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i

ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yusta Dwi Novita Rini

Student Number: 031214101

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

A Thesis on

ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES

By


Student Number: 03 1214 101

Approved by

Made Frida Yulia, S.Pd., M.Pd. 25 July 2009

Sponsor


iii

AA TThheessiiss oonn

EELLEESSPP SSTTUUDDEENNTTSS’’ EERRRROORRSS IINN UUSSIINNGG EENNGGLLIISSHH TTEENNSSEESS

BByy

YYUUSSTTAA DDWWII NNOOVVIITTAA RRIINNII

SSttuuddeenntt NNuummbbeerr :: 0033 11221144 110011


iv

I dedicate this thesis to

My beloved father, mother, and sisters


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and

references, as a scientific paper should.

Yogyakarta, 25 July 2009

The Writer


03 1214 101


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata

Dharma:

Nama : Yusta Dwi Novita Rini

Nomor Mahasiswa : 03 1214 101

Demi pengembangan ilmu pengetahuan, saya memberikan kepada

Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

“ELESP STUDENTS’ ERRORS IN USING ENGLISH TENSES”

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-

ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media

lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 22 Agustus 2009

Yang menyatakan

(Yusta Dwi Novita Rini)


vii

ABSTRACT

Rini, Yusta Dwi Novita. 2009. ELESP Students’ Errors in Using English

Tenses. Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

The students of the English Language Education Study Program are being

prepared to be qualified teachers. As teacher candidates, they should be able to

communicate well in English. Grammar provides rules to produce correct

utterances. Therefore, as teacher candidates, it is important for them to be

proficient in using grammar, especially the tenses. Measuring their ability in using

tenses is important because in learning English, tense cannot be avoided. The

study discussed two problems. They were (1) What are the errors that the students

of the English Language Education Study Program of Sanata Dharma University

Yogyakarta make in using tenses? (2) What is the mastery of tenses of the

students of the English Language Education Study Program of Sanata Dharma

University Yogyakarta?

There were ten tenses used in this study. They were simple present tense,

present progressive tense, simple past tense, past progressive tense, present

perfect tense, present perfect progressive tense, past perfect tense, past perfect

progressive tense, simple future tense, and future progressive tense. To answer the

first problem formulation, the errors made by the students were classified into

three categories. They were context-related errors, form-related errors and other

errors. Those three categories were then divided into sub categories based on the

errors that the writer found in each tense. Context-related errors consisted of the

students’ answers that deviated from the context or function in a given tense.

Form-related errors consisted of the students’ answers that deviated from the form

or pattern in a given tense. Other errors consisted of the students’ answers that did

not belong to two previous categories because they deviated from the intended

context and form. To answer the second problem formulation, the mean score of

the test was calculated. The results of the research showed that the students’ mean

score was 53 out of 100. The score was below the minimum standard of mastery

which is 56% from the maximum score. Based on the scoring category, it was

categorized into Insufficient (D).

The study was a survey research. To answer those questions, a test was used

as the instrument to gather the data. The test was administered to three classes of

the third semester students in the academic year of 2008/2009. They were chosen

because they had learned the tenses at the first semester, in Structure 1.

Based on the research results, the writer proposes some suggestions. First,

the students of the English Language Education Study Program should participate

actively in learning tenses, study by themselves by practicing more in order to

understand not only the context and functions of each tense but also the form, and

to be more aware of their errors. Second, the lecturers of Structure class of the

English Language Education Study Program need to review about English tenses


viii

at the beginning of the semester, they should teach from the basic, be aware of the

difficult tenses and parts of the tenses, give drills or exercises, and give the

attention not only to the most frequently used but also to the less frequently used

tenses. Third, future researchers should develop the research by conducting class

observation to gather data to obtain more accurate data, may improve and modify

the test or specify the tenses, find out the significance of tenses in building the

mastery of English related to the four basic skills; listening, speaking, reading,

and writing.


ix

ABSTRAK

Rini, Yusta Dwi Novita. 2009. ELESP Students’ Errors in Using English

Tenses. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

Mahasiswa Program Studi Pendidikan Bahasa Inggris disiapkan untuk

menjadi guru yang berkualitas. Sebagai calon guru mereka disiapkan untuk

mampu berkomunikasi dalam bahasa Inggris dengan baik. Tata bahasa

menyediakan aturan-aturan agar menghasilkan ucapan yang benar. Oleh karena

itu, sebagai calon guru, penting bagi mereka untuk pandai dalam menggunakan

tata bahasa, khususnya tenses. Mengukur kemampuan mereka dalam

menggunakan tenses adalah penting karena dalam belajar bahasa Inggris, tense

tidak bisa dihindari. Penelitian ini membahas dua permasalahan. Permasalahan

tersebut adalah (1) Apa saja kesalahan yang dibuat oleh mahasiswa Program Studi

Pendidikan Bahasa Inggris Universitas Sanata Dharma? (2) Bagaimana

kemampuan mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas

Sanata Dharma?

Ada sepuluh tenses yang digunakan dalam penelitian ini, yaitu simple

present tense, present progressive tense, simple past tense, past progressive tense,

present perfect tense, present perfect progressive tense, past perfect tense, past

perfect progressive tense, simple future tense, and future progressive tense. Untuk

menjawab rumusan masalah pertama, kesalahan yang dibuat mahasiswa

dikelompokkan menjadi tiga kategori. Kategori tersebut adalah kesalahan yang

berkaitan dengan konteks, kesalahan yang berkaitan dengan bentuk, dan kesalahan

lain-lain. Ketiga kategori tersebut kemudian dibagi menjadi sub kategori

berdasarkan kesalahan yang penulis temukan pada setiap tenses. Kesalahan yang

berkaitan dengan konteks terdiri dari jawaban mahasiswa yang menyimpang dari

konteks atau fungsi dari tenses yang dimaksud. Kesalahan yang berkaitan dengan

bentuk terdiri dari jawaban mahasiswa yang menyimpang dari bentuk atau pola

dari tenses yang dimaksud. Kesalahan lain-lain terdiri dari jawaban mahasiswa

yang tidak termasuk ke dalam dua kategori sebelumnya karena kesalahan tersebut

menyimpang dari konteks atau bentuk yang dimaksud. Untuk menjawab rumusan

masalah kedua, rerata nilai dari hasil tes dihitung. Hasil dari penelitian

menunjukkan bahwa rerata nilai mahasiswa adalah 53 dari 100. Nilai tersebut

berada di bawah standar minimum penguasaan, yaitu 56% dari nilai maksimum.

Berdasarkan kategori penilaian, nilai tersebut dikategorikan sebagai tidak cukup

(D).

Studi ini merupakan penelitian survei. Untuk menjawab kedua pertanyaan

tersebut, tes digunakan sebagai alat untuk mengumpulkan data. Tes dilaksanakan

terhadap tiga kelas pada mahasiswa semester tiga tahun akademik 2008/2009.

Mereka dipilih karena telah belajar tenses pada awal semester, di kelas Structure

I.


x

Berdasarkan hasil penelitian, penulis mengajukan beberapa saran. Pertama,

mahasiswa Program Studi Pendidikan Bahasa Inggris seharusnya berpartisipasi

secara aktif dalam belajar tenses. Mereka sebaiknya belajar sendiri dengan lebih

banyak berlatih agar memahami konteks dan fungsi tiap tenses, tidak hanya pada

bentuk, serta menjadi lebih sadar akan kesalahan mereka. Kedua, dosen kelas

Structure Program Studi Pendidikan Bahasa Inggris perlu mengulang kembali

tentang tenses bahasa Inggris pada awal semester. Mereka seharusnya

mengajarkan tenses dari dasar, menyadari bagian-bagian yang sukar, memberikan

drills atau latihan-latihan, dan memberikan perhatian tidak hanya pada tenses

yang paling sering digunakan tapi juga pada tenses yang sedikit digunakan.

Ketiga, para peneliti di masa yang akan datang seharusnya mengembangkan

penelitian dengan melaksanakan observasi kelas untuk memperoleh data yang

lebih akurat. Mereka dapat meningkatkan dan memodifikasi tes atau menetapkan

tenses, mencari pentingnya tenses dalam mengembangkan kemampuan bahasa

Inggris terkait dengan empat kemampuan dasar; mendengarkan, berbicara,

membaca, dan menulis.


xi

ACKNOWLEDGEMENTS

There is no biggest love except from Jesus Christ. I would like to express

my greatest gratitude to Jesus Christ for everything that He has given me. With

His love, wonderful blessing, loyalty, finally I could finish this thesis. I thank

Mother Mary for accompanying me every single time.

My deepest gratitude goes to my sponsor, Made Frida Yulia, S.Pd., M.Pd.,

for her willingness to spend her time to read and check my thesis thoroughly. Her

advice and suggestions are useful for me in writing this thesis. I also thank her for

her patience and willingness to guide me during the consultation.

I would like to express my sincere appreciation to Drs. J.B. Gunawan,

M.A., and Yohana Veniranda, S.Pd., M.Hum., for the permission to administer

the test in their classes. I would like to thank the third semester students who

joined Structure classes in the academic year of 2008/2009 for their willingness to

be the respondents of this research.

I also thank all lecturers of the English Language Education Study Program

of Sanata Dharma University for guiding me and providing me with knowledge

and experience during my study. I also thank Mbak Dhanniek and Mbak Tari for

all their help during my study.

I would like to express my deepest appreciation and love to my beloved

parents, Ignatius Iskandar, S.Pd. and Christiana Mujilah. I could not have

finished this thesis without all their love, supports, patience, and never ending


xii

prayers. My sincere gratitude goes to my beloved sisters, Dhita and Sari, Lulu

and my big family for always encouraging me to finish my study.

My special thanks go to my best friends Eko, Ratih, Bamz, Dika, Tere,

Ayu, Sevi, Siska, Ngoreyan Lor family for the beautiful, unforgettable moments,

encouragement, and support. My special thanks also go to Grace, Linda

Marbun, Ana, Mbak Nica, Mbak Indri, Irsa, 2003 PBI students, LINK (Datu,

Utik, Anas, Nina, Wiwid, Linda), Mas Deddy, Tomo, Brojowikalpo 1 family

(Mas Bebe, Mas Goez, and others) for their sharing, friendship, and support. I

also express my big thanks to Sr. Margareth, Dono, Widya, Tika, Edu, Upi,

Putri, Tuti for their willingness to help me in writing my thesis. I express my

gratitude to my friends during consultation time: Gabo, Ratri, Mbak Ayuk,

Anas, Danti, Toni, Nita, I thank them for their sharing.

I would also like to express my deepest gratitude to Stephanus Tri

Ariwibowo, S.Pd. and Pandan family who always give me support, happiness,

togetherness and prayers. My special thanks also go to Dr. Susento, M.S., Dra.

Sri Prapti J., P4 staff, Dialogue staff, who have given me precious experiences,

knowledge, support and prayers.

Finally, I would like to express my gratitude to everyone I could not

mention here one by one, who has helped and supported me during the process of

writing the thesis. May God bless them all.



xiii

TABLE OF CONTENTS

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

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

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

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

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

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

ABSTRAK ......................................................................................................... ix

ACKNOWLEDGEMENTS ............................................................................ xi

TABLE OF CONTENTS ................................................................................ xiii

LIST OF TABLES .......................................................................................... xix

LIST OF FIGURES ........................................................................................ xx

LIST OF APPENDICES ................................................................................. xxi

CHAPTER I. INTRODUCTION

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

B. Problem Formulation ......................................................... 3

C. Problem Limitation ............................................................ 4

D. Objectives of the Study ..................................................... 5

E. Benefits of the Study ........................................................ 5

F. Definition of Terms........................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description .................................................... 9

1. A Brief Review on Language Errors ............................. 9

a. Definition of Errors ................................................... 9

b. Mistakes and Errors .................................................. 10

2. Mastery of a Language .................................................. 11

a. Definition .................................................................. 11


xiv

b. Criteria of Mastery .................................................... 12

3. Tenses ........................................................................... 12

a. Simple Present Tense ............................................... 13

b. Present Progressive Tense ....................................... 16

c. Simple Past Tense ..................................................... 19

d. Past Progressive Tense ............................................. 21

e. Present Perfect Tense ................................................ 22

f. Present Perfect Progressive Tense ............................. 24

g. Past Perfect Tense ..................................................... 25

h. Past Perfect Progressive Tense ................................. 26

i. Simple Future Tense .................................................. 26

j. Future Progressive Tense........................................... 29

B. Theoretical Framework ..................................................... 30

CHAPTER III. METHODOLOGY

A. Research Method ............................................................ 32

B. Research Participants ...................................................... 33

C. Research Instrument ....................................................... 34

1. Validity ......................................................................... 34

a. Face Validity .......................................................... 35

b. Content Validity ..................................................... 35

c. Construct Validity .................................................. 36

2. Reliability .................................................................... 36

D. Data Gathering Techniques ............................................ 38

E. Data Analysis Techniques ............................................... 38

F. Research Procedure ......................................................... 40

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Data Presentation ........................................................... 43

1. The Students’ Achievement in the Test ..................... 43

a. The Students’ Achievement in Each Tense ........... 46


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B. Discussion ................................................................. 47

1. The Errors Made by the Students ................................ 48

a. Errors in Simple Present Tense .............................. 48

1) Context-Related Errors ....................................... 49

a) Wrong Choice of Tenses ................................. 49

b) The Use of Passive in Active Sentence........... 50

2) Form-Related Errors ............................................ 51

a) The Use of be with Ordinary Verb .................. 51

b) Omission of -s ................................................. 51

c) Problem in Using be ........................................ 51

d) Subject and Verb Disagreement...................... 52

e) Wrong Order of Adverb of Frequency ............ 52

3) Other Errors in Simple Present Tense ................ 53

a) Wrong Verb Form in Auxiliary have .............. 53

b) Mixed Tenses .................................................. 53

b. Errors in Present Progressive Tense ....................... 53


a) Wrong Choice of Tenses ................................. 54

2) Form-Related Errors ............................................ 56

a) Omission of be ................................................ 56

3) Other Errors in Present Progressive Tense .......... 56

a) Subject and Verb Disagreement ...................... 56

b) The Use of be with Ordinary Verb ................. 56

c) Wrong Verb Form in Auxiliary has ................ 57

d) The Use of Passive in Active Sentence .......... 57

e) The Use of Negative

in Affirmative Sentences ..................................... 57

c. Errors in Simple Past Tense .................................. 58


a) Wrong Choice of Tenses............................... 58

2) Form-Related Errors .......................................... 60


xvi

a) Problem in Using used to .............................. 60

b) Wrong Use of Verb ...................................... 60

c) Subject and Verb Disagreement ................... 60

d) Mixed Tenses ................................................ 61

3) Other Errors in Simple Past Tense .................... 61

a) Omission of Verb (Verbless) ........................

b) Wrong Verb Form in Auxiliary have ........... 61

c) Wrong Context and Word Order .................. 62

d. Errors in Past Progressive Tense ............................ 62

1) Context-Related Errors ...................................... 63


b) The Use of Passive in Active Sentence ........ 64


a) Subject and Verb Disagreement ................... 64

b) Omission of be .............................................. 65

c) Wrong Spelling ............................................. 65

3) Another Error in Past Progressive Tense .......... 65


e. Errors in Present Perfect Tense ............................ 65




2) Form-Related Error ........................................... 67

a) Wrong Verb Form in Auxiliary have ............ 67

f. Errors in Present Perfect Progressive Tense ......... 67





a) Wrong Verb Form in Auxiliary have ............ 70

b) Wrong Spelling ............................................. 70


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3) Other Errors in Present Perfect

Progressive Tense .............................................. 71


b) The Use of be with Ordinary Verb ............... 71

c) The Use of Passive

and Subject and Verb Disagreement............. 72

g. Errors in Past Perfect Tense ................................... 72





a) Wrong Verb Form in Auxiliary had ............. 73

3) Other Errors in Past Perfect Tense .................... 74


b) Wrong Verb Form in Auxiliary have ........... 74

c) The Use of Passive in Active Sentence ........ 75

h. Errors in Past Perfect Progressive Tense ................ 75



2) Other Errors in Past Perfect

Progressive Tense .............................................. 76


b) Wrong Verb Form in Auxiliary had ............. 77

c) The Use of Passive in Active Sentence ........ 77

d) The Use of be with Ordinary Verb ............... 77

i. Errors in Simple Future Tense ............................... 78

1) Context-Related Errors ..................................... 78

a) In Simple Present to Express Future Time ... 78

b) The Use of will in Prior Plan Activity .......... 78

c) Simple Present in Prior Plan Activity ........... 79


xviii

d) The Use of Passive in Active Sentence ........ 79


a) Wrong Verb Form in Auxiliary will ............. 80

b) The Use of be with Ordinary Verb ............... 80


j. Errors in Future Progressive Tense ......................... 81




a) Wrong Order of Adverb still ......................... 82

b) Omission of be .............................................. 83

c) The Use of be with Ordinary Verb ............... 83

3) Other Errors in Future Progressive Tense ......... 83


b) Wrong Verb Form in Auxiliary has ............. 84

c) Misuse of be going to ................................... 84

d) The Use of Passive in Active Sentence ........ 85

e) Wrong Verb Form in Auxiliary will ............. 85

2. The Students’ Mastery on Tenses .............................. 85

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ..................................................................... 87

B. Suggestions ..................................................................... 89

1. Suggestions for the Students of the English Language

Education Study Program of Sanata Dharma University .. 89

2. Suggestions for the Lecturers of the English Language

Education Study Program of Sanata Dharma University .. 90

3. Suggestions for Future Researchers .............................. 91

REFERENCES ............................................................................................. 92


xix

LIST OF TABLES

Table Page

3.1 The Classification of Reliability Coefficient ................................... 37

4.1 The Students’ Scores in the Test ...................................................... 44

4.2 The Students’ Scores in Relation to the Category ............................ 45

4.3 The Students’ Achievement in Each Tense ..................................... 46

4.4 Errors in Simple Present Tense ......................................................... 49

4.5 Errors in Present Progressive Tense .................................................. 54

4.6 Errors in Simple Past Tense .............................................................. 58

4.7 Errors in Past Progressive Tense ....................................................... 63

4.8 Errors in Present Perfect Tense ......................................................... 66

4.9 Errors in Present Perfect Progressive Tense ..................................... 68

4.10 Errors in Past Perfect Tense ............................................................ 72

4.11 Errors in Past Perfect Progressive Tense ........................................ 75

4.12 Errors in Simple Future Tense ........................................................ 78

4.13 Errors in Future Progressive Tense ................................................. 81


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LIST OF FIGURES

Figure Page

2.1 The Summary of Formulation of the Simple Present Tense ............. 14

2.2 The Summary of Formulation of Present Progressive Tense............ 17

2.3 Non-Progressive Tense Verbs ........................................................... 18

2.4 The Summary of Formulation of Simple Past Tense ........................ 20

2.5 The Summary of Formulation of Past Progressive Tense ................. 22

2.6 The Summary of Formulation of Present Perfect Tense ................... 23

2.7 The Summary of Formulation

of Present Perfect Progressive Tense ................................................ 24

2.8 The Summary of Formulation of Past Perfect Tense ........................ 25

2.9 The Summary of Formulation of Simple Future Tense .................... 27


xxi

LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian .................................... 95

Appendix B: The Test ............................................................................. 96

Appendix C: Key to the Test .................................................................. 100

Appendix D: The Sample of the Students’ Sheets ................................. 102

Appendix E: The Students’ Test Scores.................................................. 110

Appendix F: The Content and Distribution of the Test

in Each Number................................................................. 114

Appendix G: The Students’ Erroneous Answers .................................... 117


1

CHAPTER I

INTRODUCTION

This chapter consists of six parts which present the introduction of the

study. It includes background of the study, problem formulation, problem

limitation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

English is widely used around the world. It is used for communicating and

interacting among nations because English is an international language.

Furthermore, in globalization era, people are demanded to be able to use English

in many aspects. Therefore, they need to learn English.

In learning English, the students learn the four basic skills namely listening,

speaking, reading, and writing. In addition to learning the four basic skills, the

students also learn the elements of language namely vocabulary, grammar, and

pronunciation. These elements of language give a contribution to the four basic

skills. The examples are vocabulary as in speaking, writing, reading and listening;

pronunciation as in speaking; and grammar as in writing and speaking. Having

good vocabulary, grammar, and pronunciation helps people to communicate well.

Those four basic skills and three elements of language are important in building

the mastery of English.

Grammar is one of the important elements in building the mastery of a

language. By learning grammar, the students know the rules of the language.


2

When the students want to convey information, grammar is one of the important

things to be considered in order that the information can be understood well. It is

supported by Nunan (1991: 153), he states that grammar is present to make us

understand and possible to communicate beyond a rudimentary level. Using

grammar, people are able to communicate appropriately, correctly, and

meaningfully. Ur (1988), as cited in (Nunan, 1991: 154), also argues that the

elements of a language, be they lexical, phonological or grammatical, are essential

toward the ability to communicate in the language. It means that grammar is one

of the elements that should be paid attention to in communication. Purpura (2004,

ix) also argues that grammar is the rule of language, the heart of language use,

which is used in speaking, listening, reading or writing.

There are a lot of aspects in grammar. One of them is tense. In learning

grammar, English tense is important because in English, tense or time cannot be

avoided. According to Nesfield as cited in Mas‟ud (2005: 18), “tense is a form of

a verb that shows time of happening of an event or an action and it shows the level

of perfection of an action at the time it happened.” According to Jackson (1982:

74), time is divided into past, present and future. In English, each tense indicates

the time; therefore it is clear whether he spoke in the past, he speaks in the present

or he will speak in the future.

The study discusses the ELESP students‟ errors and mastery in using tenses.

ELESP stands for the English Language Education Study Program. The students

of the English Language Education Study Program are prepared to be qualified

English teachers. To be a teacher, people should be able to communicate well,


3

moreover for a language teacher, in this case an English teacher. S/he is expected

to communicate well in English. To communicate well and correctly, it needs

rules. Grammar provides rules to produce communicative and effective utterances.

Therefore, as teacher candidates, it is important for them to be proficient in using

grammar, especially the tenses. It is needed, for example in teaching learning

processes, when the teacher explains the lesson in the past, present, or future time.

Based on the writer‟s experience, the students of the English Language

Education Study Program still have difficulties in mastering English tenses.

Considering that English tenses are essential, measuring the students‟ ability on

tenses is important. The study is conducted to find out the students‟ mastery of the

tenses of ELESP students. This study is conducted to the third semester students

of the English Language Education Study Program students in the academic year

of 2008/2009. The third semester students are considered to have enough

knowledge about tenses during the learning processes for one semester at the first

semester in the English Language Education Study Program. In addition to

finding out the students‟ mastery, the writer also tries to find out the students‟

errors on tenses. Since their errors are recognized in the early stage of the study

program, the lecturer will be able to do remedial actions.

B. Problem Formulation

The questions of the research are formulated as follows.

1. What are the errors that the students of the English Language Education Study

Program of Sanata Dharma University Yogyakarta make in using the tenses?


4

2. What is the mastery of tenses of the students of the English Language

Education Study Program of Sanata Dharma University Yogyakarta?

C. Problem Limitation

The study aims to find out the ELESP students‟ errors and mastery in using

tenses. The subjects of the study are the third semester students of the English

Language Education Study Program in the academic year of 2008/2009. The

reason why the writer chooses the third semester students is because they have

enough knowledge about tenses during the learning processes at the first semester

in the English Language Education Study Program.

In the study, the writer limits the discussion on the mastery of the ten

tenses. It is based on the consideration of the syllabus used in the English

Language Education Study Program. The ten tenses that are taught in the first

semester are simple present tense, present progressive tense, simple past tense,

past progressive tense, present perfect tense, present perfect progressive tense,

past perfect tense, past perfect progressive tense, simple future tense, and future

progressive tense. The study focuses on the use of each tense in relevance to its

functions.

To find out the students' errors and mastery, the writer administers a test to

the third semester students of the English Language Education Study Program in

the academic year of 2008/2009. The study emphasizes on the ability of the

students in using the tenses. It focuses on the use of each tense in relevance to its

functions. In other words, it emphasizes on the functions rather than the form of


5

each tense. However, forms or patterns of each tense are included in the error

analysis.

D. Objectives of the Study

This research aims to answer the research questions formulated in the

problem formulation. The objectives are as follows.

1. To find out the errors that the students of the English Language Education

Study Program of Sanata Dharma University Yogyakarta make in using the

tenses.

2. To find out the mastery of tenses of the students of the English Language

Education Study Program of Sanata Dharma University Yogyakarta.

E. Benefits of the Study

The study is useful for the students of the English Language Education

Study Program. They are expected to be able to improve their learning of English

tenses. As teacher candidates, they are expected to master the grammar, in which

tense is included. They are also expected to be aware of their errors so that they

are able to remedy their errors. By realizing their weaknesses, they should not

make mistakes anymore.

The study is also useful for the lecturers. The study on the mastery of tenses

of the students of the English Language Education Study Program helps to find

the students‟ errors and mastery in using tenses. The results of the study can be


6

used as feedback for the Structure class lecturers in the teaching learning

processes, and thus hopefully be able to improve the teaching of English tenses.

The study also, hopefully, gives benefits to future researchers and readers. It

is expected that the study gives sufficient information about the research on

mastery of tenses, thus they can explore more. It is hoped that the study will help

the future researchers and readers in understanding the tenses, especially the ten

tenses. For future researcher, it is expected that they can develop the research by

improving and modifying the test. They may find the significance of tenses in

building the mastery of a language related to four basic skills; listening, speaking,

reading, and writing.

F. Definition of Terms

To avoid misunderstanding, there are some terms that need to be explained.

The terms that will be defined are mastery, tenses, and errors.

1. ELESP Students

ELESP stands for the English Language Education Study Program. The

subject of this research is the third semester students of the English Language

Education Study Program in the academic year of 2008/2009. The study is

conducted at Sanata Dharma University Yogyakarta.

2. Errors

According to Dulay, Burt and Krashen (1982: 138), errors are the

deviation parts of learner in spoken and written from rules of language. In the

study, the writer tries to find out the errors the students make in using the tenses.


7

There are three categories of errors in the study. They are „context-related errors‟,

„form-related errors‟ and „other errors‟. Those three categories are then divided

into sub categories based on the errors that the writer found in each tense.

Context-related errors consist of the students‟ answers that deviate from the

context or function in a given tense. Form-related errors consist of the students‟

answers that deviate from the form or pattern in a given tense. Other errors consist

of the students‟ answers that do not belong to two previous categories because

they deviate from the intended context and form.

3. Tense

According to Jackson (1982: 74), “the grammatical category of tense is

related to real-world time.” He divides time into past, present and future.

According to Asher (1994: 4558), there are two important facets of tenses. First,

from a formal point of view, tense is a grammatical category expressed overtly on

the verb. Second, from a semantic point of view, tense serves to locate situations

in time. The study focuses on ten tenses. They are simple present tense, present

progressive tense, simple past tense, past progressive tense, present perfect tense,

present perfect progressive tense, past perfect tense, past perfect progressive tense,

simple future tense, and future progressive tense.

4. Mastery

In this study, definition of mastery refers to Fries (1948: 3). He says that “a

person has learned a foreign language when he has thus first, within a limited

vocabulary mastered the sound system, that is, when he can understand the stream

of speech and achieve an understandable production of it and has, second, made


8

the structural devices or the basic arrangements of the utterances as a matter of

automatic habit.” A person is said to have mastered a language if within the

limitation of vocabulary that he has, he understands the sound system and

produces the understandable sound system, and moreover, he is able to produce

sentences. In the study, the writer wants to find out the students’ mastery of

tenses. It is related to the second requirement of mastery; that is, the mastery of

structural devices in which the students are expected to be able to recognize the

form and use of tenses.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections. First, the writer presents the

theoretical description. It includes the theory of errors, the mastery of a language,

and English tenses, which consists of ten tenses used in the study. They are simple

present tense, present progressive tense, simple past tense, past progressive tense,

present perfect tense, present perfect progressive tense, past perfect tense, past

perfect progressive tense, simple future tense, and future progressive tense.

Second, the writer presents the theoretical framework.

A. Theoretical Description

In the theoretical description, the writer discusses a brief review on errors,

the mastery of a language, and English tenses. There are ten tenses used in the

study. They are simple present tense, present progressive tense, simple past tense,

past progressive tense, present perfect tense, present perfect progressive tense,

past perfect tense, past perfect progressive tense, simple future tense, and future

progressive tense.

1. A Brief Review on Language Errors

a. Definition of Errors

According to Dulay, Burt, and Krashen (1982: 138), errors are “the flawed

side of learner speech or writing.” A learner makes error if he deviates from the

rules in speaking or writing. In learning a language, making errors cannot be


10

avoided. A learner cannot learn a language without making errors. The errors are

used as feedback in teaching-learning processes.

Dulay, Burt, and Krashen (1982: 138) serve two major purposes of studying

learners‟ errors. First, it provides data about the nature of a language learning.

Second, it gives contribution to the teacher to know the difficulties of their

students in learning a target language. It can be used as feedback in teaching

learning. In the study, besides knowing the students‟ mastery, the writer also

wants to know the errors that the students make in using tenses. Knowing the

students‟ errors, a teacher can do a remedial action to corrret their errors. In the

study, the writer focuses on the errors the students make in using ten tenses.

b. Mistakes and Errors

Sometimes people are difficult to differentiate between mistakes and errors.

Those two terms are slightly different. It is important to differentiate both of the

terms in order to make them clear. Chomsky (1965) as stated in Dulay et al.

(1982: 139) distinguishes between errors caused by fatigue and inattention and

errors resulting from lack of knowledge of the rules of the language. Errors caused

by fatigue and inattention is called “performance factors”, while errors resulting

from lack of knowledge of the rules of the language is called “competence”.

Corder (1967) as stated in Dulay et al. (1982: 139) says that “performance errors

have been called „mistakes‟, while the term „errors‟ was reserved for the

systematic deviations due to the learner‟s still developing knowledge of the L2

rule system.”


11

The writer does not differentiate both mistakes and errors because it is

difficult to judge whether the students‟ answers are caused by performance factors

or competence factors. In the study, the writer uses the term errors which refer to

the students‟ answers which are deviate from the rules of tenses. The errors are

classified into some categories based on the errors that the writer found in each

tense.

2. Mastery of a Language

a. Definition

In this study, definition of mastery refers to Fries (1948: 3). Fries says that a

person has learned a foreign language when he has thus first, within a limited

vocabulary mastered the sound system, that is, when he can understand the stream

of speech and can achieve an understandable production of it and has, second,

made the structural devices or the basic arrangements of the utterances as a matter

of automatic habit. A person is said to have mastered a language if within the

limitation of vocabulary that he has, he understands the sound system and

produces the understandable sound system, and moreover, he is able to produce

sentences as his automatic habit. In relation to the study, one of the elements that

should be mastered is grammar or structural devices. It is the basic arrangement of

utterances.

Grammar has a lot of aspects. One of them is tense. The study focuses on

ten tenses on which the writer tries to find out the students‟ mastery on them.

Grammar is needed in order to communicate effectively, correctly, appropriately,

and meaningfully because it provides rules.


12

b. Criteria of Mastery

As it is written in Peraturan Akademik Universitas Sanata Dharma

Yogyakarta (2002: 14), the minimum standard of mastery is 56 percent. The

following is the list of score category which is used to classify the students‟

scores.

Score Category

80-100 very good (A)

70-79 good (B)

56-69 sufficient (C)

50-55 insufficient (D)

≤ 49 poor (E)

Based on the list above, if the students‟ scores are below the minimum standard of

mastery, it means that they still have difficulties and they have not mastered the

ten tenses.

3. Tenses

There are ten tenses used in the study. They are simple present tense,

present progressive tense, simple past tense, past progressive tense, present perfect

tense, present perfect progressive tense, past perfect tense, past perfect progressive

tense, simple future tense, and future progressive tense. Those tenses will be

explained further in accordance to the form and function of the tenses.

Greenbaum and Quirk (1990: 47) state, "Tense is a grammatical category

that is realized by verb inflection.” English is reduced to two tenses: the present

and the past tense. It refers to present and past time. According to Jackson (1982:


13

74), the grammatical category of tense is related to real-world time. Time is

divided into past, present and future. According to Asher (1994: 4558), there are

two important aspects of tenses. First, from a formal point of view, tense is a

grammatical category expressed overtly on the verb. Second, from a semantic

point of view, tense serves to locate situations in time. This study not only focuses

on the form but also on the use of the tenses. According to Curme (1931: 354),

there are four absolute tenses. They are present, past, perfect, and future, which

express time from the moment in which speaker is speaking without reference to

some other acts. Celce-Murcia (1999: 110) divides tense into four aspects. They

are simple which is called zero aspect, perfect, progressive, and their combination,

perfect progressive. Based on some definitions above, the tenses used in the study

are based on the syllabus used by English Language Education Study Program.

They are past, present, future which have the combination of four aspects. The

study focuses on ten tenses which are presented as follows.

a. Simple Present Tense

Azar (1985: 3) explains the formulations of the simple present tense. The

formulation is presented in Figure 2.1.


14

Statement

(affirmative)

I

You work

We

They

He

She works

It

If the subject is the third

person singular (e.g. he,

she, it, John, the animal),

the verb is added by a final

–s (or –es)

Negative

I

We do not

You (don‟t)

They work

He does not

She (doesn‟t)

It work

Do not add final –s (or –es)

to the main verb (e.g. work)

in negative sentence

Questions

I

Do we work?

you

they

he

Does she work?

it

Do not add a final –s (or –

es) to the main verb in a

question.

Short

answer

I

Yes, you do

we

they

he

Yes, she does

It

I

No, you don‟t

we

they

he

No, she doesn‟t

It

Figure 2.1: The Summary of Formulations of the Simple Present Tense

In the formulation of simple present tense, the –s /-es adding is used for

the third person singular, such as he, she, and it. There are some rules in the

spelling of verbs used for the third person singular. Azar (1992: 8) explains the

rules as follows:

a) Final –s, is added to most verbs

For example:

visit-visits

speak-speaks

answer-answers

happen-happens


15

b) Final –es is added in the verbs ending with –ch, -sh, -s, -x, or –z

For example:

watch – watches

wash – washes

pass – passes

fix – fixes

buzz - buzzes

c) Final –es is also added to do and go

For example:

go – goes

do – does

d) Many verbs end in –e. Final –s is simply added

For example:

Hope-hopes

Write-writes

e) If the word ends in a consonant –y. Change the –y to –i and add –es.

For example:

study - studies

fly - flies

try – tries

f) If the word ends in a consonant –y and it is preceded by a vowel, simply

add –s.

For example:


16

say - says

pay - pays

buy – buys

According to Azar (1989: 11), simple present tense has several functions.

First, it expresses general statements of facts. It means that simple present tense

expresses something that was true in the past, is true in the present, and will be

true in the future. It also refers to events, actions or situations which are true in

present period of time and may continue indefinitely (Alexander, 1988: 163).

Second, it is used to express habitual or every day activity. Third, certain common

verbs are not used in progressive tense, with these verbs may indicate a situation

that exists right now, at the moment of speaking. The examples are:

[1] It snows in Alaska. (Azar, 1989: 2) = It expresses a fact or general truth.

[2] I watch television every day. (Azar, 1989: 2) = It expresses a habitual action.

[3] I don‟t recognize that man. (Azar, 1989: 11) = simple present that may

indicate a situation that exists right now, at the moment of speaking.

b. Present Progressive Tense

Generally, present progressive tense is used for action in progress at the time

of the speaking. According to Corder (1960: 74), present progressive may be used

without any adverbs of time because what is happening at the time of speaking is

an evident that does not need an explanation. The adverbs that are sometimes used

in this tense are now, at present, at this moment, and still.


17

The forms of the present progressive tense according to Azar (1985: 4) are

presented in Figure 2.2.

STATEMENT I am working

He

She is working

It

You

We are working

They

NEGATIVE I am not working

He

She is not (isn‟t)

It working

You

We are not (aren‟t)

They working

QUESTION Am I working?

he

Is she working?

It

you

Are we working?

they

SHORT

ANSWER

Yes, I am

No, I‟m not

he

Yes, she is

it

he

No, she isn‟t

It

you

Yes, we are

It

he

No, she aren‟t

it

Figure 2.2: The Summary of Formulations of the Present Progressive Tense

In present progressive form, a sentence needs be as auxiliary verb. Present forms

of Be are: am, is, are. They are followed by verb –ing.

The examples of present progressive tense are:

[4] I am not wearing a coat as it isn‟t cold. (Thomson and Martinet, 1986:

154)

[5] John is trying to improve his work habits. (Azar, 1989: 11)

[6] He is always leaving his dirty dishes on the table! (Azar, 1989: 16)

Present progressive tense has some functions. First, it expresses an activity

that is in progress, that is occurring, is happening, right now. Sentence [4] is an

example of this situation. The event began in the past, is in progress now, and will


18

probably continue into the future. Second, it is often to express the activity of a

general nature: something generally in progress this week, this month, this year.

Sentence [5] may show a general nature activity. It may mean that trying to

improve his work habit is a general activity he is engaged in at present, but it does

not mean that it happens at the moment of speaking. Third, the adverbs such as

always, forever and constantly are used with the present progressive to express

annoyance or anger. Sentence [6] is the example of an action that expresses

annoyance or anger.

There are some common verbs which are not used in the progressive tense

(Azar, 1989: 13). Although they may be used for describing an action at the

moment of speaking, simple present is used. Some common verbs which are not

used in progressive tense are described in Figure 2.3.

Mental State

know imagine

realize doubt

understand remember

recognize forget

believe want

feel need

suppose prefer

think* mean

Emotional State

love fear dislike

like envy care

appreciate mind hate

Possession possess own

have* belong

Sense Perceptions

taste* feel*

smell* see*

hear

Other Existing States

seem be*

look* exist

appear* consist of

cost contain

owe include

weigh*

The verbs with an asterisk are also commonly used as progressive verbs, with a difference in

meaning.

Figure 2.3: Non-Progressive Tense Verbs


19

c. Simple Past Tense

Simple past tense is used for actions completed in the past at a definite time.

It began and ended at a particular time in the past (Azar, 1989: 24). It is also used

to express a past situation or habit that no longer exists at present. Form used to is

used to express it. The examples of simple past tense are:

[7] I met him yesterday.

[8] Pasteur died in 1895.

In sentences [7] and [8], the adverbs of time yesterday and in 1895 are clear.

Those sentences show actions which began and ended at a particular time in the

past.

[9] When did you meet him?

Sentence [9] asks the time when you met him. The meeting happened in the past.

[10] The train was ten minutes late.

[11] I bought this car in Montreal.

Sentences [10] and [11] show actions happened in the past although there is no

specific time mentioned in the verb bought and was.

[12] Where have you been? ~ I've been to the opera. ~ Did you enjoy it?

Sometimes simple past tense is used as a result of a question and answer in the

present perfect. Sentence [12] is the example of it.

[13] I used to live with my parents. Now, I live in my own apartment.

Sentence [13] is the example of a past habit that no longer exists at present. In the

past, I lived with parents, but now I do not live with them anymore. I live in my

apartment.


20

The forms of the simple past are described in Figure 2.4.

STATEMENT

I

You

He

She worked yesterday

It

We

They

QUESTION

I

you

he

Did she work yesterday

it

we

they

NEGATIVE

I

You

He

She did not (didn’t) work yesterday

It

We

They

SHORT

ANSWER

I I

you you

he he

Yes, she did No, she didn’t

It It

we we

they they

Figure 2.4: The Summary of Formulations of the Simple Past Tense

Past time also can be expressed using time clause:

[14] When I was in Chicago, I visited the art museum. (Azar, 1984: 29)

time clause main clause

There are two clauses in sentence [14]. They are time clause and main clause.

When means at that time, after, before, and while means during that time are

used in the time clause. The pattern can be seen as follows.


21

when

after + subject and verb = a time clause

before

while

d. Past Progressive Tense

According to Azar (1989: 24), past progressive tense has some functions.

The past progressive expresses an activity that was in progress, was occurring,

was happening at a particular time in the past. It is also used to express two

actions that occured at the same time, but one action began earlier and was in

progress when the other action occurred. Sometimes, it is used in both parts of a

sentence when two actions are in progress simultaneously.

For examples:

[15] I sat down at the dinner table at 6:00 p.m. yesterday. My friend came to

my house at 6:10 p.m. I was eating dinner when my friend came.

Sentence [15] shows an action that eating was in progress at 6:10 p.m when my

friend came.

[16] While I was studying in one room of our apartment, my roommate was

having a party in the other room. (Azar, 1989: 24)

Sentence [16] shows two actions which both parts of clauses were in progress. It

happened simultaneously.

The forms of past progressive tense are described in Figure 2.5.


22

STATEMENT

I

He was working when the phone rang.

She

It

You

We were working

They when the phone

rang.

NEGATIVE

I

He was not(wasn’t) working when the

She phone rang

It

You

We were not working

They when the phone

rang

QUESTION

I

Was he working when the phone rang?

she

It

You

Were We working

They when the

phone rang?

SHORT

ANSWER

I

Yes, he was.

she

it

I

No, he wasn’t.

she

it

you

Yes, we were.

they

you

No, we weren’t.

they

Figure 2.5: The Summary of Formulations of the Past Progressive Tense

Past progressive form needs past form of be. They are was, were. They are

followed by verb –ing.

e. Present Perfect Tense

The present perfect expresses the idea that something happened or never

happened before now, at an unspecified time in the past. The exact time it

happened is not important (Azar, 1989: 29).

The forms of the present perfect tense are described in Figure 2.6.


23

STATEMENT

(a) I have finished my work.

(b) Jim has eaten lunch.

The basic form of the

present perfect:

Have/Has+Past

Participle

NEGATIVE

(a) I have not (haven’t) finished my

work.

(b) Jim has not (hasn’t) eaten lunch.

Have + not = haven‟t

Has + not = hasn‟t

QUESTION

(Question word) + helping verb + Subject + Main Verb

have you finished your work?

How long has Jim eaten lunch?

have you lived here?

A: Have you seen that movie?

B: Yes, I have. OR No, I haven’t.

A: Has Jim eaten lunch?

B: Yes, he has. OR No, he hasn’t.

The helping verb (have or

has) is used in the short

answer to a yes/no

question.

Figure 2.6: The Summary of Formulations of the Present Perfect Tense

The examples of Present Perfect sentences are as follows.

[17] They have moved into a new apartment.

[18] Have you ever visited Mexico?

[19] I have never seen snow.

Present Perfect Tense also expresses the repetition of an activity before now. The

exact time is also not important.

[20] We have had four tests so far this semester.

[21] I have flown on an airplane many times.

When it used with for or since, it expresses a situation that began in the past

and continues to the present. There are differences between since and for. Since is

used for a particular time. Since is followed by the mention of a specific point in

time: an hour, a day, a month, a year, and others. Since expresses the idea that an

activity began at a specific time in the past and continues to the present. Since


24

may also introduce a time clause, a subject and verb may follow since. The

present perfect is used in the main clause; the simple past is used in the since

clause. For is used for duration of time. For is followed by the mention of a

length of time: two minutes, three hours, four days, five weeks, and others. The

use of present perfect in a sentence with for + a length of time means that the

action began in the past and continues to the present. For examples:

[23] I have been here since seven o‟clock.

[24] We have been here for two weeks.

f. Present Perfect Progressive Tense

The tense is used to indicate the duration of an activity that began in the past

and continues to the present. When it has this meaning, it is used with time words

such as for, since, all morning, all day, all week.

The forms of the present perfect progressive tense are as follows.

HAVE/HAS + BEEN + -ING

I have been living here since January.

Bob has been studying for two hours.

Form of the present perfect

progressive:

Have/has + been + -ing

How long have you been living here?

How long has Bob been studying?

Question form:

Have/has + subject +

been + -ing

Figure 2.7: The Summary of Formulations of the Present Perfect Progressive Tense

[25] I have been sitting here since seven o‟clock.

[26] I have been sitting here for two hours.

[27] It has been raining all day. It is still raining right now.


25

When the tense is used without any specific mention of time, it expresses a

general activity in progress recently, lately. For examples:

[28] I have been thinking about changing my major.

[29] All of the students have been studying hard. Final exams start next week.

With certain verbs for example live, work, teach, there is little or no difference in

meaning between the two tenses (present perfect and present perfect progressive)

when since or for is used.

[30] He has worked at the same store for ten years.

[31] He has been working at the same store for ten years.

Both sentence [30] and sentence [31] have no difference. They have essentially

the same meaning.

g. Past Perfect Tense

This tense is used to express an activity that was completed before another

activity or time in the past. The forms of the past perfect tense are as follows.

AFFIRMATIVE CONTRACTIONS NEGATIVE Form of the past

perfect tense:

Had + past

participle

I

You

He

She had eaten.

It

We

They

I + had = I‟d

You + had = you‟d

He + had = he‟d

She + had = she‟d

It + had = It‟d

We + had = we‟d

They + had = they‟d

Had + not=hadn’t

I hadn’t eaten.

Figure 2.8: The Summary of Formulations of the Past Perfect Tense


26

The examples of past perfect tense are sentences [32] and [33].

[32] My parents had already eaten by the time I got home.

[33] Until yesterday, I had never heard about it.

These two sentences show activities that were completed before other activities in

the past.

h. Past Perfect Progressive Tense

The past perfect progressive emphasizes the duration of an activity that was

in progress before another activity or time in the past. The basic form of the past

perfect progressive tense is as follows.

The tense may also express an activity in progress recent to another time or

activity in the past. The examples of past perfect progressive tense are as follows.

[34] He finally came at six o‟clock. I had been waiting for him since four-thirty.

[35] Her eyes were red because she had been crying.

i. Simple Future Tense

The forms of simple future tense are described in Figure 2.9.

HAD + BEEN + - ING


27

STATEMENT

I

You

He

She will work

It tomorrow.

We

They

QUESTION

I

You

He

Will She work

It tomorrow?

We

They

NEGATIVE

I

You

He

She will not (won’t)

It work tomorrow.

We

They

SHORT

ANSWER

I

You

He

Yes She will.

It

We

They

I

You

He

No She won’t.

It

We

They

Figure 2.9: The Summary of Formulations of the Simple Future Tense

There are two forms, will and be going to. Will and be going to are used to express

future time. The differences between will and be going to are:

1) To express a prediction, either will or be going to is used:

[36] According to the weather report, it will be cloudy tomorrow.

[37] According to the weather report, it is going to be cloudy tomorrow.

There is no difference in meaning between [36] and [37]. It shows prediction that

is a statement about something s/he thinks will be true or will occur in the future,

either will or be going to is possible.

2) To express prior plan, only be going to is used:


28

[38] I talked to Bob yesterday. He is tired of taking the bus to work. He is going

to buy a car. That‟s what he told me.

In sentence [38] the speaker intends to do an action in the future because in

the past s/he has made a plan or decision to do it. Only be going to is used. The

speaker knows Bob‟s intention to buy a car. Bob made the decision in the past and

he intends to act on this decision in the future.

3) To express willingness, only will is used:

[39] A: The phone is ringing

B: I will get it.

The conversation shows willingness. “I am willing, I am happy to get the phone.”

He has made no prior plan. He is not making a prediction. He is willing to answer

the phone.

a) The Present Progressive and the Simple Present Tense to Express Future Time

1) Present Progressive Tense

[40] Sam has already made his plans. He is leaving at noon tomorrow.

The present progressive may be used to express future time when the idea of

the sentence concerns a planned event or definite intention. A future meaning for

the present progressive tense is indicated either by future time words in the

sentence or by the context. Verbs such as come, go, stay, arrive, leave are

frequently used in the present progressive to express future time. Such verbs

express definite plans. Verbs expressing planned means of transportation in the

future are frequently used in the present progressive, for example: fly, walk, ride,

drive, take a bus or taxi, and many others.


29

Sometimes it is used when the speaker wants to make a very strong statement

about a future activity

2) Simple Present

[41] The museum opens at ten tomorrow morning.

The simple present can be used to express future time in sentences that

concern events that are on a definite schedule or timetable. Only a few words are

used in this way such as open, close, begin, end, start, finish, arrive, leave, come,

return.

j. Future Progressive Tense

The future progressive expresses an activity that will be in progress at a

time in the future.

[42] I will begin to study at seven. You will come at eight. I will be studying

when you come.

The form of future progressive tense is S + will/shall + be + the -ing form while

the progressive form of be going to is be going to + be + -ing. Sometimes there is

little or no difference between the future progressive and the simple future,

especially when the future event will occur at an indefinite time in the future as in

the following examples:

[43] Don‟t get impatient. She will be coming soon.

[44] Don‟t get impatient. She will come soon.


30

B. Theoretical Framework

In globalization era people are demanded to be able to use English in many

aspects. Therefore, they need to learn English. In learning English, the students

learn the four basic skills namely listening, speaking, reading, and writing. In

addition to learning the four basic skills, the students also learn vocabulary,

grammar, and pronunciation. Those are the elements of language. One of the

important things needs to be mastered is grammar because it provides rules. There

are many aspects in grammar. One of them is tense. It is needed to master tenses

when studying English because in learning English, time or tense cannot be

avoided.

The study focuses on ten tenses. They are simple present tense, present

progressive tense, simple past tense, past progressive tense, present perfect tense,

present perfect progressive tense, past perfect tense, past perfect progressive tense,

simple future tense, and future progressive tense. The writer conducts the study on

the ten tenses because they are taught at the first semester in the English Language

Education Study Program. The study also puts emphasis on the use of functions of

each tense. Hence, the students not only know the forms of each tense but also the

functions and meaning of each tense.

It is important to know their weaknesses or errors that they make in using

tenses to enhance the mastery of tenses. Richard Shawstack in a book entitled

Essential English Grammar (Mas‟ud, 2005: 18) states, “to learn a new language,

he must practice, and the more he practices, the more mistakes he is likely to

make; the secret is to make one‟s mistakes and correct them.”


31

The writer categorizes the errors into three categories. They are context-

related errors, form-related errors and other errors. Those three categories are then

divided into sub categories based on the errors that the writer found in each tense.

The categorizations are based on the errors that the writer found from the

students‟ answers. Then, the writer relates them to the theory of tenses. Context-

related errors consist of the students‟ answers that deviate from the context or

function in a given tense. Form-related errors consist of the students‟ answers that

deviate from the form or pattern in a given tense. Other errors consist of the

students‟ answers that do not belong to two previous categories because they

deviate from the intended context and form.

To measure their mastery, the writer administers a test. The test is a

production test because the study focused on the use of tenses. The test is

administered to the students in written form. They are asked to fill in the blanks

using the correct verbs form based on the context of each sentence. The students‟

errors show their weaknesses. It is used as feedback in learning grammar,

particularly English tense. The test results are also used to show their level of

mastery in using tenses based on the scoring category of Peraturan Akademik

Universitas Sanata Dharma Yogyakarta 2002.


32

CHAPTER III

METHODOLOGY

This chapter discusses the methodology used in the study. It consists of six

parts. The methodology includes research method, research participants, research

instrument, data gathering technique, data analysis technique, and research

procedures.

A. Research Method

There were two problems to be solved as mentioned in chapter one. First,

the research was aimed to find out the errors that the students of the English

Language Education Study Program made in using the tenses. Second, the

research was conducted to find out the mastery of the tenses of the students of the

English Language Education Study Program of Sanata Dharma University

Yogyakarta.

The study was a survey research. According to Ary, Jacobs, and Razavieh

(2002: 374), survey is “a research technique in which data are gathered by asking

questions of a group of individuals called respondents.” In the study, the writer

used a test to gather the data. The test was administered to the third semester


University Yogyakarta in the academic year of 2008/2009. From the test results,

the writer tried to find out the errors that the students made in using the tenses.

The writer also analyzed the mastery of the tenses of the students.


33

B. Research Participants

The subjects of the study were ELESP students. ELESP stands for the

English Language Education Study Program. The writer chose the third semester


University Yogyakarta in the academic year of 2008/2009. The reason why the

writer chose them as the participants was because they had learned tenses. They

were considered to have enough knowledge on the tenses during the first year

studying on tenses in the English Language Education Study Program. Since their

weaknesses were found at the beginning, it would be easier for the lecturers to do

a remedial action. The writer would also like to measure how much the

knowledge that they had during the learning processes in the English Language

Education Study Program.

The research was conducted in the English Language Education Study

Program of Sanata Dharma University. Since choosing all the targets was

considered time consuming, the writer used cluster sampling. It was easier to

conduct and more efficient. In cluster sampling, the unit chosen is not an

individual but a group of individuals who are naturally together (Ary et al., 2002:

168). It meant that the writer chose the existing class in the English Language

Education Study Program. Therefore, the writer chose three classes for the real

test and one class for the pilot test among several classes of Structure class of the


Yogyakarta in the academic year of 2008/2009.


34

C. Research Instrument

In the study, the writer used a test to find out the errors made by the students


Yogyakarta in using the tenses. It also tried to find out the mastery of the tenses of

the students of the English Language Education Study Program of Sanata Dharma

University Yogyakarta. According to Ary et al. (1990: 227), “a test is a set of

stimuli presented to an individual in order to elicit responses on the basis of which

a numerical score can be assigned.” Based on the quotation above, from a test, an

individual’s responses can be obtained, scored and become an indicator of what

being measured.

The writer constructed a test related to the mastery of the tenses to collect

the data. The test was a completion test. The students were asked to supply an

appropriate form of the verbs in the parentheses. The aim of the test was to find

out their errors that they made in using tenses and to find out their mastery of the

tenses. The test was needed to provide information about the achievement of the

students.

Two important requirements for the test were validity and reliability. To

achieve a valid and reliable result of the research, the test had to fulfill certain

criteria as a good research instrument. The validity and reliability of the test are

very important to provide a valid and reliable instrument of the research.

1. Validity

"Validity refers to the extent to which an instrument measures what is

intended to measure" (Ary et al., 1990: 256). It measures a particular skill. In this


35

case, the writer provided a test to measure the mastery of the tenses of the third

semester students. Therefore, the writer must provide an instrument to measure

the mastery of the tenses of the first semester students. Hughes (1989: 22)

proposes four types of validity. They are content validity, criterion-related

validity, construct validity, and face validity. In this section, the writers discussed

face validity, content validity, and construct validity.

a. Face Validity

Hughes (1989: 27) says, "A test is said to be have face validity if it looks as

if it measures what it is supposed to measure." The test should look right to the

testees, testers, and other observers. Mousavi (2002) as stated in Brown (2004:

26) says that face validity is related to the degree to which a test looks right, and it

measures the knowledge or ability which is intended to measure. It is subjective

judgment based on someone who will take and use it. In order that the test looks

right to others, the writer consulted the test to the lecturers before administering it.

The writer also asked other people to examine the test; therefore the face validity

of the test could be fulfilled.

b. Content Validity

"A test is said to have content validity if its content contains a representative

sample of the language skills and structure which it is meant to be concerned"

(Hughes, 1989: 22). It means that the test should contain the sample of items

which are representative to what should be tested. The writer constructed the test

included the ten tenses. The writer constructed a test which consists of fifty items

that represent the function of each tense. Time allotment of the test is 60 minutes.


36

The details of content and the distribution of the test are presented in the appendix

F.

c. Construct Validity

“A test is said to have the construct validity if it can demonstrate that it

measures just the ability, which is supposed to measure” (Hughes, 1989: 26). The

writer wanted to know the mastery of the tenses among the students. It meant that

the test must measure the students’ ability. In the test, the students were asked to

supply an appropriate form of the verbs in parentheses. The students were

demanded to know the context or the use of each tense. Therefore, the students

recognized not only the pattern or form of the tenses but also the functions of each

tense. Since the test measured the ability of the students in using tenses, the test

could be said fulfill construct validity.

2. Reliability

Reliability is “the degree of consistency with which it measures whatever it

is measuring” (Ary et al., 1990: 268). According to Alderson, Clapham, and Wall

(1995: 87), reliability can be estimated in various ways. The first one is test-retest

reliability. It gives a test to a group of students, and then gives the same test again

to the same people immediately afterwards. It is impractical. The second one is

parallel-form reliability. It involves correlating the scores from two very similar

(parallel) tests. It is too problematic since it is almost impossible to construct two

genuinely parallel tests. The third one is inter-item consistency. It gives the test

only once. One way of doing this is using split half method. Besides split half


37

method, the other way is Kuder-Richardson Procedures. It is used to determine

homogeneity. The best known index of homogeneity is the Kuder-Richardson

formula 20 (Ary et al., 2002: 258). It is based on the proportion of correct and

incorrect responses to each of the item on a test. The writer uses the Kuder-

Richardson formula 20 because the item responses are scored right or wrong. The

formula is:

r xx = 2

2

1x

pqx

s

s

K

K

r xx = realibility of the whole test

K = number of items on the test 2

xs = variance of scores on total test (squared standard deviation)

p = proportion of correct responses on a single item

q = proportion of incorrect responses on the same item

Best (1983: 255), in his book entitled Research in Education, classifies the

value of reliability coefficient. The classification is presented in Table 3.1.

Table 3.1: The Classification of Reliability Coefficient

Coefficient (r) Relationship

0.00 to 0.20 Negligible

0.20 to 0.40 Low

0.40 to 0.60 Moderate

0.60 to 0.80 Substantial

0.80 to 1.00 High to very high

The results of the pilot test, which was administered to one class of the third

semester students of the English Language Education Study0 Program, showed


38

that the reliability coefficient was 0.81. Based on the classification, the results

indicate that the test had high reliability.

D. Data Gathering Technique

The writer administered the test to collect the data. Before administering it,

the writer administered a pilot test. It was administered to find the weaknesses of

the test so that it can be a good test. The data were obtained from the results of the

test that was administered during the odd semester. The writer administered the

test in a day. It was addressed to one class as a pilot test and two classes as a real

test. In administering the test to the students, firstly the test papers and answer

sheets were distributed. After that, the writer explained the instruction written in

the test paper clearly so that the students understood what they should do. Next,

the students started doing the test in a given time supervised by the writer so that

there would be limited chance to cheat or work together. After the students did the

test, the writer collected the test papers and the answer sheets. The next step, the

writer analyzed the test results. The writer scored the test results and analyzed the

test results. The test scores became the data in the research.

E. Data Analysis Technique

After conducting the test, the writer analyzed the results of the test. There

were important steps in analyzing the data. The first step was scoring the students'

work. In this step, the writer examined the students' work, marked the wrong

items based on the answer key made by the writer before. The score for correct

answer is 1, while for incorrect answer is 0. After that, the writer counted the


39

correct items and calculated the percentages of the correct items. The final score

was determined by dividing the total correct answers by the total number of items,

and then the result was multiplied by 100. After all the students' work was

examined, the writer decided the mastery of the students on the tenses.

The consideration of the students' mastery was taken from Peraturan

Akademik Universitas Sanata Dharma Yogyakarta (2002). In this book, the

students' final assessment is based on three possibilities. They are Sistem

Penilaian Acuan Patokan, Sistem Penilaian Acuan Norma, and Sistem Penilaian

Acuan Kombinasi. Sanata Dharma University uses Sistem Penilaian Acuan

Patokan. The minimum standard for passing the test is 56%. The students were

considered as mastering the test if their score was 56% - above.

After checking the students’ work, the writer analyzed the erroneous items.

The writer tried to find out the errors that the students made in using the tenses.

The writer classified and made a list of errors. The errors were classified by the

writer based on the errors that the writer found in each tense.

The writer categorized the errors into three categories. They were context-

related errors, form-related errors and other errors. Those three categories were

then divided into sub categories based on the errors that the writer found in each

tense. Then, the writer related them to the theory of tenses. Context-related errors

consisted of the students’ answers that deviated from the context or function in a

given tense. Form-related errors consisted of the students’ answers that deviated

from the form or pattern in a given tense. Other errors consisted of the students’


40

answers that did not belong to two previous categories because they deviated from

the intended context and form.

F. Research Procedure

There were some steps in conducting the study. The steps were as follows.

1. Conducting the library study

The first step, the writer made a preparation dealing with the research. To do

this, the writer conducted a library study. It was conducted to find relevant

theories related to the study and the test.

2. Constructing the test

The second step, the writer constructed a test. It was used as the instrument

to collect the data. It was a written test. The writer adopted and adapted the items

from several books.

3. Consulting and finalizing the test

The third step, after constructing the test, the writer consulted the test to the

sponsor, and lecturers who were competent with. The writer not only consulted

the test, but also checked the validation of the test. There were three types of

validity used by the writer. They were face validity, content validity, and construct

validity.

4. Finding the sampling

The fourth step, the writer chose the subjects of the research. The subjects

were the third semester students in the academic year of 2008/2009. The writer


41

used cluster sampling in the research. The subjects were chosen from the existing

class. One class was for pilot test, three classes were for the real test.

5. Piloting the test

The fifth step was the administration of a pilot test to find out the

weaknesses of the test. If the writer found out the weaknesses, the writer revised

the test to be a better test. According to Alderson et al. (1995: 74), the aim of

piloting test is “to iron out the main problems before the major trials.” From

piloting the test, the clearness of the instruction, the acceptance of the language of

the items and the accuracy of answer key can be decided. After piloting the test to

a group of students who were similar in background and level, then the writer

revised the test.

6. Gathering Data

The sixth step, the writer administered the test to the third semester students


Yogyakarta in the academic year of 2008/2009. The writer administered the test to

the subjects chosen. The students were asked to do the test in a given time. After

the students did the test, the writer collected the test papers and answer sheets.

7. Analyzing the data

The seventh step, after obtaining the data, the writer analyzed the test

results. The writer analyzed the students' mastery and then analyzed the kinds of

errors the students made in using tenses.


42

8. Reporting the results

The last step, after analyzing the data, the next step to do was writing and

reporting the results of the study that had been conducted. The results could be

used as feedback for the lecturers. It may also give contribution and suggestion to

the students, lecturers in the English Language Education Study Program, and

future researchers.


43

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two parts. They are data presentation and

discussion. The data presentation presents the data obtained from administering

the test. The discussion presents the answers to the two research questions.

A. Data Presentation

In the data presentation, the writer presented the data obtained from the test.

It was related to the numerical data. The writer also presented the students’

achievement in the test as well as the students’ achievement in each tense.

1. The Students’ Achievement in the Test

The study used a test as an instrument to gather the data. The data obtained

were then analyzed. The test was administered to three classes of Structure III.

They were class A, B, and E. The first test was administered to two classes on

September 8, 2008. The second test was administered to one class on September

11, 2008. The test consisted of fifty items. It included ten tenses used in the

study. The students were asked to fill in the blanks using appropriate or correct

form of the verbs in the parentheses. The test results were analyzed and counted

by the writer. The students’ achievement was presented in Table 4.1.


44

Table 4.1: The Students’ Scores in the Test

Range of Scores Number of Students Achieving the Range of Scores

90-100 0

80-89 0

70-79 7

60-69 16

50-59 19

40-49 14

30-39 4

20-29 3

10-19 1

0-9 0

Table 4.1 shows the students‟ scores in the test. The score was determined

by dividing the total correct answers by the total numbers of items, and then the

result was multiplied by 100. In Table 4.1, it could be seen that there was none of

the students achieved above 80. There were seven students or 10.9% who

achieved the highest score, which fell on the range of 70-79. Meanwhile, the

lowest score fell on the range of 10-19. There was only one student who achieved

that range. Nineteen students or 29.7% of the students achieved the score on the

range of 50-59. It was the highest percentage.

As written in Peraturan Akademik Universitas Sanata Dharma Yogyakarta

(2002: 14), fifty six percent of the total score is stated to be the minimum standard

of mastery or to pass the sufficient level. The complete scoring category is as

follows.

Score Category

80-100 very good (A)

70-79 good (B)

56-69 sufficient (C)

50-55 insufficient (D)

≤ 49 poor (E)


45

The scoring category was used to classify the students‟ achievement in the test.

Table 4.2 shows the students‟ scores in relation to the category.

Table 4.2: The Students’ Scores in Relation to the Category

Score Category Number of Students Achieving the Category

80-100 Very Good (A) 0

70-79 Good (B) 7

56-69 Sufficient (C) 21

50-55 Insufficient (D) 14

< 49 Poor (E) 22

Table 4.2 showed that none of the students were included in the „very good‟

category. There were 7 students or 10.9% who were included in the „good‟

category. Twenty-one students or 32.8% fell on the „sufficient‟ category. Fourteen

students or 21.8% fell on the category of „insufficient‟. Meanwhile, 22 students or

34.4% fell on the „poor‟ category. It was clear that 28 students or 43.7% out of 64

passed the test. Less than 50% passed the test. In other words, there were 36

students or 56.3% that failed the test because they had not fulfilled the minimum

standard of passing the test.

Descriptive statistics of the results of test is important to be examined. It is a

numerical representative about the students‟ performance on a test (Brown, 2005:

97). The total number of the students who became the respondents was 64. The

number of the items in the test was fifty. The maximum score was 100. The

descriptive statistics of the test were the mean, median, mode, midpoint, range,

and standard deviation. In the study, the writer only used the mean. It was used to

determine the students‟ mastery of the tenses. The mean score was 53. It meant that


46

the average score achieved by the third semester students of the English Language

Education Study program in the academic year 2008/2009 was 53.

a. The Students’ Achievement in Each Tense

As stated before, the test consisted of ten tenses. They were distributed in

fifty items. The ten tenses were simple present tense, present progressive tense,

simple past tense, past progressive tense, present perfect tense, present perfect

progressive tense, past perfect tense, past perfect progressive tense, simple future

tense, and future progressive tense. The writer presented the students‟

achievement in each tense to know whether they had mastered each of the tenses

or not. It was also to know the difficult and the easy parts of each tense.

The percentage of the students‟ achievement in each tense was determined

by dividing the total correct answers in each tense by the total answers in each

tense. The total answers were obtained by multiplying the total sample students

(64 students) by the number of items of each tense. Based on the results of the

test, the percentage of the students‟ achievement in each tense was presented in

Table 4.3.

Table 4.3: The Students’ Achievement in Each Tense

No. Tense The Percentage

1. Simple present tense 81.5%

2. Present progressive tense 45%

3. Simple past tense 37.9%

4. Past progressive tense 72.9%

5. Present perfect tense 55.7%

6. Present perfect progressive tense 40.6%

7. Past perfect tense 72.7%

8. Past perfect progressive tense 30.9%

9. Simple future tense 57.3%

10. Future progressive tense 32.8%


47

It can be seen in Table 4.3 that the highest achievement of the students in

each tense fell on simple present tense, which was 81.5%. The second rank was

72.9%, which fell on past progressive tense, and then followed by past perfect

tense, which was 72.7% and simple future tense was 57.3%. Those percentages of

the four tenses showed that the percentages of correct answers for each tense had

reached the minimum standard of mastery, which was 56%. The others were

below 56%, which meant that the percentages of correct answers for each tense

did not fulfill the minimum standard of mastery. They were present progressive

tense, simple past tense, present perfect tense, present perfect progressive tense,

past perfect progressive tense, and future progressive tense. It indicated that

simple present tense, past progressive tense, past perfect tense and simple future

tense were easier than present progressive tense, simple past tense, present perfect

tense, present perfect progressive tense, past perfect progressive tense, and future

progressive tense.

B. Discussion

This part deals with answering the two research questions. The research

questions are (1) What are the errors that the students of the English Language

Education Study Program of Sanata Dharma University Yogyakarta make in using

tenses? and (2) What is the mastery of tenses of the students of the English

Language Education Study Program of Sanata Dharma University Yogyakarta?


48

1. The Errors Made by the Students

According to Dulay, Burt and Krashen (1982: 138), errors are “the flawed

side of learner speech or writing.” Related to the study, errors refer to the

students‟ answers that deviate from the rules of the ten tenses. The writer

categorized the errors into three categories. They are context-related errors, form-

related errors and other errors. Those three categories are then divided into sub

categories based on the errors that the writer found in each tense. The errors

related to context include the students‟ answers that deviate from the context or

function in a given tense. The errors related to form include the students‟ answers

that deviate from the form or pattern in a given tense. The other errors consist of

the students‟ answers that do not belong to two previous categories because they

deviate from the intended context and form. The errors are presented based on the

tense sequence used in the test and on the frequency of the students‟ incorrect

answers from the highest to the lowest. Each part of the tenses is presented with

some examples. Each example is taken from one of the respondents‟ numbers in

which the erroneous answer is found. The respondent‟s number is indicated by R

#.

a. Errors in Simple Present Tense

The errors the students made in using simple present tense were classified

into three main categories. Those three main categories have several sub-

categories. Those categories are described in Table 4.4.


49

Table 4.4: Errors in Simple Present Tense

Category Types Frequency

Context-related errors a. Wrong Choice of Tenses 28

b. The Use of Passive in Active Tense 1

Form-related errors

a. The Use of be with Ordinary Verb 13

b. Omission of –s 13

c. Problem in Using be 9

d. Subject and Verb Disagreement 3

e. Wrong Order of Adverb of Frequency 1

Other Errors a. Wrong Verb Form in Auxiliary have 2

b. Mixed Tenses 1

1) Context-Related Errors

a) Wrong Choice of Tenses

Item number 20 and 27 in the test were simple present tense. It functioned to

express general statements or facts and to show a present period. It refers to

events, actions or situations which are true in present period of time and may

continue indefinitely (Alexander, 1988: 163). The students were asked to change

the verb into the appropriate form based on the context or function of each tense.

[45] Student‟s answer: His father is not working in a department store. He

works in a hospital. (Present Progressive Tense, R# 17)

Sentence [45] is present progressive tense. Present progressive tense has

some functions. One of them is to express an activity that is in progress right now.

The event began in the past, is in progress now, and will probably continue into

the future (Azar, 1989: 11). Sentence [45] was incorrect. The intended answer was

in simple present that expresses a situation that stands at present that his father

works in a hospital, he does not work in a department store or in other places. It is


50

true in the present period and may continue. The correct answer is “His father

does not work in a department store. He works in a hospital.”

[46] Student‟s answer: His father didn’t work in a department store. He

works in a hospital. (Simple Past Tense, R# 11)

Item number 20 in the test functioned to express a situation that stands at

present period. The sentence He works in a hospital uses a simple present tense. It

is true that his father works in a hospital, not in a department store or in other

places. It happens at present period and may continue. The use of simple past in

sentence [46] was incorrect. Other examples, which are not appropriate with the

context are in present perfect tense, simple future tense, present progressive tense.

[47] Student‟s answer: His father has not worked in a department store. He

works in a hospital. (Present perfect tense, R# 46)

[48] Student‟s answer: It will always be cold in Antarctic. (Simple future

tense, R# 58)

[47] Student‟s answer: She is needing a pen right now. (Present Progressive

Tense, R# 27)

Some verbs are non progressive. They are not used in any of the progressive

tenses. Need is included in the non progressive verb (Azar, 1989: 13). It is

included in mental state. The correct answer is in simple present tense “She needs

a pen right now.”

b) The Use of Passive in Active Sentence

[50] Student‟s answer: Right now I am looking at Janet. She is looked

angry. (R# 5)


51

Sentence [50] has passive meaning while it should be in active meaning. In

the first sentence, the subject I is in progress of looking at Janet. When the subject

I is in progress of looking at Janet, Janet looks angry. Janet is active as a subject

not an object.

2) Form-Related Errors

a) The Use of be with Ordinary Verb

[51] Student‟s answer: She is enjoy cooking. She often tries to make a

delicious recipe. (R# 4)

Sentence [51] was incorrect. The use of be with the ordinary verb was

incorrect. Be is followed by adjectives, adverb of place, nouns, present participle,

and past participle for passive sentence (Sukur, 2007: 34). The correct answer is

“She enjoys cooking. She often tries to make a delicious recipe.”

b) Omission of –s

Final –s or -es is added to a simple present verb in the third person singular

subject pronoun such as He, She, It or a singular noun/person (Azar, 1989: 98).

Sentence [52] is incorrect. The correct answer is sentence “He usually speaks so

quickly that I do not understand.” Final –s is added in the word speak.

[52] Student‟s answer: He usually speak so quickly that I do not

understand. (R# 10)

c) Problem in Using be

Be for subject It or a third singular person or noun is is.

Be is followed by adjectives, adverb of place, nouns, present participle, and past

participle for passive sentence (Sukur, 2007: 34).


52

[53] Student‟s answer: It always be cold in Antarctic. (R# 15)

Referring to sentence [53], subject It requires be ‘is’ because it is followed

by an adjective „cold‟ but in sentence [53] there is only be as a full verb. The

correct answer is „It always is cold in Antarctic.” It expresses a general truth,

therefore the correct answer is in simple present tense.

d) Subject and Verb Disagreement

[54] Student‟s answer: His father don’t work in a department store. He

works in a hospital. (R# 14)

Subject His father in sentence [54] does not match with its verb. Subject His

father is a third person singular pronoun, which must be followed by auxiliary

does. Does follows subjects He, She, It, third person singular pronoun or singular

noun. The correct answer is does not for subject his father not do not.

e) Wrong Order of Adverb of Frequency

[55] Student‟s answer: He speaks usually so quickly that I do not

understand. (R# 46)

There are three positions for adverbs. They are in the mid-position, end-

position, and initial position (Swan, 1980:23). Usually is one of the adverbs of

frequency. It is used to express a habitual action and put in the mid-position. It

goes before the verb, but it goes after am, are, is, was, were (Swan, 1980: 24). In

sentence [55], usually should be put before the verb speak.


53

3) Other Errors in Simple Present Tense

a) Wrong Verb Form in Auxiliary have

[56] Student‟s answer: He has usually speaks so quickly that I do not

understand. (R# 26)

In present perfect tense, auxiliary have/has are followed by past participle.

In this case the sentence is in simple present tense not in present perfect context. It

expresses an activity that the boy or man usually does. It expresses a habitual

action.

b) Mixed Tenses

[57] Student‟s answer: His father didn’t works in a department store. He

works in a hospital. (R# 47)

Auxiliary do, does, did are followed by bare infinitive. In sentence [57], did

not is followed by simple verb + -s or –es. Besides, it uses two tenses in one

phrase, did not + works, did is an auxiliary for the simple past tense while the

word works is in simple present. The context of the sentence is in simple present.

The correct answer is “His father does not work in a department store. He works

in a hospital.”

b. Errors in Present Progressive Tense

The errors the students committed in using present progressive tense were

classified into three main categories. Those three main categories have sub-

categories. Those categories can be seen in Table 4.5.


54

Table 4.5: Errors in Present Progressive Tense



Form-related error a. Omission of –s 2

Other Errors

a. Subject and Verb Disagreement 27

b. The Use of be with Ordinary Verb 6

c. Wrong Verb Form in Auxiliary has 4

d. The Use of Passive in Active Sentence 2

e. The Use of Negative in Affirmative

Sentence 1



One of the functions of the present progressive tense is to express

annoyance or anger with certain adverbs such as always, forever, and constantly.

In the test, items number 2 and 48 have function to express annoyance or anger.

[58] Student‟s answer: I always pick up Mary‟s dirty socks! (R# 1)

Always is used in simple present to describe habitual or everyday activities.

In special circumstances, it may be used in the present progressive to express

annoyance or anger (Azar, 1989: 16). Sentence [58] has function to express

annoyance or anger; thus the correct answer is as in sentence “I am always

picking up Mary‟s dirty socks!”

[59] Student‟s answer: What do you do at this moment? If you do not do

anything, please help me. (R# 4)

Another function is to express an activity that is in progress right now. The

adverb at this moment means right now. The appropriate tense for sentence [59] is


55

present progressive tense “What are you doing at this moment? If you do not do

anything, please help me.”

[60] Student‟s answer: She writes another book this year. (R# 6)

The other function of present progressive tense is to express an activity of a

general nature: something generally in progress this week, this month, this year

(Azar, 1989: 11). Sentence [60] has a meaning that writing a book is a general

activity she is engaged in at present, but it does not mean that at the moment of

speaking she is sitting at her desk with a pen in her hand. Other examples, which

are not appropriate with the context are in present perfect tense, simple future

tense, simple past tense, present perfect progressive tense, past perfect progressive

tense, and past perfect tense. These following sentences should be in present

progressive tense.

[61] Student‟s answer: I have taken five courses this semester. (Present

perfect tense, R# 46)

[62] Student‟s answer: She is going to write another book this year. (Simple

future tense, R# 52)

[63] Student‟s answer: She wrote another book this year. (Simple past tense,

R# 53)

[64] Student‟s answer: She has been writing another book this year.

(Present perfect progressive tense, R# 63)

[65] Student‟s answer: She had been writing another book this year. (Past

perfect progressive tense, R# 11)


56

[66] Student‟s answer: Tom can‟t have the newspaper now because his aunt

had read it. (Past perfect tense, R# 4)


a) Omission of be

[67] Student‟s answer: I always picking up Mary‟s dirty socks! (R# 42)

The pattern of present progressive tense is S + the present of be + the –ing

form (Alexander, 1988: 164). Sentence [67] is lack of be „am’ because be for

subject I is am. It is incorrect, the correct answer is “…am always picking up…”

It uses present progressive tense because it expresses anger or annoyance.

3) Other Errors in Present Progressive Tense

a) Subject and Verb Disagreement

[68] Student‟s answer: He always mess up the kitchen! (R# 10)

Sentence [68] is incorrect both in form and in context. Grammatically,

subject He should be followed by simple verb + -s or –es. He is a singular noun.

Contextually, it uses inappropriate tense. The correct answer is sentence “…is

always messing up …” in present progressive tense because it expresses anger or

annoyance.

b) The Use of be with Ordinary Verb

[69] Student‟s answer: He is always mess up the kitchen! (R# 4)

Sentence [69] was incorrect. The use of be with an ordinary verb was

incorrect. Be should be used for passive meaning with past participle or with

adjective, adverb, or noun. The correct answer is “He is always messing up the

kitchen!” because the sentence expresses anger or annoyance. In special


57

circumstances, it may be used in the present progressive to express annoyance or

anger (Azar, 1989: 16).

c) Wrong Verb Form in Auxiliary has

[70] Student‟s answer: She has wrote another book this year. (R# 44)

Has is an auxiliary verb. It is used for subject He, She, It, singular person or

noun. To form tenses, has is used with the past participle to form present perfect.

Sentence [70] is incorrect both in context and in grammar. Contextually, the

correct answer is in present progressive tense because it has function to express an

activity of a general nature, something generally in progress this week, this month

or this year. While grammatically the appropriate answer is has written not has

wrote. Auxiliary has is followed by past participle. The correct answer is “…is

writing…”

d) The Use of Passive in Active Sentence


has been read it. (R# 59)

Sentence [71] should be an active sentence. Its function is to express an

activity which is in progress now. His aunt is as a subject. His aunt does an

action. She is reading a newspaper. The correct answer is in active, using present

progressive tense because there is an adverb now that indicates at the moment.

Meanwhile, sentence [71] is in present perfect tense and it has passive meaning.

e) The Use of Negative in Affirmative Sentence


has not read it. (R# 29)


58

The answer for sentence [72] should be in affirmative, because it does not

provide any negative word. The context is also in affirmative, therefore the

answer should be in affirmative. The correct answer is “Tom can‟t have the

newspaper now because his aunt is reading it.”

c. Errors in Simple Past Tense

The errors the students committed in using simple past tense were

classified into three main categories. Those three main categories have sub-


Table 4.6: Errors in Simple Past Tense



Form-related errors

a. Problem in Using used to 4

b. Wrong Use of Verb 2

c. Subject and Verb Disagreement 2

d. Mixed Tenses 1

Other Errors

a. Omission of Verb (Verbless) 2

b. Wrong Verb Form in Auxiliary have 1

c. Wrong Context and Word Order 1



[73] Student‟s answer: When I was young, my father gave me some money

on Saturday, but now he does not. (Simple past tense, R# 17)

To express a habitual action in the past which no longer exist in present, it

uses used to + an infinitive (Azar, 1989:101). Sentence [73] shows that my father


59

usually gave me some money, but now he does not give me some money any

more. The pattern used to + an infinitive is the appropriate answer. The correct

answer is “When I was young, my father used to give me some money on

Saturday, but now he does not.”

[74] Student‟s answer: A: Have you read his last book?

B: Yes, I have.

A: What do you think of it?

B: I liked it very much. (Simple present tense, R#47)

Dialogue in [74] has a meaning that speaker A asked speaker B if he read a

book. Speaker B answered „yes‟. Then, speaker A asked about what he thought, it

was in the past. It is also clear from speaker B‟s answer I liked it very much. It

means that the context is in the past. The correct answer is “...did you think...”

Sentence [75] – [78] should be in simple past tense. These are the other examples

which are not appropriate with the context:

[75] Student‟s answer: Cindy is afraid of dogs, but now she likes dogs.

(Simple present tense, R# 17)

[76] Student‟s answer: Cindy had been afraid of dogs, but now she likes

dogs. (Past perfect tense, R# 26)

[77] Student‟s answer: When I was young, my father has given me some

money on Saturday, but now he does not. (Present perfect tense, R# 46)

[78] Student‟s answer: When I was young, my father was giving me some

money on Saturday, but now he does not. (Past progressive tense, R#

20)


60


a) Problem in Using used to

[79] Student‟s answer: Cindy is used to be afraid of dogs, but now she likes

dogs. (R# 2)

To express a habitual action in the past which no longer exists in present,

used to + an infinitive is used (Azar, 1989:101). The pattern used to + an

infinitive is the appropriate answer. Sentence [84] is incorrect. Pattern be used to

followed by an –ing verb form means be accustomed to, meanwhile sentence [79]

should express a past habitual action which no longer exists in present. Cindy in

the past was afraid of dogs. In present, she likes dogs. She is not afraid of dogs

anymore.

b) Wrong Use of Verb

[80] Student‟s answer: I called Roger at nine last night, but he did not at

home. (R# 43)

After the blank in sentence [80], there is an adverb at home. Therefore, it

needs a be. The appropriate be for subject He is was because the context is in the

past. Sentence [80] was incorrect because it used an auxiliary did while the adverb

required be.

c) Subject and Verb Disagreement

[81] Student‟s answer: I called Roger at nine last night, but he were not at

home. (R# 23)


61

Sentence [81] is incorrect because subject He does not match with be verb.

Subject He is a third singular pronoun. Past form of be for Subject He is was not

were. The correct answer is “…was not…”

d) Mixed Tenses

[82] Student‟s answer: I called Roger at nine last night, but he is did not at

home. (R# 47)

There are two verbs in sentence [83]. They are be ‘is’ and auxiliary verb did.

The first verb is in present tense, while the second verb is in past tense. It is

incorrect answer when these two verbs occur in one phrase.

3) Other Errors in Simple Past Tense

a) Omission of Verb (Verbless)


B: Yes, I have.

A: What do you of it?

B: I liked it very much. (R# 19)

Sentence [83] is incorrect. It needs a verb in the interrogative sentence.

Auxiliary do is followed by a simple verb while in dialogue [83] does not provide

simple verb. It requires the word think as a word in parentheses. The correct

answer is “...did you think…”

b) Wrong Verb Form in Auxiliary have


B: Yes, I have.

A: What have you think of it?


62

B: I liked it very much. (R# 34)

Auxiliary have or has must be followed by past participle. Sentence [84] is

incorrect. In present perfect tense, have/has is followed by past participle. In this

case, sentence [84] should be in past, in simple past tense not in the present

perfect context. It expresses an activity that began and ended in the past at one

particular time in the past.

c) Wrong Context and Word Order

[85] Student‟s answer: I called Roger at nine last night, but he must be not

at home. (R# 42)

The question asked about the existence of Roger, not about the conclusion.

The use of must be is to express a conclusion, something certain. Sentence [85] is

incorrect both in context and in word order. The order is must not be not must be

not. Not immediately follows an auxiliary verb or be (Azar, 1989: A18). Not is put

after auxiliary must.

d. Errors in Past Progressive Tense

The errors the students committed in using past progressive tense were

classified into three main categories. Three main categories have several sub-



63

Table 4.7: Errors in Past Progressive Tense


Context-related errors a. Wrong Choice of Tenses. 78

b. The Use of Passive in Active Sentence 2

Form-related errors


b. Omission of be 3

c. Wrong Spelling 2

Another Error a. Subject and Verb Disagreement 4



The writer also found some students made errors related to context in past

progressive tense. The functions of past progressive tense are to express an

activity that was in progress (was occurring, was happening) at a particular time in

the past, and to express two actions which are in progress simultaneously (Azar,

1989: 24). These are the examples of context-related errors:

[86] Student‟s answer: A: Who were you talking to on the telephone as I

came in?

B: I talked to Mr. Pitt. (Simple past tense, R# 5)

[87] Student‟s answer: I went to bed at ten. The phone rang at eleven. I had

slept when the phone rang. (Past perfect tense, R# 39)

[88] Student‟s answer: I went to bed at ten. The phone rang at eleven. I had

been sleeping when the phone rang. (Past perfect progressive tense, R#

9)

[89] Student‟s answer: While I study in my room, my mother was cooking in

the kitchen. (Simple present tense, R# 23)


64

[90] Student‟s answer: A: Who were you talking to on the telephone as I

came in?

B: I am talking to Mr. Pitt. (Present progressive

tense, R# 8)

Sentence [90] is in present progressive tense. The sentence is incorrect. The

context is speaker A asked an action which was in progress during the speaking in

the past. The correct answer is in past progressive tense “…was talking…”

[91] Student‟s answer: The boys have played cards when they heard their

father‟s step. (Present perfect tense, R# 5)


[92] Student‟s answer: I went to bed at ten. The phone rang at eleven. I was

slept when the phone rang. (R# 4)

Sentence [92] should be in active sentence. Sentence [92] is incorrect

because it is passive sentence. Subject I is a doer. I is as a subject not an object. I

did an action. I sleep.



[93] Student‟s answer: The boys was playing cards when they heard their

father‟s step. (R# 11)

Subject the boys is plural. Be for plural nouns in the past is were not was.

Was is for singular noun. Sentence [93] is incorrect because subject the boys is

plural noun, which is followed by was. It is past form of be for singular noun.


65

b) Omission of be

[94] Student‟s answer: The director didn‟t allow the actors to travel by air

while they working on the film. (R# 11)

The pattern of past progressive tense is S + to be (was,were) + V-ing.

Sentence [94] is incorrect. It is lack of be „were’ because the past form of be for

subject they is were.

c) Wrong Spelling

[95] Student‟s answer: While I was studiing in my room, my mother was

cooking in the kitchen. (R# 46)

Sentence [95] is incorrect. In order to change the word study into verb -ing,

final –y is kept and –ing is simply added after it. The correct answer is studying.

3) Another Error in Past Progressive Tense


[96] Student‟s answer: The director didn‟t allow the actors to travel by air

while they works on the film. (R# 4)

Sentence [96] is incorrect both in context and in form. Subject they is plural

noun. They is followed by simple verb. It is not followed by verb –s or –es. Verb –

s or –es follows subject He, She, It or they are called third singular pronoun.

e. Errors in Present Perfect Tense

The errors the students committed in using present perfect tense were

classified into two main categories. Those two main categories have several sub-



66

Table 4.8: Errors in Present Perfect Tense



b. The Use Passive in Active Sentence 3

Form-related error a. Wrong Verb Form in Auxiliary have 29



[97] Student‟s answer: It has been raining three times so far this week.

(Present perfect progressive tense, R#6)

One of the functions of present perfect tense is to express a repetition of an

activity before now. Sentence [97] is incorrect. The correct answer should be in

present perfect tense because the sentence indicates a repeated action. To express

a repeated action, present perfect tense is used. Other examples of context-related

errors are:

[98] Student‟s answer: We were in class since ten o‟clock this morning.

(Simple past tense, R# 7)

[99] Student‟s answer: It rains three times so far this week. (Simple

present tense, R# 9)

[100] Student‟s answer: My wife and I came here two months ago. We had

been in this city for two months. (Past perfect tense, R# 8)

[101] Student‟s answer: We are having four tests so far this semester.

(Present progressive tense, R# 10)


67

[102] Student‟s answer: It was raining three times so far this week. (Past

progressive tense, R# 5)

[103] Student‟s answer: We will have four tests so far this semester. (Simple

future tense, R# 23)

[104] Student‟s answer: We have been having four tests so far this semester.

(Present perfect progressive tense, R# 58)


[105] Student‟s answer: It has been rained three times so far this week. (R#

62)

Sentence [105] should be in active sentence. It is as subject not an object. It

has a function as doer. Sentence [105] is incorrect because it indicates a passive

action.

2) Form-Related Error


[106] Student‟s answer: Have you ever ate at that new restaurant? (R# 47)

Auxiliary have in the present perfect tense must be followed by past

participle verb. Sentence [106] is incorrect because it is followed by simple past

verb ate after auxiliary have. The past participle verb for the word eat is eaten.

f. Errors in Present Perfect Progressive Tense

The errors the students committed in using present perfect progressive

tense were classified into three main categories. Those three main categories have

several sub-categories. Those categories can be seen in Table 4.9.


68

Table 4.9: Errors in Present Perfect Progressive Tense



c. The Use of Passive in Active Sentence 4

Form-related errors

a. Wrong Verb Form in Auxiliary have 5

b. Wrong Spelling 3


Other Errors



c. The Use of Passive and Subject and Verb

Disagreement

2



Present perfect progressive tense has some functions. First, to indicate the

duration of an activity that began in the past and continues to the present. Second,

when it is used without any specific mention of time, it expresses a general

activity in progress recently, lately. It can also be used with certain verbs such as

live, work, teach. If it is used with these verbs, there is little or no difference in

meaning between the two tenses either present perfect or present perfect

progressive when since or for is used. These are the examples of context-related

errors which were found on the students‟ answer:

[107] Student‟s answer: My back hurts, so I sleep on the floor lately. The bed

is too soft. (Simple present tense, R# 46)

[108] Student‟s answer: My eyes are getting tired. I have read for two hours.

I think I‟ll take a break. (Present perfect tense, R# 52)


69

[109] Student‟s answer: All of the students are studying hard. Final exams

start next week. (Present progressive tense, R# 48)

[110] Student‟s answer: I lived in Yogyakarta since 1999. (Simple past, R#

63)

The words live, work, teach are the example of verbs with little or no

difference in meaning between present perfect and present perfect progressive

tense if used with adverbs since and for. The use of simple past in sentence [110]

is incorrect. Sentence [110] uses verb live so that it can use either present perfect

or present perfect progressive.

[111] Student‟s answer: My back hurts, so I will sleep on the floor lately. The

bed is too soft. (Simple future tense, R# 57)

[112] Student‟s answer: I am sitting in class right now. I was sitting since ten

minutes after one. (Past progressive tense, R# 34)

[113] Student‟s answer: My eyes are getting tired. I had been reading for

two hours. I think I‟ll take a break. (Past perfect progressive tense, R#

8)

Sentence [113] should indicate duration of an activity that began in the past

and continues to the present. It has a time signal word for. Subject I has been

reading a book for two hours. The duration is two hours. I started to read a book

in the past and still in progress. The consequence is that his eyes are getting tired

because of reading a book for two hours. The correct answer is in present perfect

progressive tense.


70

[114] Student‟s answer: I am sitting in class right now. I had sat since ten

minutes after one. (Past perfect tense, R# 8)


[115] Student‟s answer: I am sitting in class right now. I have been sat since

ten minutes after one. (R# 23)

Sentence [115] has an active meaning while the student‟s answer is in passive

meaning. It is incorrect because I has a function as a subject. Subject I as a doer.

Subject I does the action.



[116] Student‟s answer: I have been live in Yogyakarta since 1999. (R# 14)

Auxiliary have in present perfect progressive tense is followed be ‘been’ +

-ing verb form. Sentence [116] is incorrect. The word live must be added by –ing

to be living after been or been can be omitted but the word live must be in past

participle because this sentence can be both in present perfect and present perfect

progressive tense. The words live, work, teach are the example of verbs with little

or no difference in meaning between present perfect and present perfect

progressive tense if they are used with time words since and for.

b) Wrong Spelling

[117] Student‟s answer: I am sitting in class right now. I have been siting

since ten minutes after one. (R# 38)

Sentence [117] is incorrect because it has wrong spelling. The word sit is an

example of words that have one syllable having one vowel and ending in a single


71

consonant (Thomson and Martinet, 1986: 311). If it is so, the consonant before a

suffix beginning with a vowel is doubled. The word sit + -ing must be sitting.


[118] Student‟s answer: He have been working at the same office for two

years. (R# 11)

Subject He, She, It in present perfect or present perfect progressive tense are

followed by auxiliary has. Sentence [118] is incorrect because subject He is

followed by auxiliary have while auxiliary have must be followed by I, They, We,

You.

3) Other Errors in Present Perfect Progressive Tense


[119] Student‟s answer: All of the students is studying hard. Final exams

start next week. (R# 49)

Sentence [119] is incorrect. It is wrong both in context and in form.

Contextually, it is wrong because it used present progressive tense. Subject all of

the students is plural. The appropriate be for the subject all of the students is are.


[120] Student‟s answer: All of the students are study hard. Final exams start

next week. (R# 47)

Sentence [120] is also incorrect both in context and in form. The verb study

does not need be because it is an ordinary verb. Be is followed by adjectives,

adverb of place, nouns, present participle, and past participle for passive sentence

(Sukur, 2007: 34).


72

c) The Use of Passive and Subject and Verb Disagreement

[121] Student‟s answer: I has been lived in Yogyakarta since 1999. (R# 5)

Sentence [121] is incorrect both context and form. Contextually, it is

incorrect because it is an active sentence. I is as subject not an object. Based on its

form, Subject I in present perfect and present perfect progressive tense is followed

by auxiliary have. Subject he, she, it are followed by auxiliary has while for

subject they, we, I, you are followed by auxiliary have.

g. Errors in Past Perfect Tense

The errors the students committed in using past perfect tense were classified

into three main categories. Those three main categories have several sub-


Table 4.10: Errors in Past Perfect Tense




Form-related errors a. Wrong Verb Form in Auxiliary had 2

Other Errors


b. Wrong Verb Form in Auxiliary have 2



73



[122] Student‟s answer: Last night I started to study at 7:30. I finished

studying at 9:00. Dick came at 9:30. By the time Dick came, I have

finished my homework. (Present perfect, R# 3)


studying at 9:00. Dick came at 9:30. By the time Dick came, I finished

my homework. (Simple past, R# 8)

Sentence [122] and [123] are incorrect. To express an activity that was

completed before another activity or time in the past, past perfect tense is used.

Sentence [122] shows an activity that was completed before another activity or

time in the past. The study was started at 7:30 and finished at 9:00. Dick came at

9:30 so that the homework had been finished before Dick came. The correct

answer is in past perfect tense “…had finished…”


[124] Student‟s answer: Carol missed her plane yesterday because of a traffic

jam on her way to the airport. By the time she got to the airport, her

plane had been left already. (R# 58)


a) Wrong Verb Form in Auxiliary had



plane had already leaved. (R# 49)


74

Sentence [125] is incorrect. Auxiliary verb had must be followed by past

participle. The past participle for the verb leave is left, and not leaved. Leave is

included in irregular verbs.

3) Other Errors in Past Perfect Tense




plane have already left. (R# 5)

Sentence [126] is incorrect both in context and in form. The intended

answer must be in past perfect tense not in present perfect tense. Based on its

form, in sentence [126], subject her plane is a singular noun. Auxiliary have is for

plural noun, such as they, we, I, you. Subject her plane is followed by auxiliary

has.

b) Wrong Verb Form in Auxiliary have



plane have already leaved. (R# 20)

Sentence [127] is incorrect both in context and in form. When the answer

uses auxiliary have, it must be followed by past participle. The past participle for

the verb leave is left not leaved. Leave is included in irregular verbs.


75

c) The Use of Passive in Active Sentence


studying at 9:00. Dick came at 9:30. By the time Dick came, I was

finished my homework. (R# 4)

Sentence [128] is incorrect. Sentence [128] is an active sentence. The

subject is I, and the object is homework. Subject I as the doer does the action of

finishing his homework.

h. Errors in Past Perfect Progressive Tense

The errors the students made in using past perfect progressive tense were



Table 4.11: Errors in Past Perfect Progressive Tense


Context-related error a. Wrong Choice of Tenses 130

Other Errors


b. Wrong Verb Form in Auxiliary had 13


d. The Use of be with Ordinary Verb 1

1) Context-Related Error


[129] Student‟s answer: The police have been looking for the criminal for

two years before they caught him. (Present perfect progressive tense,

R# 13)


76

[130] Student‟s answer: The police had looked for the criminal for two years

before they caught him. (Past perfect tense, R# 7)

[131] Student‟s answer: The police have looked for the criminal for two

years before they caught him. (Present perfect tense, R# 6)

[132] Student‟s answer: The police was looking for the criminal for two

years before they caught him. (Past progressive tense, R# 4)

[133] Student‟s answer: The police looked for the criminal for two years

before they caught him. (Simple past tense, R# 5)

Those sentences should be in past perfect progressive tense which

emphasize the duration of an activity that was in progress before another activity

or time in the past. If a sentence has this meaning, it uses past perfect progressive

tense. Sentence [129], [130], [131], [132], [133] are incorrect. The correct answer

is in past perfect progressive tense because those sentences show activities that

were in progress before another activity or time in the past.

2) Other Errors in Past Perfect Progressive Tense


[134] Student‟s answer: The patient have been waiting in the emergency

room for almost an hour before a doctor finally treated her. (R# 11)

Sentence [134] is incorrect both in context and in form. Past perfect

progressive tense emphasizes the duration of an activity that was in progress

before another activity or time in the past. If a sentence has this meaning, it uses

past perfect progressive tense.


77

b) Wrong Verb Form in Auxiliary had

[135] Student‟s answer: When Judy got home, her hair was still wet because

she had swam. (R# 49)

Sentence [135] is incorrect. Auxiliary verb had must be followed by past

participle. The past participle for the verb swim is swum, and not swam. Swim is

included in irregular verbs. Swam is simple past form.

c) The Use of Passive in Active Sentence


she had been swum. (R# 51)

Sentence [136] is also incorrect both in context and in form. Sentence

[136] should be in past perfect progressive tense which expresses an activity in

progress recent to another time or activity in the past. In this context, past perfect

progressive tense is used. From its form, sentence [136] is in passive while the

context is an active sentence. In the main clause, subject she is a doer. She does

the action of swimming.

d) The Use of be with Ordinary Verb


she was swam. (R# 15)

Sentence [137] is incorrect. The use of be „was’ with ordinary verb is

incorrect. In sentence [138] there are past form of be „was‟ and simple past verb

form ‘swam’. Be is followed by adjectives, adverb of place, nouns, present

participle, and past participle for passive sentence (Sukur, 2007: 34).


78

i. Errors in Simple Future Tense

The errors the students committed in using simple future tense were



Table 4.12: Errors in Simple Future Tense


Context-related errors

a. In Simple Present to Express Future Time 21

b. The Use of will in Prior Plan Activity 32

c. Simple Present in Prior Plan Activity 31

d. The Use of Passive in Active Sentence 17

Form-related errors

a. Wrong Verb Form in Auxiliary will 13




a) In Simple Present to Express Future Time

[138] Student‟s answer: The museum will open at ten tomorrow morning.

(R# 1)

According to Azar (1989: 50), simple present can be used to express future

time in a definite schedule or timetable activity. Only a few words are used in this

way, for example open, close, begin, end, start, finish, arrive, leave, come, and

return. Sentence [138] is not appropriate. The correct answer is “…opens...” The

word open is one of the words that can be used to express a definite schedule.

b) The Use of will in Prior Plan Activity

[139] Student‟s answer: A: What do you want to be when you grow up?

B: I will be an astronaut.


79

C: Good for you! (R# 8)

To express a prior plan, only be going to is used. Will is used to express a

prediction and willingness. Speaker A asked a question about an idea when

speaker B grows up. To express it be going to is used. It is prior plan activity.

c) Simple Present in Prior Plan Activity

[140] Student‟s answer: A: What do you want to be when you grow up?

B: I am an astronaut.

C: Good for you! (R# 6)

It is the same as sentence [139], to express a prior plan, only be going to is

used. The use of simple present is to express a general truth or facts, habitual

action or daily activities. Sentence [140] is incorrect. Speaker A asked a question

about an idea when speaker B grows up. To express it be going to is used because

it is prior plan activity.

d) The Use Passive in Active Sentence

[141] Student‟s answer: The museum will be opened at ten tomorrow

morning. (R# 11)

Sentence [141] should be an active sentence, while the students‟ answer is in

passive. Sentence [141] is inappropriate. The correct answer must be in active. It

is a simple present to express future time. According to Azar (1989: 50), simple

present can be used to express future time in a definite schedule or timetable

activity. Only a few words are used in this way, for example open, close, begin,

end, start, finish, arrive, leave, come, and return.


80


a) Wrong Verb Form in Auxiliary will

[142] Student‟s answer: Sue has already made her plans. She will left at noon

tomorrow. (R# 29)

All the modal verbs, except ought must be followed by a bare infinitive

(Alexander, 1988: 299). Will is a modal auxiliary. Modal auxiliary will is

followed by bare infinitive leave not left. The word left is simple past or past

participle form of the word leave.


[143] Student‟s answer: The museum is open at ten tomorrow morning.

(R# 13)

[144] Student‟s answer: The museum will be open at ten tomorrow morning.

(R# 51)

Be is used for adjective, adverb and noun. The use be with ordinary verb is

incorrect. Sentence [143] and [144] are inappropriate. The correct answer is The

museum opens at ten tomorrow morning. The sentence is in simple present which

expresses future time in a definite schedule or timetable activity.


[145] Student‟s answer: The museum open at ten tomorrow morning. (R# 12)

The subject of the sentence [145] the museum is a singular noun. If the

subject is a singular noun, the verb must be added with final –s or –es. Sentence

[145] is incorrect. The correct answer is the verb open must be added with final –s

to be opens.


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j. Errors in Future Progressive Tense

The errors the students committed in using future progressive tense were

classified into three main categories. Those three main categories have several

sub-categories. Those categories can be seen in Table 4.13.

Table 4.13: Errors in Future Progressive Tense



Form-related errors

a. Wrong Order of the Adverb still 5

b. Omission of be 5

c. The Use of be with Ordinary Verb 1

Other Errors

a. Wrong Verb Form in Auxiliary will 11


c. Misuse of be going to 2

d. Subject and Verb Disagreement 2

e. Wrong Verb Form in Auxiliary has 1

1) Context-Related Error


[146] Student‟s answer: That oak tree will still stand there fifty years from

now. (Simple future tense, R# 32)

[147] Student‟s answer: That oak tree is still standing there fifty years from

now. (Present progressive tense, R# 42)

[148] Student‟s answer: That oak tree still stands there fifty years from now.

(Simple Present Tense, R# 35)

[149] Student‟s answer: That oak tree has been still standing there fifty years

from now. (Present perfect progressive tense, R# 43)


82

[150] Student‟s answer: That oak tree was still standing there fifty years

from now. (Past progressive tense, R# 64)

[151] Student‟s answer: Right now I am attending class. Yesterday at this

time, I was attending class. Tomorrow at this time, I am going to

attend class. (Simple future tense: be going to, R# 47)

Sentence [146]-[150] and [152] should express the activities that will be in

progress at a time in the future. If the sentence has this meaning, it uses future

progressive tense. Sentence [146], [147], [148], [149], [150], and [151] are

incorrect. Sentence [146] should express that the oak tree will still be in progress

of standing for fifty years from now. Sentence [151] should express an action that

subject I will be in progress of attending the class.


a) Wrong Order of Adverb still

[152] a. Question: That oak tree (still, stand)________there fifty years from

now.

b. Intended answer: That oak tree will still be standing there fifty

years from now.

c. Student‟s answer: That oak tree will be still standing there fifty

years from now. (R# 60)

Still is one of the adverbs of time. It emphasizes that the action continues

(Thomson and Martinet, 1986: 56). Still is placed in mid-position. When a verb

has several parts (e.g. will be finished, have lived, should have been working), the

most common position is after the first auxiliary (Swan, 1980: 24). Sentence [152]


83

is incorrect because still is placed after be. It should be placed after the first

auxiliary will.

b) Omission of be


time, I was attending class. Tomorrow at this time, I will attending

class. (R# 50)

The pattern for future progressive tense is will + be + the –ing form

(Alexander, 1988: 180). Sentence [153] is incorrect because it omits be before the

verb. The correct answer is will + be + attending.

c) The Use of be with Ordinary Verb


time, I was attending class. Tomorrow at this time, I will be attend

class. (R# 58)

There are two possibilities of errors in sentence [154]. The first possibility

is, it can be included in the error of omitting verb –ing. It is because after be, the

verb is ordinary verb. If the pattern is will + be + the –ing form, it will be future

progressive tense. The second possibility is, it can be included in the error of

wrong complement in auxiliary will. It is because modal auxiliary will must be

followed by simple form of a verb or bare infinitive.

3) Other Errors in Future Progressive Tense


[155] Student‟s answer: That oak tree still stand there fifty years from now.

(R# 9)


84

Sentence [155] is also incorrect both in context and in form. The subject of

the sentence is that oak tree. It is a singular noun. If the subject is a singular noun,

the verb is followed by final –s or –es.

b) Wrong Verb Form in Auxiliary has

[156] Student‟s answer: That oak tree still has stand there fifty years from

now. (R# 63)

Has is an auxiliary verb. It is used for subject He, She, It, singular person or

noun. To form tenses, has is used with the past participle to form present perfect.

Auxiliary has in present perfect is followed by past participle.

c) Misuse of be going to


time, I was attending class. Tomorrow at this time, I am going to

attending class. (R# 22)


time, I was attending class. Tomorrow at this time, I am going to be

attending class. (R# 41)

Be going to is used to express a prediction and a prior plan. If it is used to

express a prediction and a prior plan, the form is be going to + base form of the

verb (Alexander, 1988: 181). Sentence [157] and [158] are incorrect both in

context and in pattern.


85

d) The Use of Passive in Active Sentence


time, I was attending class. Tomorrow at this time, I have been

attended class. (R# 26)

Sentence [159] is incorrect both in context and in form. The sentence is an

active sentence, while the answer is in present perfect and passive. Subject I is a

doer, hence the answer must be in active.

e) Wrong Verb Form in Auxiliary will

[160] Student‟s answer: That oak tree will still stood there fifty years from

now.

Sentence [160] is also incorrect both in context and in form. It must be in

future progressive tense, not in simple future. It is also incorrect in form because

modal auxiliary will is followed by simple past verb or past participle. Auxiliary

will is always followed by bare infinitive (Alexander, 1988: 299). The correct

answer should be “That oak tree will still be standing there fifty years from

now.”

2. The Students’ Mastery on Tenses

The students‟ mastery on tenses was determined by the value of the

mean. The mean of the test scores was 53. It meant that the average score

achieved by each student was 53. The score was below the minimum standard of

mastery which is 56% from the maximum score. It was categorized into

Insufficient (D). In conclusion, the students had not mastered the tenses especially


86

ten tenses which were used in the study. Their mastery was categorized as

insufficient. It meant that they still had problems in using the tenses.


87

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part presents conclusion from

the research results and data analysis. The second part presents suggestions for the

students, the lecturers, and future researchers.

A. Conclusions

The study was aimed to find out the mastery and the errors the students of

the English Language Education Study Program of Sanata Dharma University

Yogyakarta in using the tenses. There were two research problems that were

discussed in the study. They were (1) What are the errors that the students of the


Yogyakarta made in using tenses? and (2) What is the mastery of tenses of the


University Yogyakarta? To solve these two research problems, the writer used a

test as an instrument of the research. The test consisted of fifty items. It included

ten tenses used in the study. They were simple present tense, present progressive

tense, simple past tense, past progressive tense, present perfect tense, present

perfect progressive tense, past perfect tense, past perfect progressive tense, simple

future tense, and future progressive tense. The test results were used to determine

the students’ mastery on tenses. Besides, the errors made by the students were

analyzed and then classified into some categories.


88

The errors the students committed in using tenses were classified into three

categories. They were context-related errors, form-related errors and other errors.

These three main categories were divided into several sub categories based on the

errors found in each tense. The summary of error classifications could be found in

chapter IV in the Table 4.1 to 4.10.

Based on the results of the test, the mean score was 53. The score was

below the minimum standard of mastery, which is 56% from the maximum score,

100%. It was categorized into Insufficient (D). In conclusion, the students had not

mastered the tenses, especially the ten tenses which were used in the study. Their

mastery was categorized as insufficient. It meant that they still had problems in

using tenses.

In addition to the mastery of the ten tenses, the writer presented the

students’ achievement in each tense to know whether they had mastered each of

the tenses or not. It was also to know the difficult and the easy parts of each tense.

The students’ mastery of simple present tense was 81.5%. The students’ mastery

of present progressive tense was 45%, while the students’ mastery of simple past

tense was 37.9%. The students’ mastery of past progressive tense was 72.9% and

the students’ mastery of present perfect tense was 55.7%. The students’ mastery

of present perfect progressive tense was 40.6%. The students’ mastery of past

perfect tense was 72.7%. The students’ mastery of past perfect progressive tense

was 30.9%. The students’ mastery of simple future tense was 57.3%, and the

students’ mastery of future progressive tense was 32.8%. The highest

achievement of the students in each tense fell on simple present tense. The second


89

rank fell on past progressive tense, and then was followed by past perfect tense

and simple future tense. Those percentages of the four tenses showed that the

percentages of correct answers for each tense had reached the minimum standard

of mastery, which was 56%. The others were below 56%, which meant that the

percentages of correct answers for each tense did not fulfill the minimum standard

of mastery. It indicated that simple present tense, past progressive tense, past

perfect tense, and simple future tense were easier for the students than the other

tenses.

In conclusion, even though the students had learned tenses, particularly ten

tenses at the first semester, their mastery was insufficient. The students were

difficult to understand the meaning or context and form of each tense.

B. Suggestions

Based on the results of the research, the writer provides some suggestion for

the students, lecturers of the English Language Education Study Program of

Sanata Dharma University, and future researchers.

1. Suggestions for the Students of the English Language Education Study

Program of Sanata Dharma University

The students have learned English for several years in junior high school,

senior high school, even they have learned English since they were in elementary

school. Having studied English, particularly English tenses, they still have

difficulties in mastering the tenses whereas English tenses are important. At the

first semester, they were studying tenses. As teacher candidates, they are prepared


90

to be qualified teachers so that they are expected to master grammar, especially

English tenses.

They have to be seriously and actively participated in learning tenses

because they cannot avoid time or tense in using English. In addition to learning

at class, they have to study by themselves because of a limitation time to study

tenses in class. The use of other references or active involvement in study club

may help them in learning. Studying grammar especially English tenses needs

more practice. It is needed in order that the students can truly understand the

context of sentences or utterances. Studying both form and context or function of

each tense is important. The students also need to be aware of their errors so that

they are able to remedy their errors and not to repeat their errors again.

2. Suggestions for the Lecturers of the English Language Education Study

Program of Sanata Dharma University

Even though the students learn English tenses for many years, the lecturers

need to review about English tenses at the beginning of the semester. It is

important in order to remind them what they have learned before. Besides, the

input knowledge that they have received before is different. In teaching grammar,

the lecturers should teach from the basic. Both form and context are important.

Based on the results of the study, the writer found many of them made errors

about the basic ones. The lecturers should be aware of the difficult parts of the

tenses that the students made. Hence, the lecturers can give attention to the

difficult parts. Based on the results, present progressive tense, simple past tense,

present perfect tense, present perfect progressive tense, past perfect progressive


91

tense, and future progressive tense need more attention. Giving drills or exercises

to the students will help them to be accustomed to the context of the tenses. The

lecturers should also give the attention not only to the tenses, which are the most

frequently used but also to the less frequently used. Tenses should be taught

equally. It is because the students will encounter different situation in everyday

conversation or writing. Teaching grammar or structure to be interesting may be a

particular challenge for the lecturers. Interesting teaching learning may also help

them to love grammar.

3. Suggestions for Future Researchers

This research is not perfect. It still has weaknesses. Future researchers

especially those who are interested in conducting research on tenses mastery can

develop the research, for example by conducting class observation to gather data,

to obtain more accurate data. Future researchers could also improve and modify

the test or specify the tenses into one or some tenses. Future researchers may also

find out the significance of tenses in building the mastery of English related to the

four basic skills; reading, writing, listening, and speaking.


92

REFERENCES

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New Jersey: Prentice-Hall, Inc.

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Corder, S.P. 1960. An Intermediate English Practice Book. London and Harlow:

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University Press.

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Michigan: Ann Arbor.


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Greenbaum, S. and Quirk, R. A Student’s Grammar of the English Language.

London: Pearson Education Ltd.

Hughes, A. 2001. Testing for Language Teachers. Cambridge: Cambridge

University Press.

Jackson, H. 1982. Analyzing English: An Introduction to Descriptive Linguistics.

Second Edition. Oxford: Pergamon Press Ltd.

Mas’ud, F. 2002. Essentials of English Grammar: A Practical Guide . Edisi

Ketiga. Yogyakarta: Fakultas Ekonomi Universitas Gajah Mada.

Nunan, D. 1991. Language Teaching Methodology. London: Prentice Hall

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Purpura, J.E. 2004. In Assessing Grammar. Cambridge: Cambridge University

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Sukur, S. G. 2007. Lancar Berbicara dalam Bahasa Inggris dengan Benar.

Yogyakarta: Penerbit Indonesia Tera Anggota IKAPI.

Swan, M. 1980. Practical English Usage. Oxford: Oxford University Press.

Thomson A. J. and Martinet, A. V. 1986. A Practical English Grammar. Fourth

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Thomson A. J. and Martinet, A. V. 1972. A Practical English Grammar;

Exercises 2. Second Edition. Oxford: Oxford University Press.

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Exercises 1. Second Edition. Oxford: Oxford University Press.

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Dharma. Yogyakarta: Universitas Sanata Dharma.


94

APPENDICES


95

Appendix A: Surat Permohonan Ijin Penelitian


96

Appendix B: The Test

Complete the Following Sentences Using the Appropriate/Correct Tenses for

the Verbs in the Parentheses! (60 minutes)

Name :

Student Number :

1. She (enjoy) _________________ cooking. She often tries to make a delicious recipe.

2. I (always, pick up) ___________________________ Mary’s dirty socks!

3. A: Have you read his last book?

B: Yes, I have. A: What (you, think) _____________________ of it? B: I liked it very much.

4. The director didn't allow the actors to travel by air while they (work) ___________________ on the film.

5. Have you (ever, eat) __________________ at that new restaurant?

6. All of the students (study) ___________________ hard. Final exams start next week.

7. Last night I started to study at 7:30. I finished studying at 9:00. Dick came at 9:30. By the time Dick came, I (finish) ____________________ my homework.

8. The Police (look for) _________________ the criminal for two years before

they caught him.

9. The museum (open) _______________ at ten tomorrow morning.

10. Right now I am attending class. Yesterday at this time, I was attending class. Tomorrow at this time, I (attend) _______________________class.

11. What (you, do) _____________________at this moment? If you do not do anything, please help me.


97

12. When I was young, my father (give) ______________ me some money on Saturday, but now he does not.

13. While I (study) _____________________ in my room, my mother was cooking in the kitchen.

14. It (rain) _______________________ three times so far this week.

15. I am sitting in class right now. I (sit) __________________ since ten

minutes after one.

16. Carol missed her plane yesterday because of a traffic jam on her way to the airport. By the time she got to the airport, her plane (leave, already) __________________________.

17. The patient (wait) ______________________ in the emergency room for almost an hour before a doctor finally treated her.

18. A: What do you want to be when you grow up?

B: I (be) ________________ an astronaut A: Good for you!

19. That oak tree (still, stand) ___________________ there fifty years from

now.

20. His father (not, work)__________________in a department store. He works in a hospital.

21. Cindy (be, afraid) _____________________ of dogs, but now she likes

dogs.

22. A: Who were you talking to on the telephone as I came in? B: I (talk) ____________________ to Mr. Pitt.

23. We (be) ______________________ in class since ten o’clock this morning.

24. My back hurts, so I (sleep) ___________________ on the floor lately. The

bed is too soft.

25. When Judy got home, her hair was still wet because she (swim) ____________________.

26. Cathy: This letter is in French, and I don't speak a word of French. Can

you help me? Diane: Sure. I (translate) ____________________ it for you.

27. It (always, be) ___________________ cold in Antarctic.


98

28. She (write) ________________________ another book this year.

29. I called Roger at nine last night, but he (be, not) _____________________ at home.

30. The boys (play) __________________________cards when they heard their father's step.

31. My wife and I came here two months ago. We (be) __________________in

this city for two months.

32. My eyes are getting tired. I (read) ___________________ for two hours. I think I'll take a break.

33. Her eyes were red because she (cry) __________________.

34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy)

____________________a car. That's what he told me.

35. He (speak, usually) ____________________so quickly that I do not understand.

36. Tom can't have the newspaper now because his aunt (read) __________________ it.

37. I went to bed at ten. The phone rang at eleven. I (sleep)

___________________when the phone rang.

38. (I, meet, never) ____________________________Nancy's parents. I hope I get the chance to meet them soon.

39. He (work) _____________________ at the same office for two years.

40. According to the weather report, it (be) _________________ cloudy

tomorrow.

41. Right now I am looking at Janet. She (look) ____________________ angry.

42. I (take) _____________________ five courses this semester.

43. While I (study) ___________________ in one room of our apartment, my roommate was having a party in the other room.

44. We (have) __________________ four tests so far this semester.


99

45. I (live) ________________________ in Yogyakarta since 1999.

46. Sue has already made his plans. She (leave) ___________________at noon tomorrow.

47. She (need) ____________________ a pen right now.

48. He (always, mess up) __________________________ the kitchen!

49. The damage we do to our environment today (affect) __________________the quality of life of future generations.

50. A: It’s cold in here B: I agree. I (turn) _________________ the heater on. A: That’s a good idea.

~0~Good Luck~0~


100

Appendix C: Key to the Test

1. She (enjoy) enjoys cooking. She often tries to make a delicious recipe. 2. I (always, pick up) am always picking up Mary’s dirty socks! 3. A: Have you read his last book?

B: Yes, I have. A: What (you, think) did you think of it? B: I liked it very much. 4. The director didn't allow the actors to travel by air while they (work)

were working on the film. 5. Have you (ever, eat) ever eaten at that new restaurant? 6. All of the students (study) have been studying hard. Final exams start

next week. 7. Last night I started to study at 7:30. I finished studying at 9:00. Dick

came at 9:30. By the time Dick came, I (finish) had finished my homework.

8. The Police (look for) had been looking for the criminal for two years before they caught him.

9. The museum (open) opens at ten tomorrow morning. 10. Right now I am attending class. Yesterday at this time, I was attending

class. Tomorrow at this time, I (attend) will be attending class. 11. What (you, do) are you doing at this moment? If you do not do

anything, please help me. 12. When I was young, my father (give) used to give me some money on

Saturday, but now he does not. 13. While I (study) was studying in my room, my mother was cooking in

the kitchen. 14. It (rain) has rained three times so far this week. 15. I am sitting in class right now. I (sit) have been sitting since ten minutes

after one. 16. Carol missed her plane yesterday because of a traffic jam on her way to

the airport. By the time she got to the airport, her plane (leave, already) had already left.

17. The patient (wait) had been waiting in the emergency room for almost an hour before a doctor finally treated her.

18. A: What do you want to be when you grow up? B: I (be) am going to be an astronaut A: Good for you!

19. That oak tree still (stand) will still be standing there fifty years from now.

20. His father (not, work) does not work in a department store. He works in a hospital.

21. Cindy (be, afraid) used to be afraid of dogs, but now she likes dogs. 22. A: Who were you talking to on the telephone as I came in?

B: I (talk) was talking to Mr. Pitt. 23. We (be) have been in class since ten o’clock this morning.


101

24. My back hurts, so I (sleep) have been sleeping on the floor lately. The bed is too soft.

25. When Judy got home, her hair was still wet because she (swim) had

been swimming. 26. Cathy: This letter is in French, and I don't speak a word of French. Can

you help me? Diane: Sure. I (translate) will translate it for you.

27. It (always, be) is always cold in Antarctic. 28. She (write) is writing another book this year. 29. I called Roger at nine last night, but he (be, not) was not at home. 30. The boys (play) were playing cards when they heard their father's step. 31. My wife and I came here two months ago. We (be) have been in this

city for two months. 32. My eyes are getting tired. I (read) have been reading for two hours. I

think I'll take a break. 33. Her eyes were red because she (cry) had been crying. 34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy)

is going to buy a car. That's what he told me. 35. He (speak, usually) usually speaks so quickly that I do not understand. 36. Tom can't have the newspaper now because his aunt (read) is reading it. 37. I went to bed at ten. The phone rang at eleven. I (sleep) was sleeping

when the phone rang. 38. (I, meet, never) have never met Nancy's parents. I hope I get the chance

to meet them soon. 39. He (work) has worked/has been working at the same office for two

years. 40. According to the weather report, it (be) will be/is going to be cloudy

tomorrow. 41. Right now I am looking at Janet. She (look) looks angry. 42. I (take) am taking five courses this semester. 43. While I (study) was studying in one room of our apartment, my

roommate was having a party in the other room. 44. We (have) have had four tests so far this semester. 45. I (live) have been living/have lived in Yogyakarta since 1999. 46. Sue has already made his plans. She (leave) is leaving/is going to leave

at noon tomorrow. 47. She (need) needs a pen right now. 48. He (always, mess up) is always messing up the kitchen! 49. The damage we do to our environment today (affect) will affect/is

going to affect the quality of life of future generations. 50. A: It’s cold in here

B: I agree. I (turn) will turn the heater on. A: That’s a good idea.


102

Appendix D: The Sample of the Students’ Sheets


103


104


105


106


107


108


109


114

Appendix F: The Content and Distribution of the Test

No. Tense Functions/aspects Item Number Total

1. Simple Present

Tense

1. to express daily habits or usual

activities

1, 35

6

2. to express general statements or

facts.

20, 27

3.Certain verbs are not used in the

progressive tenses. With these verbs,

the simple present may indicate a

situation that exists right now, at the

moment of speaking.

41, 47

2.

Present

Progressive

Tense

1. To express an activity that is in

progress (is occurring, is happening)

right now. The event began in the

past, is in progress now, and will

probably continue into the future.

11, 36

6 2. It is often to express the activity of

a general nature: something generally

in progress this week, this month,

this year.

28, 42

3.Always, forever and constantly are

used with the present progressive to

express annoyance or anger.

2, 48

3. Simple Past

Tense

1. It is used to talk about activities or

situations that began and ended in the

past.

3, 29

4 2. Used to expresses a past situation

or habit that no longer exists at

present

12, 21

4. Past Progressive

Tense

1. To expresses an activity that was

in progress (was occurring, was

happening) at a particular time in the

past.

4, 22

6

2. It is used to express two actions

occurred at the same time, but one

action began earlier and was in

progress when the other action

occurred

30, 37

3. Sometimes the past progressive

tense is used in both parts of a

sentence when two actions are in

progress simultaneously.

13, 43


115


5. Present Perfect

Tense

1. To expresses the idea that

something happened (or never

happened) before now, at an

unspecified time in the past. The

exact time it happened is not

important (Azar, 1989: 29).

5, 38

6

2. It also expresses the repetition of

an activity before now. The exact

time is also not important.

14, 44

3. When it used with for or since, it

expresses a situation that began in the

past and continues to the present. The

difference between since and for is:

Since + a particular time

For + a duration of time

23, 31

6.

Present Perfect

Progressive

Tense

1. To indicate the duration of an

activity that began in the past and

continues to the present. When it has

this meaning, it is used with time

words such as for, since, all morning,

all day, all week.

15, 32

6

2. When the tense is used without

any specific mention of time, it

expresses a general activity in

progress recently, lately.

6, 24

3. With certain verbs (e.g. live, work,

teach), there is little or no difference

in meaning between the two tenses

(present perfect and present perfect

progressive) when since or for is

used.

39, 45

7.

Past Perfect

Tense

1. To express an activity that was

completed before another activity or

time in the past.

7, 16

2

8.

Past Perfect

Progressive

Tense

1. It emphasizes the duration of an

activity that was in progress before

another activity or time in the past.

8, 17

4 2. The tense also may express an

activity in progress recent to another

time or activity in the past.

25, 33

9. Simple Future

Tense

1) To express a prediction, either will

or be going to is used

40, 49

8 2) To express prior plan, only be

going to is used:

18, 34


116


3) To express willingness, only will

is used

4) The Present Progressive and the

Simple Present Tense to Express

Future Time

a) Present Progressive Tense

-The present progressive may be

used to express future time when the

idea of the sentence concerns a

planned event or definite intention. A

future meaning for the present

progressive tense is indicated either

by future time words in the sentence

or by the context

-Verbs such as come, go, stay, arrive,

leave are frequently used in the

present progressive to express future

time. Such verbs express definite

plans.

-Verbs expressing planned means of

transportation in the future are

frequently used in the present

progressive: for example, fly, walk,

ride, drive, take, (a bus, taxi, etc.)

-Sometimes it is used when the

speaker wants to make a very strong

statement about a future activity.

b) Simple Present

The simple present can be used to

express future time in sentences that

concern events that are on a definite

schedule or timetable. Only a few

words are used in this way: e.g. open,

close, begin, end, start, finish, arrive,

leave, come, return.

26, 50

46

9

10.

Future

Progressive

Tense

1. It expresses an activity that will be

in progress at a time in the future.

Sometimes there is little or no

difference between the future

progressive and the simple future,

especially when the future event will

occur at an indefinite time in the

future.

10, 19

2

Total Number of the Items 50


117

Appendix G: The Students’ Erroneous Answers

Item# Students’ Answer Frequency Correct/Incorrect

1. She (enjoy) enjoys cooking. She often tries to make a delicious recipe.

49 Correct

Is enjoy 6 Incorrect Enjoy 6 Incorrect Is enjoying 2 Incorrect Is always enjoy 1 Incorrect

2. I (always, pick up) am always picking up Mary’s dirty socks!

8 Correct

Always pick up 50 Incorrect Always picks up 4 Incorrect Always have to pick up 1 Incorrect Always picking up 1 Incorrect

3. A: Have you read his last book? B: Yes, I have. A: What (you, think) did you think of it? B: I liked it very much.

30 Correct

Do you think 32 Incorrect Do you 1 Incorrect Have you think 1 Incorrect

4. The director didn't allow the actors to travel by air while they (work) were working on the film.

48 Correct

works 3 Incorrect worked 7 Incorrect working 2 Incorrect Was working 2 Incorrect work 1 Incorrect Are working 1 Incorrect

5. Have you (ever, eat) ever eaten at that new restaurant?

48 Correct

Ever eating 2 Incorrect Ever eats 1 Incorrect Ever eat 6 Incorrect Ever ate 7 Incorrect

6. All of the students (study) have been studying hard. Final exams start next week.

0 Correct

Study 22 Incorrect Are study 5 Incorrect


118

Item# Students’ Answer Frequency Correct/Incorrect Are studying 27 Incorrect Is studying 1 Incorrect Are going to study 2 Incorrect studied 1 Incorrect Will study 4 Incorrect Will have to study 1 Incorrect Is going to study 1 Incorrect

7. Last night I started to study at 7:30. I finished studying at 9:00. Dick came at 9:30. By the time Dick came, I (finish) had finished my homework.

49 Correct

Have finished 7 Incorrect Was finished 1 Incorrect Have been finished 1 Incorrect finished 3 Incorrect Have just finished with 1 Incorrect Have just finished 1 Incorrect Will have finished 2 Incorrect

8. The Police (look for) had been looking for the criminal for two years before they caught him.

23 Correct

Are looking for 1 Incorrect Was looking for 5 Incorrect Have been looking for 11 Incorrect Have looked for 6 Incorrect Had looked for 11 Incorrect Were looking for 1 Incorrect Is looking for 1 Incorrect Has been looking for 1 Incorrect Looked for 2 Incorrect Were looked for 1 Incorrect Has looked for 1 Incorrect

9. The museum (open) opens at ten tomorrow morning.

20 Correct

Will open 14 Incorrect Will be opened 8 Incorrect Is going to be opened 2 Incorrect Will be opening 1 Incorrect open 1 Incorrect Is open 3 Incorrect Are going to open 1 Incorrect Is going to open 5 Incorrect


119

Item# Students’ Answer Frequency Correct/Incorrect Will have been opened 1 Incorrect Is opened 2 Incorrect Opened 1 Incorrect Will be open 5 Incorrect

10. Right now I am attending class. Yesterday at this time, I was attending class. Tomorrow at this time, I (attend) will be attending class.

36 Correct

Am going to attend 8 Incorrect Will attend 6 Incorrect Will attending 4 Incorrect Will being attend 2 Incorrect Will be attend 2 Incorrect Will have been attending 2 Incorrect Am going to be attending 1 Incorrect Blank 1 Incorrect Am going to attending 1 Incorrect Have been attended 1 Incorrect

11. What (you, do) are you doing at this moment? If you do not do anything, please help me.

42 Correct

Do you do 20 Incorrect Will you do 1 Incorrect Have you done 1 Incorrect

12. When I was young, my father (give) used to give me some money on Saturday, but now he does not.

7 Correct

Has given 1 Incorrect Gave 51 Incorrect Gives 3 Incorrect Was used to give 1 Incorrect Was giving 1 Incorrect

13. While I (study) was studying in my room, my mother was cooking in the kitchen.

45 Correct

studying 1 Incorrect studied 13 Incorrect Were studying 1 Incorrect Study 2 Incorrect Am studying 1 Incorrect Was studiing 1 Incorrect

14. It (rain) has rained three times so far this week 6 Correct Has been raining 23 Incorrect


120

Item# Students’ Answer Frequency Correct/Incorrect Was raining 5 Incorrect Rains 9 Incorrect Have been rain 1 Incorrect Is raining 3 Incorrect Has been rained 2 Incorrect Has been rain 2 Incorrect Had rained 3 Incorrect Has rains 1 Incorrect Has raining 1 Incorrect Has rain 2 Incorrect Had been raining 2 Incorrect Was rained 1 Incorrect Rained 2 Incorrect Raining 1 Incorrect

15. I am sitting in class right now. I (sit) have been sitting since ten minutes after one.

45 Correct

Have sat 10 Incorrect Was sitting 3 Incorrect Have been siting 2 Incorrect Sat 1 Incorrect Had sat 1 Incorrect Have been sat 1 Incorrect Have sit 1 Incorrect

16. Carol missed her plane yesterday because of a traffic jam on her way to the airport. By the time she got to the airport, her plane (leave, already) had already left.

45 Correct

Had already leaved 2 Incorrect Had been left already 1 Incorrect Has already left 8 Incorrect Has left already 1 Incorrect Have already left 3 Incorrect Have already leaved 2 Incorrect Already have left 1 Incorrect Will have already left 1 Incorrect

17. The patient (wait) had been waiting in the emergency room for almost an hour before a doctor finally treated her.

29 Correct

Had waited 14 Was waiting 5 Incorrect Have been waiting 5 Incorrect


121

Item# Students’ Answer Frequency Correct/Incorrect Waited 3 Incorrect Has been waiting 4 Incorrect Blank 1 Incorrect Have waited 1 Incorrect Had been waited 1 Incorrect Were waiting 1 Incorrect

18. A: What do you want to be when you grow up? B: I (be) am going to be an astronaut A: Good for you!

13 Correct

Will be 19 Incorrect Want to be 19 Incorrect Am 6 Incorrect Am/want to be 1 Incorrect Am want to be 1 Incorrect Want to be/will be 1 Incorrect Am going to/will be 1 Incorrect Blank 1 Incorrect Wanted to be 1 Incorrect Am being 1 Incorrect

19. That oak tree still (stand) will still be standing there fifty years from now.

6 Correct

Will still stood 1 Incorrect Still standing 2 Incorrect Blank 2 Incorrect Will still stand 13 Incorrect Will stand still 2 Incorrect Is still stand 1 Incorrect Still stands 4 Incorrect Will still have been standing 1 Incorrect Is still standing 6 Incorrect Has been still standing 3 Incorrect Will still standing 1 Incorrect Still has been standing 1 Incorrect Have been still standing 1 Incorrect Will be still standing 3 Incorrect Still stand 3 Incorrect Had been still standing 1 Incorrect Has still been standing 2 Incorrect Will still be stood 1 Incorrect Will still be stand 1 Incorrect Has been stood still 1 Incorrect Still have stood 1 Incorrect


122

Item# Students’ Answer Frequency Correct/Incorrect Still will stand 1 Incorrect Still will be standing 1 Incorrect Will be standing still 1 Incorrect Is going to still stand 1 Incorrect Still have been standing 1 Incorrect Still has stand 1 Incorrect Was still standing 1 Incorrect

20. His father (not, work) does not work in a department store. He works in a hospital.

52 Correct

Has not worked 1 Incorrect Didn’t works 1 Incorrect Is not working 3 Incorrect Did not work 3 Incorrect Don’t work 2 Incorrect Are not working 1 Incorrect Is not works 1 Incorrect

21. Cindy (be, afraid) used to be afraid of dogs, but now she likes dogs.

5 Correct

Was afraid 40 Incorrect Is used to be afraid 2 Incorrect Blank 1 Incorrect Is afraid 8 Incorrect Have been afraid 1 Incorrect Had been afraid 3 Incorrect Has been afraid 2 Incorrect Was supposed to be afraid 1 Incorrect Used to be 1 Incorrect

22. A: Who were you talking to on the telephone as I came in? B: I (talk) was talking to Mr. Pitt.

47 Correct

Talked 12 Incorrect Were talking 2 Incorrect Had talked 1 Incorrect Told 1 Incorrect Am talking 1 Incorrect

23. We (be) have been in class since ten o’clock this morning.

40 Correct

Have been being 3 Incorrect Was 1 Incorrect Are 4 Incorrect


123

Item# Students’ Answer Frequency Correct/Incorrect Were 10 Incorrect Had been 3 Incorrect Will be 1 Incorrect Were being 1 Incorrect Are going to be 1 Incorrect

24. My back hurts, so I (sleep) have been sleeping on the floor lately. The bed is too soft.

1 Correct

Was sleeping 2 Incorrect Am sleeping 6 Incorrect Will sleep 7 Incorrect Have slept 2 Incorrect Sleep 27 Incorrect Am going to sleep 3 Incorrect Sleeps 1 Incorrect Blank 1 Incorrect Go to sleep 1 Incorrect Slept 10 Incorrect Am getting used to sleep 1 Incorrect Blank 1 Incorrect Have to sleep 1 Incorrect

25. When Judy got home, her hair was still wet because she (swim) had been swimming.

13 Correct

Has been swimming 10 Incorrect Had swam 7 Incorrect Swam 5 Incorrect Blank 1 Incorrect Was swam 1 Incorrect Was swimming 2 Incorrect Got swimming 1 Incorrect Had swum 10 Incorrect Have been swimming 2 Incorrect Has swum 3 Incorrect Have swam 1 Incorrect Had been swum 1 Incorrect Got swim 1 Incorrect Have swum 1 Incorrect Is swimming 1 Incorrect Had been swam 1 Incorrect Were swimming 1 Incorrect Had been swim 1 Incorrect Have swimming 1 Incorrect


124


26. Cathy: This letter is in French, and I don't speak a word of French. Can you help me? Diane: Sure. I (translate) will translate it for

you.

62 Correct

Translate 1 Incorrect Can translate 1 Incorrect

27. It (always, be) is always cold in Antarctic. 51 Correct Always be 4 Incorrect Will always be 1 Incorrect Always 1 Incorrect Always will be 1 Incorrect Always been 1 Incorrect Is always be 2 Incorrect Is always being 1 Incorrect Has always 1 Incorrect Will always been 1 Incorrect

28. She (write) is writing another book this year. 21 Correct Wrote 8 Incorrect Has written 6 Incorrect Write 2 Incorrect Writes 11 Incorrect Has been writing 4 Incorrect Has wrote 1 Incorrect Is going to write 7 Incorrect Will write 1 Incorrect Have written 1 Incorrect Had been writing 1 Incorrect Is write 1 Incorrect

29. I called Roger at nine last night, but he (be, not) was not at home.

55 Correct

Did not 3 Incorrect Had not been 1 Incorrect Were not 1 Incorrect Were not being 1 Incorrect Is did not 1 Incorrect Was not be 1 Incorrect Must be not 1 Incorrect

30. The boys (play) were playing cards when they heard their father's step.

48 Correct

Was playing 10 Incorrect Are playing 2 Incorrect


125

Item# Students’ Answer Frequency Correct/Incorrect Played 3 Incorrect Have played 1 Incorrect

31. My wife and I came here two months ago. We (be) have been in this city for two months.

37 Correct

Have been being 1 Incorrect blank 1 Incorrect Will be 6 Incorrect Are 2 Incorrect Were 9 Incorrect Had been 5 Incorrect Have been living 1 Incorrect Are going to be 1 Incorrect Had been being 1 Incorrect

32. My eyes are getting tired. I (read) have been reading for two hours. I think I'll take a break.

30 Correct

Have read 31 Incorrect Am reading 1 Incorrect Had been reading 1 Incorrect Have been read 1 Incorrect

33. Her eyes were red because she (cry) had been crying.

14 Correct

Had cried 9 Incorrect Has been crying 9 Incorrect Was cried 1 Incorrect Have been cried 2 Incorrect Cries 1 Incorrect Was crying 10 Incorrect Has cried 4 Incorrect Have been crying 4 Incorrect Has been cried 1 Incorrect Cried 5 Incorrect Has cry 1 Incorrect Is crying 1 Incorrect Have cried 1 Incorrect Has crying 1 Incorrect

34. I talked to Bob yesterday. He is tired of taking the bus to work. He (buy) is going to buy a car. That's what he told me.

13 Correct

Will buy 13 Incorrect Would buy 9 Incorrect


126

Item# Students’ Answer Frequency Correct/Incorrect Bought 19 Incorrect Has bought 2 Incorrect Should buy 1 Incorrect Buys 4 Incorrect Had bought 2 Incorrect Was going to buy 1 Incorrect

35. He (speak, usually) usually speaks so quickly that I do not understand.

54 Correct

Is usually speak 2 Incorrect Usually speak 6 Incorrect Has usually speaks 1 Incorrect Speaks usually 1 Incorrect

36. Tom can't have the newspaper now because his aunt (read) is reading it.

55 Correct

Had read 1 Incorrect Reads 2 Incorrect Are reading 1 Incorrect Has not read 1 Incorrect Have read 2 Incorrect Read 1 Incorrect Has been read 1 Incorrect

37. I went to bed at ten. The phone rang at eleven. I (sleep) was sleeping when the phone rang.

45 Correct

Was slept 1 Incorrect Have slept 1 Incorrect Had been sleeping 4 Incorrect Were sleeping 1 Incorrect Had slept 10 Incorrect Had been slept 1 Incorrect Sleep 1 Incorrect

38. (I, meet, never) have never met Nancy's parents. I hope I get the chance to meet them soon.

41 Correct

I never met 7 Incorrect I had never met 1 Incorrect I never have meet 3 Incorrect I never meet 10 Incorrect I have never been meet 1 Incorrect Never met 1 Incorrect


127


39. He (work) has worked/has been working at the same office for two years.

40 Correct

Blank 1 Incorrect Works 7 Incorrect Worked 3 Incorrect Is working 2 Incorrect Have been working 1 Incorrect Has working 1 Incorrect Will work 1 Incorrect Had worked 2 Incorrect Was working 2 Incorrect Had been working 3 Incorrect Has work 1 Incorrect

40. According to the weather report, it (be) will be/is going to be cloudy tomorrow.

52 Correct

Was 1 Incorrect Is 8 Incorrect Is going to 2 Incorrect Is going be 1 Incorrect

41. Right now I am looking at Janet. She (look) looks angry.

54 Correct

Is looked 1 Incorrect Is looking 9 Incorrect

42. I (take) am taking five courses this semester. 24 Correct Take 15 Incorrect Have taken 10 Incorrect Took 4 Incorrect Am going to take 2 Incorrect Am take 1 Incorrect Takes 1 Incorrect Have taking 1 Incorrect Have been taken 1 Incorrect Will take 2 Incorrect Have took 2 Incorrect Had took 1 Incorrect

43. While I (study) was studying in one room of our apartment, my roommate was having a party in the other room.

46 Correct

Studied 16 Incorrect Had been studying 1 Incorrect


128

Item# Students’ Answer Frequency Correct/Incorrect Was studying 1 Incorrect

44. We (have) have had four tests so far this semester.

42 Correct

Had have 2 Incorrect Have 5 Incorrect Are going to have 3 Incorrect Are having 6 Incorrect Blank 1 Incorrect Will have 2 Incorrect Had 2 Incorrect Have been having 1 Incorrect

45. I (live) have been living/have lived in Yogyakarta since 1999.

40 Correct

Live 3 Incorrect Has been lived 1 Incorrect Had been living 2 Incorrect Lived 3 Incorrect Was living 3 Incorrect Have been live 3 Incorrect Lives 3 Incorrect Have left 1 Incorrect Have been lived 2 Incorrect Have live 1 Incorrect Have been leaving 1 Incorrect Had lived 1 Incorrect

46. Sue has already made his plans. She (leave) is leaving/is going to leave at noon tomorrow.

28 Correct

Has left 1 Incorrect Will leave 21 Incorrect Leaves 1 Incorrect Is going to leaving 1 Incorrect Will left 3 Incorrect Left 1 Incorrect Will leaving 1 Incorrect Is going to leave 7 Incorrect

47. She (need) needs a pen right now. 53 Correct Is need 3 Incorrect Need 1 Incorrect Is needing 6 Incorrect Needed 1 Incorrect


129


48. He (always, mess up) is always messing up the kitchen!

7 Correct

Always messes up 35 Incorrect Is always mess up 4 Incorrect Always mess up 17 Incorrect Always messing up 1 Incorrect

49. The damage we do to our environment today (affect) will affect/is going to affect the quality of life of future generations.

23 Correct

Affects 24 Incorrect Is affect 1 Incorrect Will be affecting 3 Incorrect Is affecting 4 Incorrect Will be affected 3 Incorrect Affecting 1 Incorrect Has been affecting 1 Incorrect Will affects 1 Incorrect Affect 1 Incorrect Affected 1 Incorrect Will be affect 1 Incorrect

50. A: It’s cold in here B: I agree. I (turn) will turn the heater on. A: That’s a good idea.

57 Correct

Blank 1 Incorrect Will turns 1 Incorrect Will turning 1 Incorrect Am going to turn 4 Incorrect


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