No they swimevery Friday andSaturday?

Miselection The student failed tochoose the correctword, to make aquestion for pluralsubject, it should be

34

used auxiliary ‘do’, soit should be Do theyswim every Friday andSaturday?

4

2,11,12,15,17,19,

20

5

2, 9,11, 12,15,17,18,19,

20

2,18,

11,12,15,17,19,20

5

1) She doesn’t hasEnglish class at teno’clock today.

She don’t haveEnglish class at teno’clock today.

2) Does she hasEnglish class atten o’clocktoday?

3) When does shehas Englishclass at teno’clock today?

What does shehas Englishclass at teno’clock today?

When do shehave Englishclass^?

MiselectionOmission

The students failed tochoose the correct wordlike ‘has’ must be‘have’, ‘don’t’ must be‘doesn’t’, ‘do’ must be‘doesn’t’ and thestudents omit word‘today’. it should be:1) She doesn’t have

English class at teno’clock today.

2) Does she haveEnglish class at teno’clock today?

3) What time does shehave English classtoday?

5

1,3,7,8,9,13, 14,18

1,3,7,8,9,13,14,18

1,3,7,8,

1) My motherdon’t washesour clothesevery day.

2) Do my motherwashes ourclothes everday?

3) When do my

Miselection The students failed tochoose the correctword, in subject Mymother it should befollowed by auxiliarydoes not do because mymother is single secondperson (her). So itshould be:1) My mother doesn’t


2) Does my mother

35

9,13,14,

mother washesour clothes?

wash our clothesevery day?

3) When does mymother washes ourclothes?

6

2,4,10,11,15,17,19,

20

18

2,4,10,11,15,16,17,18,19, 20

2,4,7,11,15,17,19,

20

10,18,

1) Mirna Doesn’thas breakfastevery morning

Mirna hasdoesn’tbreakfast everymorning.

1) Does Mirna hasbreakfast everymorning?

2) When doesMirna hasbreakfast?

When^ Mirnahas breakfast?

MiselectionMisorderOmission

The students failed tochoose the correctword, they made someerrors on usingauxiliary ‘has’; itshould use auxiliary‘have’, and they omitword ‘does’ it shouldbe:1) Mirna doesn’t have

breakfast everymorning.

2) Does Mirna havebreakfast everymorning?

3) When does Mirnahave breakfast?

7

12 1) Laura does livesin Ciledug.

Miselection The students failed tochoose the correctword, the student madeerror in using auxiliary‘does’ in negativesentence, it should be‘doesn’t’. So thesentence should be:Laura doesn’t live inCiledug.

36

9

10, 11,17

1) Tono doesalways sleep fortwo hours everyafternoon.

Miselection The students failed tochoose the correctword, they made errorin using auxiliary‘does’ in negativesentence, it should be‘doesn’t’ for negativesentence. So thesentence should be:Tono doesn’t alwayssleep for two hoursevery afternoon.

10

4

4

4

1) Diyas don’tseldoming wearsshirt.

2) Do Diyasseldoming wearsshirt?

3) Who Doseldoming wearsshirt?

Miselection The students failed tochoose the correctword, for subject she,he or name of people itshould be followed byauxiliary ‘does’ not‘do’. So the rightsentences are:1) Diyas doesn’t

seldom wear shirt.2) Does Diyas seldom

wear shirt?3) Who Does seldom

wear shirt?

Table 4.5

Table of Question Word Errors

ItemNumb


Correction

4

2,10,11,12,15,17,19,2

0

What ^ does shehave English class?

Omission The using WH questionin the sentence is notperfect. The studentsomit the word “time” Itmust use What time

5

17,18 Why does mymother washes?

Miselection The student failed tochoose the correct word,to ask about time shoulduse When, it should beWhen does my mother

37

wash our clothes?

8

18 Why ^ motheralways give newthing?

MiselectionOmission

The student failed tochoose the correct word,to ask about time shoulduse When, and thestudent omit the word“does his”it should beWhen does his motheralways give new thing?

9

16

18

What time doesTono always sleepevery afternoon?

Where ^ Tonoalways sleep^?

MiselectionOmission

The student failed tochoose the correct word,to ask about frequencymust use How long, itshould be How long doesTono always sleep everyafternoon?The student omits theword “does” and “fortwo hours”. It should beWhen does Tono alwayssleep for two hours?

10

18 Why ^Diyas seldomwears shirt?

MiselectionOmissionAddition

The student failed tomake a sentence, thestudent added anecessary word “shirt” itmust be revise Whatdoes Diyas seldom wear?

Table 4.6

Table of Punctuation Errors

ItemNumber

Students Error Sentences Types ofError

Explanation andCorrection

1

4, 17,20

1) Where does Lisaborrow book^

Omission The students failed togive a question mark ina sentence, because ofthe carelessness ofstudents of making aninterrogative sentence.For yes/no question andWH question it shouldbe using question mark(?)

2 15,20 1) Do they swim every Omission The students failed to

38

19,20

Friday and Sunday^

2) When do theyswim^

give a question mark ina sentence, because ofthe carelessness ofstudents of making aninterrogative sentence.For yes/no question andWH question it shouldbe using question mark(?)

3

5,6,12,15

1) Does Lia often loseher money at herclass^


4

5,15,19

1,3,20

1) Does she hasEnglish class at teno’clock today^

2) What time she hasEnglish class^


5

1, 6, 15

1,17,19,20

1) Does my motherwash our clothesevery day^

2) When does mymother wash ourclothes^


6

11

19,20

1) Does Mirna hasbreakfast everymorning^

2) When does Mirnahas breakfast^

Omission The students failed togive a question mark ina sentence, because ofthe carelessness ofstudents of making aninterrogative sentence.For yes/no question and

39

WH question it shouldbe using question mark(?)

7

12,19

19,20

1) Does Laura live inCiledug^

2) Where does Lauralive^


8

1,3,6,7

19,20

1) Does his motheralways give a newthing when he getten in the test^

2) What does mymother alwaysgive^


9

4,7

19,20

1) Does Tono alwayssleep for two hoursevery afternoon^

2) When does Tonoalways sleep^


10

4,5,11

19,20

1) Does Diyas seldomwear shirt^

2) What does Diyasseldom wear^


40

B. Data analysis

After presenting the error into 4 of tested area specifically for grammatical

and lexical aspect, the writer broke down into four categories from the data

collected. The writer used these categories followed by target modification

taxonomy, Dulay, Burt, and Krashen’s system comprises for main categories, the

following categories are; miselection, addition, misorder, and omission.

1. Miselection, where the wrong item has been chosen in place of the right one.

2. Addition, where some element is present which should not be there.

3. Misorder, where the elements presented are correct but wrongly sequenced.

4. Omission, where some element of a word is omitted which should be present.

The writer used these categories to classify the errors and to explain the

problem.

The following table is the recapitulation of types of error which made by

students on transforming affirmative to negative and interrogative sentences of

simple present tense:

Table 4.7

The Recapitulation of the Types of Error

Students’Number

Types of ErrorTotal

Miselection Misorder Addition Omission

1. 3 0 3 12 182. 7 0 2 13 223. 3 0 3 10 164. 8 0 7 7 225. 7 2 1 5 156. 1 0 0 3 47. 4 0 3 13 208. 3 0 3 10 169. 4 1 3 6 1410. 5 0 0 12 1711. 4 0 3 13 2012. 7 0 4 13 24

41

13. 3 0 4 5 1214. 3 0 4 6 1315. 7 0 1 12 2016. 2 0 1 11 1417. 10 3 4 14 3118. 12 2 7 8 2919. 8 0 2 11 2120. 8 0 3 18 29

Total 109 8 58 202 377

a. Miselection

In this section the writer only mentioned the commonest error that students

produced in miselection. The characteristic of miselection is where the wrong

item has been chosen in place of the right one. The following table shows some

sentences which are classified into miselection.

Table 4.8

Table of Miselection Errors

Itemnumber Sentence/Phrase Cause of error

Explanation &Correction

2 (?) No they swim everyFriday and Saturday?

The student isinfluenced by thecommand ofyes/no question.

So, it should berevised

Do they swim everyFriday andSaturday?

4 (-)

(?)

(WHQ)

She doesn’t hasEnglish class at teno’clock today.

Does she has Englishclass at ten o’clocktoday?

What time does shehas English classtoday?

It was influencedby secondlanguagelearning. Thestudent afterstudied positivesentence pattern,he/she tried toapply it innegative andinterrogativesentences, buthe/she was not


She doesn’t haveEnglish class at teno’clock today.

Does she haveEnglish class at teno’clock today?

What time does shehave English classtoday?

42

pay attention.There is anexception inchanging positivesentence tonegative andinterrogativesentence.

5 (-)

(?)

(WHQ)

My mother don’twash our clothesevery day.

Do my mother washour clothes everyday?

When do my motherwash our clothes?

The studentsuggested Mymother is pluraland followed byauxiliary do.


My mother doesn’twash our clothesevery day.

Does my motherwash our clothesevery day?

When does mymother wash ourclothes?

6 (-)

(?)

(WHQ)

Mirna doesn’t hasbreakfast everymorning.

Does Mirna hasbreakfast everymorning?

When does Mirnahas breakfast?

The studentthought that intransformingpositive sentenceinto negativesentence ‘has’ isnot changed. Infact, it should bechanged by have.‘Has’ in negativesentence is not anauxiliary but is averb.


Mirna doesn’t havebreakfast everymorning.

Does Mirna havebreakfast everymorning?

When does Mirnahave breakfast?

8 (WHQ) What does mymother always give?

The student wasinfluenced by theprevious question.


What does hismother always give?

10 (-)

(?)

(WHQ)

Diyas don’t seldomwear shirt.

Do Diyas seldomwear shirt?

Why do Diyasseldom wear?

The student haslack ofknowledge aboutauxiliary.


Diyas doesn’tseldom wear shirt.

Does Diyas seldomwear shirt?

43

What does Diyasseldom wear?

It was clearly shown in the table that many students in the population of

this study encountered the problem in the use of auxiliary, particularly when they

failed to identify in transforming affirmative simple present pattern sentences into

negative and interrogative in using “has and have”. There are 109 error sentences

categorized as having problems with miselection.

P = F x 100 %

N

P = 109 x 100 = 28.91 %

377

b. Misorder

Misorder usually takes place in the word order of a sentence. The students

didn’t know where the elements presented are correct. They need more careful in

using auxiliary verb and in spelling the letter.

Table 4.9

Table of Misorder Errors



4 (-)

(WHQ)

She has*doesn’tEnglish class at teno’clock today.

What does*time shehas English classtoday?

The student didn’thave knowledgein using negativesentence.

So, it should be revised She doesn’t have

English classtoday?


6 (-) Mirna has*doesn’tbreakfast everymorning.

The student wascareless in usingnegative sentence.

So, it should be revised Mirna doesn’t have

breakfast everymorning.

44

9 (-)

(?)

Tono doesn’t alwayssleep for to*w hoursevery afternoon.

Does Tono alwayssleep for to*w hoursevery afternoon?

The student wascareless inspelling the letter.

So, it should be revised

Tono doesn’t alwayssleep for two hoursevery afternoon.

Does Tono alwayssleep for two hoursevery afternoon?

From the table above, the writer suspected that students failed in ordering

word. They were influenced by previous form (intralingual). There are 8 error

sentences categorized as having problems with misorder.

P = F x 100 %

N

P = 8 x 100 = 2.12 %

377

c. Addition

The characteristic of addition is where some element is present which

should not be there. The following table shows some words which are classified

into addition.

Table 4.10

Table of Addition Errors



3 (-) Lia doesn’t oftenloses her money ather class.

The student wasinfluenced by thepositive form, theydidn’t know innegative pattern ofsentence is alwaysfollowed by verb 1

So, it should be revised Lia doesn’t often


45

5 (-)

(?)

(WHQ)

My mother doesn’twashes our clothesevery day.

Does my motherwashes our clothesevery day?

When does mymother washes ourclothes?

The student wassuspected of beinginfluenced bypositive form totransforming theverb with suffix‘es’ to verb 1.

So, it should be revised My mother doesn’t


Does my motherwash our clothesevery day?

When does mymother wash ourclothes?

7 (-)

(?)

Laura doesn’t lives inCiledug.

Does Laura lives inCiledug?

The student didn’tknow in negativepattern of sentenceis always followedby verb 1.


Laura doesn’t live inCiledug.

Does Laura live inCiledug?

10 (-)

(?)

(WHQ)

Diyas doesn’tseldoming wearsshirt.

Does Diyasseldoming wearsshirt?

What does Diyasseldoming wears?

The student wasinfluenced by theprevious study ofpresent continuoustense.


Diyas doesn’tseldom wear shirt.

Does Diyas seldomwear shirt?

What does Diyasseldom wear

The table shows that there are actually 58 error sentences with addition.

These errors happened because the students wrote carelessly or they had lack of

knowledge in English structure. For example, Laura doesn’t lives in Ciledug , the

student added ‘s’ in verb “live”. It was absolutely wrong because in negative and

interrogative sentences, it doesn’t need adding suffix ‘s’ or ‘es’ in the verb. There

are 58 sentences categorized as having problems with addition.

46

P = F x 100 %

N

P = 58 x 100 = 15.38 %

377

d. Omission

The writer used symbol Ø to indicate the omission. The characteristic

of omission is where some element of a word is omitted which should be present.

The following table shows some sentences or phrases which are classified into

omissions.

Table 4.11

Table of Omission Errors

Itemnumber

Sentence/Phrase Cause of error Explanation &Correction

1 (-)

(?)

(WHQ)

Lisa doesn’t borrowbook ^ from thelibrary.

Does Lisa borrowbook^ from thelibrary?

Where does Lisaborrow book^?

The student wassuspected ofbeing not takingattention of pluralform.

So, it should be revised Lisa doesn’t

borrow books fromthe library.

Does Lisa borrowbooks from thelibrary?

Where does Lisaborrow book?

3 (-)

(?)

(WHQ)

Lia doesn’t^ lose hermoney at her class.

Does Lia^ lose hermoney at her class?

Where does Lia ^lose her money?

The student wascareless by notmentioning wordoften in thesentences.

So, it should be revised Lia doesn’t often


Does Lia often loseher money at herclass

Where does Lia oftenlose her money?

4 (WHQ) What time does shehave English class^?

The student wascareless by not


47

mentioning wordtoday in thesentences.


8 (-)

(?)

(WHQ)

His mother doesn’talways give a newthing when he get^ten in the test.

Does his motheralways give a newthing when he get^ten in the test?

What does hismother always givewhen he get^ ten inthe test?

The student wasassumed of notbeing takingattention of pluralform.


His mother doesn’talways give a newthing when he getsten in the test.

Does his motheralways give a newthing when he getsten in the test?

What does hismother always givewhen he gets ten inthe test?

From the sentences above, it could be seen that the students missed to

write an item that must appear in a well-formed word. These errors happened

because of the influence of the students’ mother tongue. They made self

perception in transforming the sentence without taking care about the correct rule

of previous sentence.

The most frequents errors in the students transforming affirmative simple

present into negative and interrogative pattern sentences was Omission. There

were actually 202 error sentences categorized as having problems with omission.

The table can illustrate that 202 out of 377 errors in the students transforming

affirmative simple present into negative and interrogative pattern sentences are

misselection.

P = F x 100 %

N

P = 202 x 100 = 53.58 %

377

48

C. Data Interpretation

In this step, the writer would like to investigate the findings from the

analyzed data after analyzing the items of tested area and explaining the frequency

and percentage the errors in each item. The following table bellow shows the

tested area of grammatical errors.

Table 4.12

Percentage of Test Area

No Category Frequency of error Percentage of error

1 Verb tense 104 49.52%

2 Auxiliary verb 43 20.48%

3 Punctuation 48 22.86%

4 Question word 15 7.14%

Total N = 210 100 %

the writer would like to talk more about the highest frequency of errors in

tested area that made the students’ transforming affirmative simple present pattern

sentences into negative and interrogative pattern sentences and of course their

causes.

The highest error frequency of error is Verb tense that reaches 104 errors

or 49.52%. Each student made errors in verb tense; they didn’t know in negative

and interrogative pattern of sentences doesn’t need adding suffix ‘s’ or ‘es’ in the

verb. These errors happened because of the influence of the second language.

They were distracted of positive form, so they applied the rule of positive form

into negative and interrogative sentences.

The second high rate of the error was punctuation, which reaches 48 errors

or 22.86 %. Their knowledge about punctuation was limited. They didn’t know in

make interrogative and WH Question sentences must be added question mark.

They ignore the question mark in the end of sentence.

49

The following table shows the types of errors that had classified into

omission, miselection, addition, and misorder.

Table 4.13

Percentage of Types of Errors

No Types of Errors Frequency Percentage

1 Omission 202 53.58 %

2 Miselection 109 28.91 %

3 Addition 58 15.38 %

4 Misorder 8 2.12 %

Total 377 100 %

Diagram 4.1

Error Frequency and Its Percentage

53,58%

28,91%

15,38%

2,12%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

Omission Miselection Addition Misorder

Chart of Types of Errors

frequency

50

From the table and chart above, the writer interpreted from the table that

377 errors found from 20 students’ transforming affirmative simple present

pattern sentences into negative and interrogative pattern sentences. Those 377

errors are divided into four types of errors; omission, misselection, addition, and

misorder.

The highest frequency of the students’ error was omission which was 202

errors or 53.58 %. Omission was the most common error that student made, the

student made errors in where some element of a word is omitted which should be

present. The frequency of the students’ error in miselection was 109 errors or

28.91 %, it happened where the wrong item has been chosen in place of the right

one. The frequency of the students’ error in addition was 58 errors or 15.38 %, it

happened where some element is present which should not be there. The lowest

frequency of the students’ error was misorder which was 8 errors or 2.12 %, it

happened where the elements presented are correct but wrongly sequenced.

51

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on the data described in the previous chapter, the writer could draw

a conclusion that the most common errors of grammatical aspects that the second

grade students of SMP YAPERA Ciledug, Tangerang on transforming affirmative

to negative and interrogative sentences of simple present tense are Verb tense,

Auxiliary verb, Question word, and Punctuation. There were 377 frequencies of

errors that made by the students on transforming affirmative to negative and

interrogative sentences of simple present tense. The most common error of the

grammatical aspect is Verb tense with the total errors 104 or 49.52 %. Most of the

students made errors in verb tense. They failed to change the verb with suffix ‘-s’

and ‘-es’ form to the Verb without suffix ‘-s’ and ‘-es’ form.

The writer also classified the types of errors committed by second grade of

SMP YAPERA students. The highest frequency of the students’ error was

omission which was 202 errors or 53.58 %. It happened where some element of a

word is omitted which should be present. The frequency of the students’ error in

miselection was 109 errors or 28.91 %, it happened where the wrong item has

been chosen in place of the right one. The frequency of the students’ error in

addition was 58 errors or 15.38 %, it happened where some element is present

which should not be there. The lowest frequency of the students’ error was

misorder which was 8 errors or 2.12 %, it happened where the elements presented

are correct but wrongly sequenced.

52

B. SUGGESTION

By knowing the students’ frequency of errors and to avoid the same errors

in the future, the writer would like to give some suggestions:

1. It is necessary for the students to do more exercises in transforming

affirmative simple present pattern sentences into negative and interrogative

pattern sentences by paying attention in the important rules in it, especially in

using verb tense in negative and interrogative sentences.

2. Based on the data was mentioned above, the highest error was using verb

tense. It means the teacher should pay more attention about students’ ability in

using it. On other hand, students need to have more practice in using tenses

correctly.

3. The teacher should deliver materials clearly and he also should pay attention

to the student’s activity while teaching learning process. In addition, the

teacher should more creative in using the suitable technique which can

motivate students to study about grammar.

4. For the further researchers who interested in analyzing about transforming

affirmative to negative and interrogative sentences, they had better expand the

study to the use of other tenses.

53

BIBLIOGRAPHY

Aprilianto, Eko Wahyu, Analyzing the Students Grammatical errors onTransforming The Simple Present Tense Into Negative and InterrogativeSentences , Jakarta: FITK UIN, 2012.

Azar, Betty S., Understanding and Using English Grammar, New Jersey:Prentice Hall, 1989.

Brown, Douglas,H., Principles of Language Learning and Teaching, SanFrancisco: Pearson Education, 2007.

Corder, S. P. Error Analysis and Interlanguage,, New York: Oxford UniversityPress, 1981.

DEPDIKBUD RI (GBPP Bahasa Inggris (SMP)., Jakarta: DEPDIKBUD RI,1994.

Dulay, Heidi, Marina Burt, and Stephen Krashen, Language Two, New York:Oxford University Press, 1982.

Ellis, Rod, the Study of Second Language Acquisition, New York: OxfordUniversity Press, 2008.

Gorbet, Frances, To Err Is Human; Error Analysis and Child LanguageAcquisition, London: Oxford University Press, 1979.

Hornby, AS. Oxford Advanced Learner’s Dictionary of Current English, NewYork: Oxford Universty Press, 1974.

http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html#theo, onNovember 15, 2011.

Http://www.Perfect Your English.com/grammar/Simple Present Tense.. html.

James, Carl, Error in Language Learning and Use: Exploring Error Analysis,New York: Wesley Longman, 1998.

Lailatussaidah, The analysis of Students’ Errors in Transforming Simple Present,Present Progressive and Simple Past Tense From Affirmative IntoNegative and Interrogative Form, Jakarta: FITK UIN, 2011.

Oshima, Alice, & Ann Houge, Introduction to Academic Writing, Massachusetts:Addison Wesley Publishing Company, 1988.

54

Richards, J. C. Error Analysis: Perspective on Second Language Acquisition,London: Longman, 1973.

Richards, Jack C. and Theodore S. Rodger, Approaches and Methods inLanguage Teaching, Cambridge: Cambridge University Press, 1986.

Sakoda, Namiko. Error Analysis within Newspaper Reporting Written by

Japanese Secondary School Students. 広島経済⼤学研究論集Departmental Bulletin Paper 2004.

Purwanto, M. Ngalim, Psikologi Pendidikan, Bandung: PT. Remaja Rosdakarya,2011.

Ur, Penny. Grammar Practice Activities, Cambridge : Cambridge UniversityPress, 1988.

Richards, Jack C. A Non-Contrastive Approach to Error Analysis, Department ofLinguistics, Quebec: Laval University, 1971.

APPENDIX 1

55

Student Item Number Students’ Original Sentences Classification of ErrorTable of Tested

AreaReconstruction

1

1

(-)

(?)

(WHQ)

Lisa Doesn’t borrow book^ from the library

Does^ borrow book^ from the library?

Where does Lisa borrow book^?

Omission (4) 1. book^/books,

2.Does^borrow/does Lisa,

3.Book^/books, 4.book^/books

-

(-) Lisa Doesn’t borrow books from the

library.

(?)Does Lisa borrow books from the

library?

(WHQ) Where does Lisa borrow books?

3 (-) Lia doesn’t ^ lose her money at her class.Omission (1) 1. Doesn’t ^

lose/doesn’t often lose-

(-) Lia doesn’t often lose her money at

her class.

4 (WHQ) What time ^ she have English class^Omission (2) what time ^/what

time does, 2.Class^^/class today?

Auxiliary verb(1)

Punctuation (1)

(WHQ) What time does she have

English class today?

5

(-)

(?)

(WHQ)

My mother don’t washes our clothes every day

Do my mother washes our clothes every day^

When do my mother washes our clothes^

Misselection (3) 1. Don’t/doesn’t,

2. Do/does 3. Do/does

Addition (3) 1.washes/wash,

2.Washes/wash, 3. Washes/wash

Omission (2) 1. Day^/day?,

clothes^/clothes?

Auxiliary verb (3)

Verb tense (3)

Punctuation (2)

(-) My mother doesn’t wash our clothes

every day.

(?) Does my mother wash our clothes

every day?

(WHQ) When does my mother wash our

clothes?

2 1

(-)

(?)

(WHQ)


Does Lisa borrow book^ from the library?



2.Book^/books, 3.book^/books-


library.


APPENDIX 1

56

library?


3

(-)

(?)

(WHQ)

Lia doesn’t ofter lose her money at her class.

Does Lia ofter lose her money at her class?

Where does Lia ^ lose her money?

Misselection (2) 1.ofter/often,

2.ofter/often

Omission (1) 1. Lia ^ lose/Lia

often lose

-


her class.

(?) Does Lia often lose her money at her

class?

(WHQ) Where does Lia often lose her

money?

4

(-)

(?)

(WHQ)

She doesn’t has English class at ten o’clock today.

Does she has English class at ten o’clock today?

What^ does she has English class^?

Misselection (3) 1.has/have,

2.Has/have, 3.has/have

Omission (2) 1. What^/what time,

2. Class^?/class today?

Auxiliary verb (3)

Question word (1)

(-) She doesn’t have English class at ten

o’clock today.

(?) Does she have English class at ten

o’clock today?



6

(-)

(?)

(WHQ)

Mirna doesn’t has breakfast every morning.

Does Mirna has breakfast every morning?

When does Mirna has breakfast?


2.Has/have, 3.has/have Auxiliary verb (3)

(-) Mirna doesn’t have breakfast every

morning.

(?) Does mirna have breakfast every

morning?

(WHQ) When does Mirna have

breakfast?

7 (WHQ) Where ^ Laura live?Omission (1) 1. Where ^ /where

doesAuxiliary verb (1) (WHQ) Where does Laura live?

APPENDIX 1

57

8 (WHQ) What does my mother always give^?

Misselection (1) 1. My/his

Omission (1) 1.give^?/give when

he gets ten in the test?

-(WHQ) What does his mother always

give when he gets ten in the test?

9 (WHQ) When does Tono always sleep ^?Omission (1) 1. Sleep^/ sleep for

two hours?-

(WHQ) When does Tono always sleep

for two hours?

10

(-)

(?)

(WHQ)

Diyas doesn’t seldom wears shirt.

Does Diyas seldom wears shirt?

What does Diyas seldom ^?

Addition (2) 1.wears/wear,

2.wears/wear

Omission (1) 1.seldom^/seldom

wear?

Verb tense (2)

(-) Diyas doesn’t seldom wear shirt.

(?) Does Diyas seldom wear shirt?

(WHQ) What does Diyas seldom wear?

3

1

(-)

(?)

(WHQ)



Where does Lisa borrow book^ ?




library.


library?


2 (WHQ) When ^ they swim? Omission (1) 1.when^/when do Auxiliary verb (1) (WHQ) When do they swim?

3 (WHQ) Where does Lia often lose^ ?Omission (1) 1. Lose^/lose her

money?-


money?

4 (WHQ) What time ^ she have English class^Omission (2) 1. Time^/ time does,

2.class^^/class today?

Auxiliary verb (1)

Punctuation (1)



5

(-)

(?)

(WHQ)

My mother don’t washes our clothes every day.

Do my mother washes our clothes every day?

When do my mother washes our clothes?

Misselection (3) 1.don’t/doesn’t,

2. Do/does, 3. Do/does


Auxiliary verb (3)

verb tense (3)


every day.


APPENDIX 1

58

2.washes/wash, 3.washes/wash every day?


clothes?

8

(-)

(?)

(WHQ)

His mother doesn’t always give a new thing when

he get^ ten in the test.

Does his mother always give a new thing when he

get^ ten in the test^

What does his mother ^ give ^?

Omission (5) 1.get^/gets,

2.get^/gets, 3.test^/test?,

4.mother^/mother always,

5.give^/give when he gets ten in

the test?

Punctuation (1)

(-) His mother doesn’t always give a

new thing when he gets ten in the test.

(?) Does his mother always give a new

thing when he gets ten in the test?

(WHQ) What does his mother give

when he gets ten in the test?

9 (WHQ) How long ^ Tono always sleep every afternoon?Omission (1) 1. How long^/how

long doesAuxiliary verb (1)

(WHQ) How long does Tono always

sleep every afternoon?

4

1 (WHQ) Where does Lisa borrow books^ Omission (1) 1. Books^/books? Punctuation (1) (WHQ) Where does Lisa borrow books?

5 (WHQ) When does my mother washes our clothes? Addition (1) 1. Washes/wash Verb tense (1)(WHQ) When does my mother wash our

clothes?

6

(-)

(?)

(WHQ)





2.has/have, 3.has/haveAuxiliary verb (3)

(-) Mirna doesn’t has breakfast every

morning.

(?) does Mirna have breakfast every

morning?

(WHQ) when does Mirna have

breakfast?

APPENDIX 1

59

8 (?) Does his mother always give a new thing ^?Omission (1) 1. New thing^/new

thing when he gets ten in the test?-

(?) Does his mother always give new


9

(?)

(WHQ)

Does Tono always sleep for two hours every

afternoon^

How long doesn’t Tono always sleep?

Omission (1) 1.

Afternoon^/afternoon?

Misselection (1) 1. Doesn’t/does

Auxiliary verb (1)

Punctuation (1)

(?) Does Tono always sleep for two

hours every afternoon?


sleep?

10

(-)

(?)

(WHQ)

Diyas don’t seldoming wears shirt.

Do Diyas seldoming wears shirt^

Who do seldoming wears shirt?


2. do/does, 3. do/does

Addition (6)

1.seldoming/seldom,

2.wears/wear,

3.seldoming/seldom,

4.wears/wear.

Omission (1) 1.shirt^/shirt?

Auxiliary verb (3)

Verb tense (3)

Punctuation (1)



(WHQ) Who does seldom wear shirt?

5

3

(-)

(?)

(WHQ)

Lia doesn’t often lost her money at her class.

Does Lia often lost her money at her class^

Where does Lia often lost her money?

Misselection (3) 1.lost/lose,

2.lost/lose, 3.lost/lose

Omission (1) 1.class^/class?

Verb tense (3)

Punctuation (1)


her class.


class?


money?

4(-)

(?)

She don’t have English class at ten o’clock today.

Do she have English class at ten o’clock today^


2.do/does, 3.do/does

Auxiliary verb (3)

Punctuation (1)


o’clock today.

APPENDIX 1

60

(WHQ) When do she have English class? Omission (1) 1.today^/today? (?) Does she have English class at ten

o’clock today?

(WHQ) When does she have English

class?

8

(-)

(?)


he gets ten in the best.


gets ten in the best?

Misselection (2) 1.best/test,

2.best/test-





10

(-)

(?)

(WHQ)

Diyas doen’t seldom wears shirt.

Does Diyas seldom wear shirt^


Misselection (2) 1.

Doen’t/doesn’t,

Addition (1) 1.wears/wear

Omission (2) 1.shirt^/shirt?,

2.seldom^/seldom wear

Auxiliary verb (1)

Verb tense (1)

Punctuation (1)




6

3 (?) Does Lia often lose her money at^ class^Omission (2) 1.at^/at her,

2.class^/class?Punctuation (1)


class?

5 (?) Does My mother wash our clothes every day^ Omission (1) 1.day^/day? Punctuation (1)(?) Does my mother wash our clothes

every day?

8 (?)Does his mother always give a new thing when he

gets ten in the test^Omission (1) 1.test^/test? Punctuation (1)



9 (WHQ) How long does Tono ^ sleep every afternoon?Omission (1) 1.Tono ^/Tono

always-



7 1 (-) Lisa Doesn’t borrow book^ from the library Omission (3) 1. book^/books, - (-) Lisa Doesn’t borrow books from the

APPENDIX 1

61

(?)

(WHQ)



2.Book^/books, 3.book^/books library.


library?


4

(-)

(WHQ)

She doen’t have English class at ten o’clock

today.

What time ^ she have English class ^?

Misselection (1) 1.doen’t/doesn’t

Omission (2) 1.time^/time does,

2.class^/class today?

Auxiliary verb (2)


o’clock today.



5

(-)

(?)

(WHQ)

My mother don’t washe our clothes every day.

Do my mother washe our clothes every day?

When do my mother washe our clothes?

Misselection (3) 1. Don’t/doesn’t,


Addition (3) 1.washe/wash,

2.washe/wash, 3.washe/wash

Auxiliary verb (3)

Verb tense (3)


every day.


every day?


clothes?

6 (WHQ) When does Mirna has breakfast? Misselection (1) 1.has/have Auxiliary verb (1)(WHQ) When does Mirna have

breakfast?

8

(?)

(WHQ)

Does ^ mother always give a new thing when he


What does his mother always give ^?

Omission (4) 1.does^/does his,

2.get^/gets, 3.test^/test?, 4.give

^/give when he gets ten in the

test?

Punctuation (1)



(WHQ) What does his mother always


9 (?)Does Tono always sleep for two hours every

afternoon^

Omission (1)

1.afternoon^/afternoon?Punctuation (1)



APPENDIX 1

62

8

1

(-)

(?)

(WHQ)







library.


library?


3 (WHQ) Where does Lia often lose ^ money? Omission (1) 1.lose^/lose her -(WHQ) Where does Lia often lose her

money?

4 (WHQ) What time ^ she have English class ^?Omission (2) 1.time^/time does,

2.class^/class today.Auxiliary verb (1)



5

(-)

(?)

(WHQ)

My mother don’t washe our clothes every day.

Do my mother washe our clothes every day?




Addition (3) 1.washe/wash,

2.washe/wash, 3.washe/wash

Auxiliary verb (3)

Verb tense (3)


every day.


every day?


clothes?

6 (WHQ) When does ^ have breakfast? Omission (1) 1.does^/does Mirna -(WHQ) When does Mirna have

breakfast?

8 (WHQ) What does his mother always give ^?Omission (1) 1.give^/give when

he gets ten in the test?-



9 1

(-)

(?)

(WHQ)







library.


APPENDIX 1

63

library?


2 (WHQ) When does they swim? Misselection (1) 1.does/do Auxiliary verb (1) (WHQ) When do they swim?

4 (WHQ) What does*time she have English class^?

Missoerder (1) 1.what does

time/what time does

Omission (1) 1.class^/class

today?

Question word (1)(WHQ) What time does she have


5

(-)

(?)

(WHQ)







2.washes/wash, 3.washe/wash

Auxiliary verb (3)

Verb tense (3)


every day.


every day?


clothes?

8

(-)

(?)

(WHQ)


he get^ ten in the test






4.mother^/mother always,


the test?

Punctuation (1)







10 1

(-)

(?)

(WHQ)



Where dos*e Lisa borrow book^?



Missorder (1) 1.dose/does

Auxiliary verb (1)


library.


APPENDIX 1

64

library?


4 (WHQ) What ^ does she have English class ^?Omission (2) 1.time^/time does,

2.class^/class today.

Auxiliary verb (1)

Question word (1)



6

(-)

(?)

(WHQ)



When ^ Mirna has breakfast?


2.has/have, 3.has/have

Omission (1) 1.when^/when does

Auxiliary verb (4)


morning.


morning?


breakfast?

8

(-)

(?)

(WHQ)





What does his my mother always give ^?




the test?

Addition (1) 1.his my/his

Punctuation (1)







9

(-)

(WHQ)

Tono does always sleep for two hours every

afternoon.

When does Tono always sleep ^?

Misselection (1) 1.does/doesn’t

Omission (1) 1.sleep^/sleep for

two hours?

Auxiliary verb (1)

(-) Tono doesn’t always sleep for two

hours every afternoon.


for two hours?

10 (WHQ) What does Diyas seldom ^?Omission (1) 1.seldom^?/seldom

wear?- (WHQ) What does Diyas seldom wear?

APPENDIX 1

65

11

1

(-)

(?)

(WHQ)







library.


library?


3

(-)

(?)

(WHQ)

Lia doesn’t ^ lose her money at her class.

Does Lia ^ lose her money at her class^


Omission (4) 1.doesn’t^/doesn’t

often, 2.Lia^/Lia often,

3.class^/class?, 4.Lia^/Lia often

Punctuation (1)


her class.


class?


money?

4

(-)

(?)

(WHQ)








Auxiliary verb (3)

Question word (1)


o’clock today.


o’clock today?



6

(-)

(?)

(WHQ)


Does Mirna has breakfast every morning^




Omission (1) 1.when^/when does

Auxiliary verb (4)


morning.


morning?


APPENDIX 1

66

breakfast?

8 (WHQ) What does his my mother always give ^?

Addition (1) 1.his my/his





9

(-)

(WHQ)

Tono does always sleep for two hours every

afternoon.



Omission (1) 1.sleep^/sleep for

two hours?

Auxiliary verb (1)


hours every afternoon.


for two hours?

10

(-)

(?)

(WHQ)


Doesn’t Diyas seldom wears shirt^



2.wears/wear

Misselection (1) 1.doesn’t/does

Omission (2) 1.shirt^/shirt?,

2.seldom^?/seldom wear?

Auxiliary verb (1)

Verb tense (2)

Punctuation (1)




12

2 (?) No they swim every Friday and Saturday? Misselection (1) 1.No/do Auxiliary verb (1)(?) Do they swim every Friday and

Saturday?

3 (WHQ) Where ^ Lia often lose ^ money?Omission (2) 1.where^/where

does, 2. Lose^/lose herAuxiliary verb (1)


money?

4

(-)

(?)

(WHQ)








Auxiliary verb (3)

Question word (1)


o’clock today.


o’clock today?


APPENDIX 1

67


6 (WHQ) When does ^ have breakfast? Omission (1) 1.does^/does Mirna -(WHQ) When does Mirna have

breakfast?

7(-)

(?)

Laura does lives in Ciledug.

Does Laura lives in Ciledug^


Addition (2) 1.lives/live,

2.lives/live

Omission (1) 1.Ciledug^/ciledug?

Auxiliary verb (1)

Verb tense (2)

Punctuation (1)

(-) Laura doesn’t live in Ciledug.

(?) Does Laura live in Ciledug?

8 (WHQ) What does my mother always give^?

Misselection (1) 1.my/his





9

(-)

(WHQ)

Tono doen’t always sleep for two hours every

morning.


Misselection (1) 1.doen’t/doesn’t

Omission (1) 1.sleep^?/sleep for

two hours?

Auxiliary verb (1)


hours every morning.


for two hours?

10

(-)

(?)

(WHQ)





2.wears/wear

Omission (1) 1.seldom^?/seldom

wear?

Verb tense (2)(-) Diyas doesn’t seldom wear shirt.



13 1

(-)

(?)

(WHQ)







library.


library?

APPENDIX 1

68


5

(-)

(?)

(WHQ)



When do my mother washes our clothes?




2.washes/wash, 3.washes/wash

Auxiliary verb (3)

Verb tense (3)


every day.


every day?


clothes?

8(?)

(WHQ)

Does his mother always give a new thing when ^?


Omission (2) 1.when^?/when he

gets ten in the test, 2.give^?/give


-





10 (-) Diyas doesn’t seldom wears shirt. Addition (1) 1.wears/wear Verb tense (1) (-) Diyas doesn’t seldom wear shirt.

14

1

(-)

(?)

(WHQ)







library.


library?


5

(-)

(?)

(WHQ)



When do ^ mother washes our clothes?




2.washes/wash, 3.washes/wash

Auxiliary verb (3)

Verb tense (3)


every day.


every day?

APPENDIX 1

69

Omission (1) do^/does my (WHQ) When does my mother wash our

clothes?

8(?)

(WHQ)

Does his mother always give a new thing when ^?


Omission (2) 1.when^?/when he

gets ten in the test?, 2.give^?/give


-





10 (-) Diyas doesn’t seldom wears shirt. Addition (1) 1.wears/wear Verb tense (1) (-) Diyas doesn’t seldom wear shirt.

15

1

(-)

(?)

(WHQ)


Does Lisa borrow book^ from the library^

Where dos*e Lisa borrow book^?



Missorder (1) 1.dose/does

Auxiliary verb (1)


library.


library?


2 (?) Do they swim every Friday and Saturday^Omission (1)

1.Saturday^/Saturday?Punctuation (1)

(?) Do they swim every Friday and

Saturday?

3(-)

(?)

Lia doesn’t often loses her money at her class.

Does Lia often lose her money at her class^

Addition (1) 1. Loses/lose

Omission (1) 1.class^/class?

Verb tense (1)

Punctuation (1)


her class.


class?

4

(-)

(?)

(WHQ)


Does she has English class at ten o’clock today^






Auxiliary verb (3)

Question word (1)


o’clock today.


o’clock today?

APPENDIX 1

70



5 (?) Does my mother wash our clothes everyday^Omission (1)

1.everyday^/everyday?Punctuation (1)


every day?

6

(-)

(?)

(WHQ)






Omission (2)

1.morning^/morning?,

2.when^/when does

Auxiliary verb (4)

Punctuation (1)


morning.


morning?


breakfast?

8 (WHQ) What does my mother always give ^?

Misselection (1) 1.my/his







16

1 (?)Does Lisa borrow borrow book^ from the

library?

Addition (1) 1.borrow borrow

book/borrow book

Omission (1) 1.book^?/books?

-(?) Does Lisa borrow books from the

library?

4 (WHQ) What time does she have English class ^?Omission (1) 1.class^?/class

today?-



5(-)

(?)

My mother doesn’t wash our clothe^ every day.

Does my mother wash our clothe^ every day?

Omision (3) 1.clothe^/clothes,

2.clothe^/clothes,-


ever day.

APPENDIX 1

71

(WHQ) When does my mother wash our clothe^? 3.clothe^/clothes (?) Does my mother wash our clothes

every day?


clothes?

8

(-)

(?)

(WHQ)




get^ ten in the test?

What does his mother ^ give if he get^ ten in the

test?

Omission (4) 1.get/gets,

2.get^/gets, 3.mother^give/mother

always give, 4.get^/gets

Misselection (1) 1.if/when

-


new thing when he gets ten in the test





9 (WHQ) What time does Tono ^ sleep every afternoon?

Misselection (1) 1.what time/how

long

Omission (1) 1.Tono ^/Tono

always

Question word (1)(WHQ) How long does Tono always




171

(-)

(?)

(WHQ)



Where does Lisa borrow book^^


2.Book^/books, 3.book^^/books?Punctuation (1)


library.


library?


3 (-) Lia doesn’t ^ lose her money at her class. Omission (4) 1.doesn’t^/doesn’t Punctuation (1) (-) Lia doesn’t often lose her money at

APPENDIX 1

72

(?)

(WHQ)

Does Lisa ^ lose her money at her class^


often, 2.Lia^/Lia often,

3.class^/class?, 4.Lia^/Lia often

Misselection (1) 1.Lisa/Lia

her class.


class?


money?

4

(-)

(?)

(WHQ)






Omission (3) 1. Today^/today?,

2.What^/what time, 3.

Class^?/class today?

Auxiliary verb (3)

Question word (1)

Punctuation (1)


o’clock today.


o’clock today?



5 (WHQ) Why do my mother washes^^

Misselection (2) 1.why/when,

2.do/does

Addition (1) 1.washes/wash

Omission (1) 1. Washes^^/wash

our clothes?

Question word (1)

Verb tense (1)

Auxiliary verb (1)

Punctuation (1)


clothes?

6

(-)

(?)

(WHQ)






Omission (1)

1.morning^/morning?

Auxiliary verb (4)

Punctuation (1)


morning.


morning?


breakfast?

APPENDIX 1

73

8 (WHQ) What does his my mother always give^?

Addition (1) 1.his my mother/his

mother





9

(-)

(?)

(WHQ)

Tono does always sleep for to*w hours every

afternoon.

Does Tono always sleep for to*w hours every

afternoon?



Missorder (2) 1.tow/two,

2.tow/two

Omission (1) 1.sleep^?/sleep for

two hours?

Auxiliary verb (1)


hours evey afternoon.




for two hours?

10

(-)

(?)

(WHQ)


Doesn’t Diyas seldom wears shirt?



2.wears/wear

Misselection (1) 1.doesn’t/does


wear?

Verb tense (2)

Auxiliary verb (1)




18

1 (-) Lisa doesn’t borrows books from the library. Addition (1) 1.borrows/borrow Verb tense (1)(-) Lisa doesn’t borrow book from the

library.

4

(-)

(?)

(WHQ)

She has *doesn’t English class at ten o’clock

today.


When does she has English class?

Missorder (1) 1.has

doesn’t/doesn’t have

Misselection (3) 1. Has/have,

2.has/have, has/have

Omission (1) 1.today^/today?

Auxiliary verb (3)

Punctuation (1)


o’clock today.


o’clock today?

(WHQ) When does she have English

APPENDIX 1

74

class?

5

(-)

(?)

(WHQ)



Why do my mother washes ^?


2.do/does, 3.do/does, 4.why/when


2.washes/wash, 3.washe/wash

Omission (1) 1.washes^?/wash

our clothes?

Auxiliary verb (3)

Verb tense (3)

Question word (1)


every day.


every day?


clothes?

6

(-)

(?)

(WHQ)

Mirna has *doesn’t breakfast every morning.



Missorder (1) 1.has

doesn’t/doesn’t have



Omission (1)

1.morning^/morning?

Auxiliary verb (4)

Punctuation (1)


morning.


morning?


breakfast?

8 (WHQ) Why ^ mother always give a new thing?

Misselection (1) 1.why/when

Omission (1) why^mother/when

does his

Question word (1)

Auxiliary verb (1)

(WHQ) When does his mother always

give a new thing?

9 (WHQ) Where ^ Tono always sleep ^?

Misselection (1) 1.where/when

Omission (2) 1.where^/when

does, 2.sleep^?/sleep for two

hours?

Question word (1)

Auxiliary verb (1)


for two hours?

10(-)

(?)




2.wears/wear, 3.wears/wear,

Verb tense (2)

Question word (1)



APPENDIX 1

75

(WHQ) Why does Diyas seldom wears shirt? 4.wears shirt?/wear?

Misselection (1) 1.why/what


19

1 (WHQ) Where does Lisa borrow book^? Omission (1) 1.book^?/books? - (WHQ) where does Lisa borrow books?

2(?)

(WHQ)

No they swim every Friday and Saturday?

When do they swim^

Misselection (1) 1.No/Do

Omission (1) 1.swim^/swim?

Auxiliary verb (1)

Punctuation (1)


Saturday?

(WHQ) When do they swim?

3 (WHQ) Where does Lia ^ lose ^ money?Omission (2) 1.Lia^/Lia often, 2.

Lose^/lose her-


money?

4

(-)

(?)

(WHQ)



W^at ^does she has English class^?



Omission (3) 1.wa^t/what,

2.What^/what time,

3.today^/today?, 4. Class^?/class

today?

Auxiliary verb (3)

Question word (1)

Punctuation (1)


o’clock today.


o’clock today?



5 (WHQ) When does my mother wash our clothes^ Omission (1) 1.clothes^/clothes? Punctuation (1)(WHQ) When does my mother wash our

clothes?

6

(-)

(?)

(WHQ)



When does Mirna has breakfast^



Omission (2)


2.breakfast^/breakfast?

Auxiliary verb (3)

Punctuation (2)


morning.


morning?


APPENDIX 1

76

breakfast?

7

(-)

(?)

(WHQ)

Laura doesn’t lives in Ciledug.

Does Laura lives in Ciledug^

Where does Lura live^

Addition (2) 1.lives/live,

2.lives/live

Omission (2) 1.live^/ciledug?,

2.live^/live?

Verb tense (2)

Punctuation (2)



(WHQ) Where does laura live?

8 (WHQ) What does my mother always give^^

Misselection (1) 1. my mother/his

mother

Omission (1) 1.give^^/give when


Punctuation (1)(WHQ) What does his mother always


9 (WHQ) When does Tono always sleep^Omission (1) 1.sleep^/sleep for

two hours?Punctuation (1)


for two hours?

10 (WHQ) What does Diyas seldom ^^Omission (1) 1.seldom^/seldom

wear?Punctuation (1) (WHQ) What does Diyas seldom wear?

20

1

(-)

(?)

(WHQ)

Lisa Doesn’t borrow book^ from the library.

Does Lisa borrow ^ from the library?

Where does Lisa borrow book^^


2.Borow^/borrow books,

3.book^^/books?

Punctuation (1)


library.


library?


2(?)

(WHQ)

Do They swim Friday and Saturday^

When do they swim^

Omission (2)

1.Saturday^/Saturday?,

2.swim^/swim?

Punctuation (2)


Saturday?

(WHQ) When do they swim?

APPENDIX 1

77

3

(-)

(?)

(WHQ)

Lia doesn’t ofter lose her money at her class.

Does Lia ofter lose her money at her class?


Misselection (2) 1.ofter/often,

2.ofter/often

Omission (1) 1. Lia ^ lose/Lia

often lose

-


her class.


class?


money?

4

(-)

(?)

(WHQ)

She doen’t has English class at ten o’clock today.



Misselection (4) 1.doen’t/doesn’t,

2.ha/have, 3.has/have, 4.has/have

Omission (2) 1.what^/what time,

2.class^/class today?

Auxiliary verb (3)

Question word (1)


o’clock today.


o’clock today?



5 (WHQ) When does my mother wash our clothes^ Omission (1) 1.clothes^/clothes? Punctuation (1)(WHQ) When does my mother wash our

clothes?

6

(-)

(?)

(WHQ)



When does Mirna has breakfast^



Omission (2)


2.breakfast^/breakfast?

Auxiliary verb (3)

Punctuation (2)


morning.


morning?


breakfast?

7(-)

(?)

Laura does lives in Ciledug.

Does Mir liver in Ciledug^

Misselection (3) 1.does/doesn’t,

2.Mir/Laura, 3.Mira/laura

Auxiliary verb (1)

Verb tense (2)



APPENDIX 1

78

(WHQ) Where does Mira live^ Addition (2) 1.lives/live,

2.liver/live

Omission (2) 1.live^/ciledug?,

2.live^/live?

Punctuation (2) (WHQ) Where does laura live?

8

(WHQ) What does my mother always give^^ Misselection (1) 1. my mother/his

mother

Omission (1) 1.give^^/give when


Punctuation (1)(WHQ) What does his mother always


9(WHQ) When does Tono always sleep^ Omission (1) 1.sleep^/sleep for

two hours?Punctuation (1)


for two hours?

10

(-)

(?)

(WHQ)





2.wears/wear


wear?

Verb tense (2)(-) Diyas doesn’t seldom wear shirt.



79

Appendix 2

Name : ......................................Class : ......................................Date : ......................................

Change the affirmative or positive sentences below into negative, Yes/No Question, andWH Question!

1. ( + ) Lisa borrows books from the library.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

2. ( + ) They swim every Friday and Saturday.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

3. ( + ) Lia often loses her money at her class.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

4. ( + ) She has English class at ten o’clock today.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

5. ( + ) My mother washes our clothes every day.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

80

6. ( + ) Mirna Has breakfast every morning.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

7. ( + ) Laura lives in Ciledug.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

8. ( + ) His Mother always gives a new thing when he gets ten in the test.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

9. ( + ) Tono always sleeps for two hours every afternoon.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

10. ( + ) Diyas seldom wears shirt.( - ) ..................................................................................( ? ) Yes/No Question

..................................................................................WH Question..................................................................................

81

Appendix 2WAWANCARA SISWA

Nama siswa :Kelas :

Pertanyaan1. Apakah anda menyukai mata pelajaran bahasa Inggris? Mengapa?2. Dalam belajar bahasa Inggris, cara belajar seperti apa yang kamu gunakan selama

ini?3. Skill Bahasa Inggris apa yang kamu anggap paling sulit? Apakah listening,

speaking, writing atau reading?4. Apakah kamu mengalami kesulitan dalam mempelajari grammar dalam merubah

kalimat positif simple present ke kalimat negative dan interrogative(pertanyaan)?Kesulitan apa saja yang kamu hadapi?

5. Bagaimana cara guru kamu mengajarkan bahasa Inggris, terutama dalammengajarkan tentang grammar dalam merubah kalimat positif simple present kekalimat negative dan interrogative(pertanyaan)?

6. Apakah guru kamu selalu memberikan latihan pada setiap pertemuan?

Sri RosmawatiInterviewer

82

Appendix 1WAWANCARA GURU

Hari :Narasumber :Jabatan :Tempat :

Pertanyaan1. Kurikulum apa yang digunakan oleh SMP YAPERA Ciledug?2. Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil

perolehan nilai Bahasa Inggris siswa bapak?3. Buku apa yang bapak gunakan sebagai bahan materi untuk mengajar siswa?4. Metode apa yang bapak terapkan dalam mengajar perubahan kalimat positif simple

present ke kalimat negative dan interrogative (pertanyaan)?5. Bagaimana cara pengoreksian kesalahan siswa?6. Kesulitan apa yang bapak hadapi ketika mengajarkan materi grammar khususnya

dalam mengajar perubahan kalimat positif simple present ke kalimat negative daninterrogative(pertanyaan)?

7. Bagaimana bapak mengatasi kesulitan tersebut?8. Apakah siswa menghadapai kesulitan yang sama dengan bapak dalam menerima

materi grammar khususnya dalam merubah kalimat positif simple present kekalimat negative dan interrogative(pertanyaan)?

9. Apakah penyebab siswa melakukan kesalahan tersebut?10. Apakah yang bapak lebih tekankan dalam mempelajari bahasa Inggris, language

skills (listening, reading, speaking, atau writing) atau language components(grammar, vocabulary, pronounciation, dll) ?

Ciledug, 27 Maret 2014Sri Rosmawati

Interviewer

(a cas e study at the second years of smp yapera...

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