i

AN ERROR ANALYSIS ON THE USE OF PAST TENSE IN

THE STUDENTS WRITING ON RECOUNT TEXTS

(A Descriptive Qualitative Study at the Eighth Grade Students of

SMP N 1 Tengaran)

A GRADUATING PAPER

Submitted to the Board of Examiners as Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd.)

By:

AFI KHABIBAWATI

NIM. 23030 16 0107

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2020

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Salatiga, June 16th 2020

Sari Famularsih, S.Pd.I., M.A

The Lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTETIVE COUNSELOR’S NOTE

Case: Afi Khabibawati’s graduating paper

Dear,

Dean of Teacher Training ad,

Education Faculty

Assalamualaikum Wr. Wb.

After reading and correcting Afi Khabibawati’s graduating paper entitled AN

ERROR ANALYSIS ON THE USE OF PAST TENSE IN THE STUDENTS

WRITING ON RECOUNT TEXTS (A Descriptive Qualitative Study at the

Eighth Grade Students of SMP N 1 Tengaran). I have decided and would like to

propose that this paper can be accepted by the Teacher Training and Education

Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor

Sari Famularsih, S.Pd,I., M.A

NIP. 198109112011012004

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MOTTO

“Don’t give up, don’t ever give up”

(Jim Valvano)

“Struggle without sacrifice is nothing”

(Researcher’s Documentation)

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DEDICATION

This graduating paper is dedicated to:

1. Allah SWT and Prophet Muhammad SAW who always takes care of me,

listens to me, and gives me the best thing ever.

2. My beloved mom Wasitoh, who always pray, motivate and support me to

keep doing this research consistently.

3. My beloved grandmother Munawaroh, thanks for your praying and

motivation.

4. My brother Muhammad Lutfi Ivanudin who always support me every

time.

5. My sister Zahra who always support me every time.

6. My big families who always stay for me in every condition.

7. My all teachers who taught me.

8. My beloved partner Bagas Setiawan, thanks for giving motivation and

helping me to conduct this research.

9. My forever friends Herlina, Rona and Naili thanks for everything, you will

always be my lovely family.

10. All of my beloved friends (Galih, Sam, Nisa, Azhar, Reza, Wahyu and Reni)

thanks for your friendship, kindness, kidding and support.

11. All of my friends in English Education Department 2016.

12. My KKN Family in Sendang.

13. My PPL Family in SMP N 1 Tengaran.

14. All the people who the names cannot mentioned one by one for the

contribution in finishing this research.

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ACKNOWLEDGEMENTS

Assalamu’alaikum. wr . wb.

Alhamdulillahirobbil’alamin, all praise be to Allah SWT, who always

blesses and helps the writer so the writer can finish the graduating paper. Then,

bless and mercy is upon great Prophet Muhammad SAW for his guidance that

leads the writer to the truth.

However, this paper will not be finished without support and

encouragement from several people and institution. Hence, the writer would

like to express gratitude to:

1. Prof. Dr. Zakiyuddin, M.Ag. the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Prof. Dr. Mansur, M.Ag. the Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

3. Norwanto, M.Hum., Ph.D. the Head of English Education Department of

Teacher Training and Education Faculty of State Institute for Islamic

Studies (IAIN) Salatiga.

4. Sari Famularsih, M.A. as the counselor who has given her great attention,

suggestions, and guidance, so this paper was finally completed.

5. All of the lecturers and the staff of State Institute for Islamic Studies (IAIN)

Salatiga.

Wassalamualaikum, Wr. Wb.

Salatiga, June 16th 2020

The Researcher

Afi Khabibawati

NIM. 23030160107

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ABSTRACT

Khabibawati, Afi. 2020.” An Error Analysis on The Use of Past Tense in The Students

Writing on Recount Texts (A Descriptive Qualitative Study at the Eighth Grade

Students of SMP N 1 Tengaran)”. A Graduating Paper. English Department State

Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, S.Pd.,

M.A.

This research is about error analysis on the use of simple past tense in English

recount text made by the students of SMP N 1 Tengaran in the academic year of 2019/2020.

The objectives of this research were to find out types of errors that occurs on the use of

simple past tense in English recount text written by the eighth grade students of SMP N 1

Tengaran in the academic year of 2019/2020 and to find out the dominant errors on the use

of simple past tense in English recount text written by the eighth grade students of SMP N

1 Tengaran in the academic year of 2019/2020.

The methodology of research was qualitative research especially descriptive study.

The techniques of collecting data was written test to find out the types of errors that occurs

on the use of simple past tense in English recount text written by the eighth grade students

of SMP N 1 Tengaran, and to find out the dominant errors on the use of simple past tense

in English recount text written by the eighth grade students of SMP N 1 Tengaran.

The result of this research showed that there are four types of errors that occur;

they are error of omission (28,57% or 18 errors), error of addition (12,69% or 8 errors),

error of misordering (6,34 or 4 errors) and error of misformation (52,38% or 33 errors).

From the data analysis the researcher found that the most dominant error students made is

error of misformation. Error of misformation relates to the use of the wrong form of the

morpheme or structure.

Keywords: Error, Writing, Recount text, Simple Past Tense.

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TABLE OF CONTENT

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

DECLARATION .................................................................................................. ii

ATTENTIVE COUNSELOR NOTES ................................................................. iii

STATEMENT OF CERTIFICATION ................................................................. iv

MOTTO ................................................................................................................ v

DEDICATION ...................................................................................................... vi

ACKNOLEDGEMENT ........................................................................................vii

ABSTRACT .......................................................................................................... ix

TABLE OF CONTENT ........................................................................................ x

LIST OF TABLES ……………….………………………………………………xii

LIST OF APPENDICES………………………………………………………...xiii

CHAPTER I INTRODUCTION

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

B. Problem of the Study ................................................................................... 5

C. Objectives of the Study ................................................................................5

D. Limitation of the Study ................................................................................ 5

E. Benefits of the Study ....................................................................................6

F. Definitions of the Key Terms .......................................................................6

G. Graduating Paper Outline ............................................................................8

CHAPTER II THEORETICAL REVIEW

A. Error Analysis ...........................................................................................9

B. Writing .....................................................................................................19

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C. Narrative Text ...........................................................................................23

D. Simple Past Tense ....................................................................................25

E. Review of Previous Research .................................................................. 30

CHAPTER III RESEARCH METHODOLOGY

A. Research Methodology...............................................................................33

B. Data Collection...........................................................................................35

C. Data Analysis Method ...............................................................................36

CHAPTER IV DATA ANALYSIS

A. Data Presentation .......................................................................................38

B. Discussion ................................................................................................. 39

CHAPTER V CLOSURE

A. Conclusions ............................................................................................... 47

B. Suggestions ............................................................................................... 48

REFERENCES

APPENDICES

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LIST OF TABLE

Table 2.1 Form of Simple Past Tense 26

Table 4.1 Percentages of Students’ Error 38

Table 4.2 Percentage of students’ errors 46

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LIST OF APPENDICES

List I Students’ Writing

List II Documentation

List III Consultant List

List IV Surat Tugas Pembimbing Skripsi

List V Surat Izin Penelitian

List VI Daftar Nilai SKK

List VII Curriculum Vitae

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is the most important thing of communication in all over the

world. Language is used by the people to make a communication. Without a

language the people cannot communicate with other because language is an

asset to communicate cannot be separate in our live. According to Hermer

(2007: 59) the meaning of language depends on where it occurs within a larger

stretch of discourse. In daily interaction, people use a language or more either

written or spoken to do their communication. Brown (2000:17) explained

“Language is a system of arbitrary conventionalized vocal, written and gesture

symbols that enables members of a given community to communicate

intelligibly with one another. Human as social creature, they live in their

community within language, culture and also tradition. Therefore, it is

impossible to communicate with others without language. People use language

to gain understanding their willingness, needs or intention.

There are many languages used as means of a communication by people

all over the world. In modern Era as right now, students are expected to be able

to communicate in English. English is also used to international

communication, in written or spoken activities. English is also used in science,

art, technology and many published books. It makes people around the world

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learning English as well as possible. As students, learning English is needed in

every aspect of live.

Learning English is important since it has become an international

Language. Moreover, English helps someone to apply higher education in an

English-speaking country. Based on Mahu (2012:374-376), Learning English

will help someone to develop English Language Skills when he/she follows an

abroad program. In addition, In Indonesia English is considered as the first

foreign language and become compulsory subject learned by students from the

elementary school to university level. The students are familiar with four

language skills they are: listening, speaking, reading and writing. All skills in

English are essential because all these skills relate to each other. In the whole

learning and teaching process of English, writing is considered as the most

complicated skill of English, it is accordance with what Westwood (states) says

that the most difficult skill is writing, because the development of writing

requires the effective coordination which is cognitive, linguistic, and psycho-

motor processes.

According to Saragih, Silalahi, and Pardede (2014:56), “Writing is

difficult for the students because they lack vocabulary, spelling, and grammar”.

Based on the pre-research when the researcher did observation at SMP N 1

Tengaran, the researcher gets some information about the English lesson there.

SMP N 1 Tengaran using Curriculum 2013 in the education system, in this

system, recount text must be learned in detail in the eighth grade of junior high

school. Based on the pre-research, the researcher found one of the students’

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problems, mostly the students were still confused about the use of simple past

tense. There were also a lot of students who have difficulties in writing English.

firstly, the students had difficulties in expressing their ideas and they were

confused on what they would write into the paper. Secondly, they have limited

vocabulary.

Based on an interview with Mrs. Windyah, an English Teacher in SMP

N 1 Tengaran on Monday, December 24th 2019. Writing becomes a common

problem in English learning process. Usually, most of students have problem

in writing a text, especially recount text. Students’ writing skill was not enough,

they had difficulties in expressing their ideas and they have limited

vocabularies. The teacher also says that there were a lot of students who make

same error when writing a recount text. According to the students, they still

confused to expressing their ideas, they have a lot of ideas but don’t know how

to write in English, a lot of students say that they still confused on the use of

past tense. Referring to this phenomenon, it is true that students in junior high

school still have difficulties in writing.

In junior high school, the students are introduced to several English

texts, such as narrative, recount, procedure, and so on. They are taught about

the generic structure of the text which includes the tenses used in those forms

of texts. The students have been expected to master of the simple tenses and to

produce English text in good grammar. However, there are still many

grammatical errors found when the students are trying to produce their own

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English writing. Brown (2000: 217) states “an error can be seen from the

deviation of grammar in the native speaker”.

In this study, the researcher concerned with a type of text, which is

recount text. Recount is unfolding of a sequence of events over time

(Derewianka 1990:14). It is about recreating past experience in using language

to keep the past alive and to interpret the experience. Recount text aims at

retelling past event which is to entertain or inform others. According to

Alexander (2011:6) Recount text is a text to retell past events for the purpose

of informing or entertaining. Due to the fact that a recount text is intended to

retelling a person’s experience, it has to be written in a proper grammar to avoid

any misunderstanding for the readers.

Recently, Indonesia is using Curriculum 2013 in the education system,

in this system; recount text must be learned in detail in the eighth grade of

junior high school. In this study, the researcher would like to focus on analyze

the use of past tense, because the researcher still found the students in SMP

Negeri 1 Tengaran were still confused about the use of simple past tense.

Referring to this case, the researcher found two reasons why it is important to

analyze students’ errors in writing recount texts. First, to find out what their

difficulties are. Based on the error analysis, the researcher can classify the

errors and make some suggestions for the teacher about which part that need to

be improved. The second reasons are to make the students more understand

about the common errors in their writing, so they can avoid making same errors

in their writing.

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Based on explanation above, the writer is interested in conducting a

research about An Error Analysis on The Use of Past Tense in The Students

Writing on Recount Texts (A Descriptive Qualitative Study at the Eighth Grade

Students of SMP N 1 Tengaran).

B. The Statement of the Problem

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

are follows:

1. What types of errors occur on the use of past tense in the students’ recount

texts produced by the eighth-grade students of SMP N 1 Tengaran?

2. What are the dominant errors made by the eighth-grade students of SMP N

1 Tengaran?

C. Objective of the Study

Based on the problem of the study, this particular study aims to find:

1. To Describe the errors that occurs in using past tense made by the eighth-

grade students of SMP N 1 Tengaran.

2. To know the dominant errors made by the eighth-grade students of SMP N

1 Tengaran in using past tense.

D. Limitation of the Study

Based on the research entitled An Error Analysis on The Use of Past

Tense in The Students Writing on Recount Texts This research focuses on the

form, the error on the use of past tense in the students writing on recount text.

The researcher limits the data of the study, the researcher only analyze the error

on the use of to be on the past form (was/were) on the students recount texts.

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E. Research Significance

The result of this study is expected to give benefits theoretically and

practically. Theoretically, this study expected to enhance the literature and

provide more information about the use of simple past tense on recount texts.

Practically, this study expected to give benefits for students, English Teacher,

and Future Researcher.

1. For Students

This study is useful for students, because the students can write more

correctly in future. This study could make the students to avoid making the

same errors in using simple past tense. Furthermore, the students can

improve their writing skill in recount text.

2. For English Teachers

This study expected to be a reference to the English teachers. The

English teachers can use this analysis to understand more about the students’

difficulties in writing recount text.

3. For Future Researchers

For the future researchers, this study expected can give them idea how

to teach simple past tense form, so that the students can more understand

clearly about the rule of simple past tense on recount text.

F. Definition of the Key Term

The researcher defines some key terms used in this study, in order to

clarify the key terms used in this study and avoid misunderstanding about the

terms, here is the list of definition which has been conducted by the researcher:

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1. Errors

An error can be defined as a deviation from the norms of the targeted

language (Ellis, 1994: 51). In this study, the errors found are in eighth grade

students of SMP N 1 TENGARAN writing about recount text.

2. Error Analysis

According to James (1998: 1), error analysis is the process of

determining the incidence, nature, causes and consequences of unsuccessful

language. In this research, the researcher will analyze the error based on the

use of past tense in the students writing texts produced by the eighth-grade

students of SMP N 1 Tengaran.

3. Writing

According to Michael (1996:136) Writing is a personal act in which

writers take idea or prompts and transform them into “self-initiated” topics.

Writing can be defined as the activity to make letters or number on a surface,

especially using pen or pencil. The use of grammar and vocabulary correctly

are very requiring in writing to show how well the students‟ mastery in

writing

4. Recount Text

Recount text aims at retelling past event which is to entertain or inform

others. Based on Aderson, as cited by Hamid (2014:3), recount text can be

their personal diaries, letters, biographies, and speeches.

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5. Simple Past Tense

According to Martinet (1986: 117) as quoted by Aminah (2017: 26), the

simple past is used for action completed in the past at a definite time. It is

used to indicate activities or states in the past, without indicating any

connexion with the present

G. Graduating Paper Outline

The researcher wants to arrange the graduating paper in order to be

understood by the reader easily. It is devising into five chapters.

Chapter I present the background of the study, problem of the study,

objective of the study, limitation of the study, significant of the study,

definition of the key terms and graduating paper outline.

Chapter II is the theoretical formwork. It consists of the previous studies

and review of related theory in order to strengthen the theory of the research.

Chapter III is Research Methodology. It consists of type of the research,

object of the research, data sources, and technique of data collection, data

analysis, and procedure of the research.

Chapter IV is research findings. It is consist of the error Made by eighth

grade students of SMP N 1 Tengaran on writing recount texts. Furthermore,

the finding talks about type and dominant errors made by eighth grade students

of SMP N 1 Tengaran.

Chapter V is closure that consists of conclusion and suggestion. The

last parts are references and appendix.

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CHAPTER II

LITERATURE REVIEW

In this chapter, the researher attempts to explain the theoritical foundations

which consists of supporting and review of previuos research.

A. Error

1. Definition of Error

Krashen (1982:138) states that Every language learners, both native

and non-native make errors in their learning process. Errors are those parts

of conversation or composition that deviate from some selected norm of

mature language performance. Errors caused by the interference of the

learner’s mother tongue. People cannot learn language without first

systematically committing errors.

According to Brown ( 2000:217) as quoted by Edy (2016:9) an error

cannot be self-corrected, while mistakes can be self-corrected if the

deviation is pointed out to the speaker. It means that when the learners in

their production of languange make errors it shows their lack understanding

about the rules of languange. Learners do not have knowledge of the target

languange while the mistake identifies the learner inability to perform their

languange knowledge. Ellis (2008:48) adedd an error takes place when the

deviation arises as a result of lack knowledge. Provided of that, error and

learning cannot be sparated. Learnig English as a foreign or second

languange produces hundreds mistakes and errors.

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According to Richard (1974: 1), learner’s errors are indicate both of

the state of the learner’s knowledge, and of the ways in which a second

language is learned. Sentences containing errors would be characterized by

systematic deviancy. It is of course true that the application of linguistic

and psychological theory to the study of language learning added a new

dimension of the discussion of errors; people now believed they had a

principled means for accounting for these errors, namely that they were the

result of interference in the learning of a second language from the habits

of the first language (Richard, 1974: 172).

According to Richards, cited in Hamid (2014:4), he divides errors

into three main categories which comprise with: interlanguage errors,

intralingual errors and developmental errors. Interlanguage errors refer to

“errors which are caused by the interference of the learner’s mother

tongue.” Intralingual errors refer to “errors which reflect the general

characteristics of rule learning, such as faulty generalization, incomplete

application of rules, and failure to learn conditions under which rules

apply.” In addition, developmental errors illustrate the learner attempting

to build up hypotheses about English language from his limited

experiences of it in the classroom or textbook.

Based on experts’ explanation previously, the researcher can

conclude that error is deviate from some selected norm of mature language

performance. error and learning cannot be sparated. learners cannot learn

language without first systematically committing errors.

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2. Types of Error

Many linguists who study the error analysis have a standard that is

often called taxonomy. It is useful when to classify the types of any errors

that often arise in the second language learner speech and writing. In this

context, a linguist, Dulay formulate Surface Taxonomy Strategy in terms

of classification error in the sentence. Errors Include:

a. Omission

According to Dulay (1982:154), Omission errors are characterized

by the absence of an item that must appear in a well-formed utterance.

Learners make an incomplete sentence by omitting any morphemes.

The grammatical morphemes much more frequently omitted than

content morphemes.

b. Addition

When the omission describes the absence of something important in

sentence structure, there is an opposite called addition errors. It can be

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

well-formed utterance. Based on Dulay (1982:156) There are three

types addition; double markings, regularizations, and simple additions.

Addition errors which classified into double markings are found in

negative sentence.

Jack didn’t ate your fried chicken.

The sentence uses double marking to indicate past form by

representing both auxiliary and the verb. Other types of addition

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which is separated to double markings are regularizations and simple

additions. They are:

She putted her marker in the pencil case.

A my friend visited Paris last month.

Both of the sentence shows addition; the first shows

regularization by adding suffix –ed in the irregular verb, and the

second indicates simple addition by adding article a.

c. Misninformation

Dulay (1982:158) states that Misinformation errors are

characterized by the use of the wrong form of the morpheme or

structure. Misinformation usually comes in the form of:

regularizations, archi-forms, and alternating forms.

Learners commonly misinform the sentence because of their habit

to form a sentence according to their native language. Sometimes they

also use wrong morphemes and also ignore important morphemes

which can cause ambiguity.

For reaching the top safely, climb carefully.

The learner ignores subject which is needed in this sentence.

Without a subject, a sentence cannot be understood well.

d. Misordering

According to Dulay (1982:162) Misordering errors are characterized

by the incorrect placement of a morpheme or group of morphemes in

an utterance.Misordering can occur in the native and foreign language

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learning. Learners sometimes ignore the correct structure of each

sentence used in the target language. For example, the use of simple

past tense:

He yesterday stood in a corner during class.

The incorrect position for adverb of time was made by

learner in second language as same as they did in the first language,

Indonesian:

Dia kemarin berdiri di pojok selama pelajaran.

Both L1 and L2 found misordering with the similar kind of

errors. This occurs because of the misplacement of an adverb of

time.

3. Sources of Error

Most of the types of errors can be identified through the

identification stage. The type of error that has been known can lead us to

the find many sources of the errors. Most linguists formulated the sources

of error based on the influence brought by mother tongue to the target

language. According to Selinker (2008:103) There are two major sources

of learner errors; they are intralingual and interlingual error / transfer.

a. Interlingual error

Interlanguage or internal errors refer to “errors which are

caused by the interference of the learner’s mother tongue”. According

to Selinker (2008:103) Interlingual errors are those which can be

attributed to the nativelanguage (i.e., they involve cross-linguistic

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comparisons). The beginning stages of learning a second language are

characterized by a good deal ofinterlingual transfer (from the native

language). Brown (1980:172) also added that For the third language

learners, there are varying degrees of interlingual interference from

both the first and second language to the third language, especially if

the second and third language are closely related or the learner is

attempting a third language shortly after beginning a second language.

b. Intralingual error

According to Selinker (2008:103) Intralingual errors are

those which reflect the general characteristics of rule learning, such as

faulty generalization, incomplete application of rules, and failure to

learn conditions under which rules apply. Intralingual errors are those

that are due to the language being learned, independent of the native

language.

Richard (1971 :174-175) divided intralingual error into four

categories, they are:

1) Over-generalization.

It can be defined as the use of previously available strategies

in new situations. It covers instances where the learner creates a

deviant structureon the basis of his experience of other structures in

the target language. I.e.he can sings, we are hope, it is occurs, he

come from. Over-generalization generally involves the creation of

one deviant structure in place of tworegular structures. It may be

15

the result of the learner reducing his linguistic burden. Over-

generalization is associated with redundancy reduction. It may

occur, for instance, with items which are contrasted in the grammar

of the language but which do not carry significant and obvious

contrast for the learner.

2) Ignorance of rule restrictions.

Closely related to the generalization of deviant structures is

failure to observe the restrictions of existing structures that is the

application of rules to context where they do not apply. Involves

the application of rules to the contexts where they do not apply. An

example is “he made me to rest” through extension of the pattern

found with the majority of verbs that take infinitival complements

(for example: ‘he asked / wanted / invited me to go’).

3) Incomplete application of rules

It involves a failure to fully develop a structure. Thus

learners of L2 English have been observed to use declarative word

order in questions (i.e. ‘you like to sing?’). In place of interrogative

word order (i.e. ‘do you like to sing?’). This type of intralingual

error corresponds to what is often refrred to as an error of

transitional competence.

4) False concepts hypothesized

Based on Ellis (1994:59) false concept hypotesized Arise

when the learner does not fully comprehend a distinction in the

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target language- (the learner fails to comprehend fully), for

example the use of ‘was’ as a marker of past tense in ‘one day it

was happened’.

4. The Differences between mistakes and errors

According to Corder (1981: 10) Mistakes are of no significance to

the process of language learning. However, the problem of determining

what a learner’s mistake is and what a learner's error is one of some

difficulty and involves a much more sophisticated study and analysis of

errors than is usually accorded them. It is crucial to make distinction

between mistakes and errors, technically two very different phenomena.

a. Mistake

A mistake refers to a performance error that is either a random guess

or a “slip”, in that it is a failure to utilize a known system correctly

(Brown, 1980: 165). Corder (1981: 10) stated that mistakes refer to

errors of performance. Mistakes reflect occasional lapses in

performance; they occur because, in a particular instance, the learner is

unable to perform what he or she knows (Ellis, 1997: 17).

According to Ellis (1994: 51) a mistake occurs when learners fail to

perform their competence. That is, it is the result of processing

problems that prevent learners from accessing their knowledge of a

target language rule and cause them to fall back on some alternative,

non-standard rule that they find easier to access. Mistakes, then, are

performance phenomena and are, of course, regular features of native

17

speaker speech, reflecting processing failures that arise as a result of

competing plans, memory limitations, and lack of automaticity.

b. Error

Brown (1980:165) state that Different from mistake, an error is a

noticeable deviation from the adult grammar of a native speaker,

reflecting the interlanguage competence of the learner . Ellis (1994: 51)

also added that an error can be defined as a deviation from the norms

of the target language. We used error to refer to any deviation from a

selected norm of language performance, no matter what the

characteristics or causes of the deviation might be.according to Ellis

(1997 :17) Errors reflect gaps in a learner’s knowledge; they occur

because the learner does not know what is correct. An error takes place

when the deviation arises as a result of lack knowledge. It represents a

lack of competence.

According to Selinker (2008: 102) error take place when learner

has incorporated a particular erroneous form (from the perspective of

target language) into his or her system. Error is likely to occur

repeatedly and is not recognized by the learner as an error.

From the text above, the researcher can conclude that error and

mistakes are different, an error cannot be self-corrected, while mistakes

can be self-corrected if the deviation is pointed out to the speaker.

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B. Error Analysis

1. Definition of Error Analysis

According to Selinker (2008:102) Error analysis is a type of linguistic

analysis that focuses on the errors learner make. Corder (1981: 10-11) stated

that A learner's errors, then, provide evidence of the system of the language

that he is using (i.e. has learnt) at a particular point in the course (and it must

be repeated that he is using some system, although it is not yet the right

system). Brown (1980: 166) added the fact that the learners do make errors

and that these errors can be observed, analyzed, and classified to reveal

something of the system operating within learner, led to a surge of study of

learners‟ errors, called error analysis.

According to Brown (1980: 164), second language learning is a process

that is clearly not unlike first language learning in its trial-and-error nature.

Inevitably the learners will make mistakes in the process of acquisition, and

indeed will even impede that process if they do not commit errors and then

benefit in turn from various forms or feedback on those errors. Krashen

(1982: 138) states that Researchers have found that most of the errors second

language learners make indicate they are gradually building an second

language rule system. According to Corder (1974) in Ellis (1994: 48), there

are some steps in error analysis research, they are:

1. Collecting of sample of learner language.

2. Identification of errors

3. Description of errors

19

4. Explanation of errors

5. Evaluation of errors

From the explanation above, the researcher can conclude that error

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

that learner make.

C. Writing

1. Definition of Writing

According to Michael (1996:136) Writing is a personal act in which

writers take idea or prompts and transform them into “self-initiated” topics.

When writing, learners use these four types of knowledge; knowledge of the

content, procedural knowledge to organize the content knowledge of

conventions of writing and procedural knowledge for integrating all the

other types of knowledgee. Writing is a complex activity. Writing is a

difficult subject, especially for students. Heaton (1989: 135) states that

writing is complex and difficult to teach and also learn, requiring mastery

not only of grammatical and theoretical devices but also of conceptual and

judgmental elements (Rohmah, 2009: 1). Halliday in Nunan (1991: 84)

stated that writing evolves in society as a result of cultural changes creating

communicative needs which cannot be readily met by the spoken

According to Gelb (1952:12), writing is clearly a system of human

intercommunication by means of conventional visible marks, but it is

evident from what has been said that what the primitives understood as

writing is not the same thing as what we do. Writing began at the time when

20

man learned how to communicate his though and feeling by means of visible

signs, understandable not only to himself but also to all other people more

or less initiated into the particular system.

Based on experts’ explanation previously, the researcher can

conclude that writing is one of the ways to thinking deeply about the

message that will give to the reader by producing the sentences arranged in

a certain order and linked together in particular ways.

2. Writing Process

According to Harmer (2004: 4), there are four main elements in

writing process:

a. Planning

When planning, the writer has to think about three main issues. In

the first place, they have to think about purpose of their writing since

this will influence not only the type of text the wish to produce, but also

the language they use and the information they choose to include.

Secondly, they have to think about the audience, they are writing for,

since this will influence not only the shape of writing, but also the

choice of language. Thirdly, writer has to consider the content of the

structure of the piece that is how best to sequence the fact, idea or

argument which they have decided. This stage called pre-writing.

b. Drafting

The first version of writing called draft. The writer must use the idea

that he generated in the planning as a guide. This stage needs an editing

21

for checking the text. This first ‘go’ at a text is often done on the

assumption that it will be amended later. As the writing process

proceeds into editing, a number of drafts may be produced on the way

to final version.

c. Editing

It is almost impossible to write a perfect paragraph on the first try.

The first try is called first draft. Perhaps the order of information is not

clear enough or the discourse marker is wrong. The way to revise and

improve the first draft is called editing. Editing is essential part of

preparing a piece of writing for public reading or publication. Richards

and Willy stated that “in editing, the writers check grammar, spelling,

punctuation, diction, sentence structure, and accuracy of supportive

textual material such as quotations, examples and the like”.

d. Final Version (Final draft)

Once writers have edited their draft, making the changes they

consider to be necessary, they produce their final version. This may

look considerably different from both the original plan and the first

draft, because things have changed in the editing process. But the writer

is now ready to send the written text to its intended audience.

According to Brown (2007: 335-336), the process of approach

to writing instruction:

22

a. Focus on the process of writing that leads to the final written

product;

b. Help student writers to understand their own composing process

c. Help them to build repertoires of strategies for prewriting, drafting,

and rewriting

d. Give students time to write and rewritee.

e. Place central importance on the process of revision

f. Let students discover what they want to say as they write

g. Give students feedback throughout the composing process (not just

on the final

product) as they attempt to bring their expression closer and closer

to intention

h. Encourage feedback from both the instructor and peers

i. Include individual conferences between teacher and student during

the process of composition.

3. Elements of Writing

Some elements in good writing are content, form, grammar, style

and mechanic. according by Harris (1969:68-69) A good writing must

express good characteristic as follow:

a. Content: writing must convey the main idea or an attentive reader

should be able to grasp the writer purpose. The substances of the

writing; the idea expressed.

23

b. Form: writing should contain logical or associative connection and

transition which clearly express the relationship of the ide described.

The organization of the content.

c. Grammar: writing should adhere to the rules of grammar related to the

tenses with the sequence of time, the employment of grammatical

forms and syntactic pattern.

d. Style: writing should engage its reader through original insight and

precise. according to Haris (1969: 69) say that style: the choice of

structures and lexical items to give a particular tone or flavor to the

writing.

e. Mechanic: writing must use good spelling, punctuation, and tidy and

clean writing.

D. Recount Text

1. Definition of Recount Text

Acording to Alexander (2011:6) Recount text is a text to retell past

events for the purpose of informing or entertaining. Derewianka (1980:14)

also added that Recount is unfolding of a sequence of events over time. It

is about recreating past experience in using language to keep the past alive

and to interpret the experience. Recount text aims at retelling past event

which is to entertain or inform others. According to Anderson, As cited in

Hamid (2014:3) recount is a piece of text that retells past events, which are

text that retells past events Getting along with Anderson’s idea,

Derewianka (1980:12) states: “In a Recount we reconstruct past

24

experience. A Recount is the unfolding of a sequence of events over time.

We are using language to keep the past alive and help us to interpret

experience”. He further argues that in order to achieve its purpose i.e. to

tell what happen, recount will move through some stages;

a) Orientation.

b) Event

c) Re-orientation.

Based on experts’ explanation previously, the researcher can

conclude that recount text that retells past events. The purpose of recount

text is to entertain or inform others.

2. Generic Structure of Recount Text

According to Derewianka (1980:14) there are some stages of recount text:

a. Orientation

This section provides information about who, where, and when the

occurrence of such events.

b. Events

Events are the series of occasions which are usually arranged in

chronological order.

c. Reorientation

This section serves as a cover story that summarizes the sequence of

events or activities that have taken place.

3. Languange Feature of Recount Text

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As cited by Alexander (2011:6) recount text can be identified from

the characteristic language used, Its characteristics, among others; Using

nouns and pronouns, using action verbs, using past tense, using

conjunctions and time connectives, using adverbs and adverb phrases, and

using adjectives.

Nouns and pronouns are used to mention the characters involved.

The characters can be human or animal. In addition, the use of the past

tense in the form of regular or irregular verbs is needed.

E. Simple Past Tense

1. Definition

As cited by Azar (1992:18) Simple past tense is a crucial part in

narrative text. We use simple past tense when we write narrative text. The

form of simple past of regular verbs, add –ed to the base verb. The past

form is the same for all persons. The simple past is used to talk about

activities or situation that began and ended in the past (i.g., yesterday, last

night, two days ago, etc.). We can use specific time expressions like

yesterday, last week, and at three o’clock with the simple past. Azar (1992

:32) states that The simple past tense is used to talk about activities or

situations that began and ended at a particular time in the past.

According to Martinet (1986: 117), the simple past is used for action

completed in the past at a definite time. It is used to indicate activities or

states in the past, without indicating any connexion with the present. Based

on Hornby (1975: 85-86) There is often an adverbial of past time in the

26

sentence, (especially the use of adverbial with ago.) The adverbial may

indicate either a point of time (harry came to see me yesterday) or period

of time (she studied music while she was in Paris).

Based on experts’ explanation previously, the researcher can

conclude that simple past tense is used to talk about activities or situations

that began and ended at a particular time in the past, Simple past tense is a

crucial part in narrative text, so we always use simple past tense when we

write narrative text.

2. Forms in Simple Past Tense

Table 2.1

Form of simple past tense according to Azar (1992: 19):

STATEMENT {I – you – she – he

– it

– we – t hey}

Worked yesterday

Ate breakfast

NEGATIVE {I – you – she – he

– it

– we - they}

Did not work

yesterday

Did not ate breakfast

QUESTION Did {I – you – she –

he

– it – we - they}

Work yesterday

Ate breakfast

SHORT ANSWER Yes, {I – you – she

–

he – it – we - they}

Did

Didn’t

27

No,

To be in past form

{I – she – he – it }

Was

{you – we – they }

Were

The simple past tense in regular verbs is formed by adding -ed to the

infinitive.

The word Did is not used with was and were.

Negative (I-She-He-It) was not (wasn’t) busy.

(We-You-They) were not (weren’t) busy.

Question Was (I-She-He-It) right?

Were (We-You-They) right?

According to Azhar (1992: 21) The simple past form ends in –ed for

regular verbs. Most of verbs are regular, but many common verbs have

irregular past forms.

a. Pattern of Regular Verb

According to Broukal (2004: 148) there many pattern of regular verb :

1) Verbs ending e add d only (arrive-arrived, point-pointed).

2) The same form is used for all persons.

3) Verbs end in consonant ‘ y’, change y to I and add –ed (try-tried,

carrycarried).

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4) Verbs end in one consonant + vowel + consonant (one syllable

verbs), double the consonant and add –ed (stop-stopped, rub-

rubbed).

5) Verb end in x, w ad -ed (mix-mixed, show-showed).

6) Verb end in vowel + consonant and stress is on the first syllable

(twosyllable verb). Add –ed do not double the consonant (visit,

answer).

7) Verbs end in vowel + consonant and stress is on the second syllable

(twosyllable verb) double the consonant and add ed (prefer, occur).

8) The negative of regular and irregular verbs is formed with did not

(didn’t) and the infinitive.

9) The interrogative of regular and irregular verbs is formed with did +

subject + infinitive.

10) Negative interrogative

According to Aitken (1995:5) there are rules of negative introgative:

a) The rules about doubling the final consonant when adding ing

apply

b) also, when adding ed

c) Verbs ending in y following a consonant change the y into I

before

d) adding ed

e) But y following a vowel does not change, Aitken (1995: 5).

29

b. Irregular verbs

Based on Longman (1990:126) Many common English verbs

change form, rather than add ed. There is a little pattern to be found in

these changes and verbs of similar spelling in the infinitive may take

quite different forms in the past (think-thought, drinkdrank, etc.)

According to Longman (1990: 126) Some general patterns emerge:

1) A vowel change in the body of the verb: drive-drove, sing-sang,

know-knew. (even take-took, eat-ate, where the spelling may

disguise the rule)

2) This may be accompanied or replaced by consonant changes at the

end of the verb: buy-bought, think-thought, make-made

3) Some changes are of spelling rather than sound (pay-paid, lay-laid).

Other verbs have variants based upon this (learn-learned/learnt,

burn/burned/burnt)

4) A few verbs obey none of these: is/was, go/went and put/put are the

most common.

5) Some irregular verbs have the same form in all parts: hit – hit – hit,

cut-cut-cut.

3. The Use of Simple Past Tense

According to Longman (1990: 127) some sample the use of simple

past tense emerge:

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

for a past action when the time is given “I meet him yesterday”, when

30

the time is asked about “when did you meet him?”, or when the action

clearly took place at a definite time even though this time is not

mentioned “the train was ten minutes late”. Sometimes the time

becomes definite as a result of a question and answer in the present

perfect “where have you been?”

b. The simple past tense is used for an action whose time is not given but

which (a) occupied a period of time now terminated, or (b) occurred at

a moment in a period of time now terminated.

c. The simple past tense is also used for a past habit: He always carried

an umbrella. They never drank wine.

d. The simple past is used in conditional sentences, type 2. (For use of

the unreal past after as if, as though, it is time, if only, wish, would

sooner/rather).

e. We use simple past to talk about events, actions or situations which

happened in the past and are now finished. We always have to say (or

imply) when the action happened, so we often use time references like

yesterday, ago, last summer.

F. Review of Previous Research

The researcher took several previous studies to ascertain the

authenticity of the study. The first research is from Tri Agustina (2016) entitled

error analysis in writing recount text. This research analyzes the recount text

made by the eighth-grade students of SMP Muhammadiyah 4 Surakarta. In

summary, there is dominant type of error from three classifications. First, the

31

type of lexical errors has dominant in wrong spelling, Second, syntactical

errors has dominant in misuses of verb in past tense. Third, discourse error has

dominant generic structure. So, the difficulties got from the syntactical error

shows that many students still do not understand and are confused in using

English.

The Second research is from Netanel.E (2017) that analyze of error in

simple past tense in recount texts written by eighth grade students of SMP

Pangudi Luhur 1 Yogyakarta. The researcher analyzes and classifies the types

of students’ error in using simple past tense in writing recount text. The result

from the study shows that the students make error into four categories. The

first category was omission. The second category was addition. The third

category is misordering. The last category is misinformation. The common

types of error in simple past tense are omission and misinformation. It can be

seen from the result of data calculation.

The third study is an undergraduate paper entitled An Error Analysis in

The Use of Past Tense in Writing Recount Text at The Second Year Students

of Smp Unismuh Makassar by Hamid. R (2014). This study only focuses on

the kind of error and dominant errors in the use of past tense in writing recount

text made by the Second Year students of SMP Unismuh Makassar. The result

shows that there are four kinds of error that found in the use of past tense in

writing recount text. They are error of omition category, error of addition, error

of misinformation, and error of misordering. Based on the chart in the findings,

32

the error of misinformation is the dominant error made by the students of Smp

Unismuh Makassar.

The three previous studies above were analyzed about error on the use

of simple past tense in students writing text. In this study, the researcher

analyzed about error on the use of simple past tense on the students’ recount

text. The researcher analyzed by using different way, this research only

focused on the use of to be in past form. The researcher investigates by using

different way. First, the researcher investigated student error on the use of

simple past tense in the students’ recount text problems through student writing

text. The researcher also use documentation such as taking picture to get valid

data.

33

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher would like to present several data dealing with

the research such as the research methodology used by researcher.

A. Research Methodology

1. Research Methodology and Approach

In this research, the researcher used descriptive qualitative method,

qualitative method rely on text and image data The work way of descriptive

qualitative is collecting data, arranging data and interpreting the data.

According to Moleong (2003:3) a qualitative research deals with a kind of

research which does not use statistic procedures in analyzing the data. In a

qualitative research, the researcher tends to prior in accurate explanation to

analyze and present what have been found.

Data analysis technique that the researcher used is description. It will be

used as guidance to conduct the research from beginning to the end of the

work. The researcher will describe the types of errors that students make on

the use of simple past tense in English recount text. To get recount text, the

researcher asks the students to make a recount text based on their Experience.

This is a descriptive qualitative research which answers the problems of

errors commonly found in students’ writing. According to Suharsimi (2010:

21) a research can be named as a descriptive research because the data is

described using words that tell its condition

34

2. Setting of the Study

The study was conducted at SMP NEGERI 1 Tengaran which located

on Jl. Majid Besar Tengaran, RT.17/RW 03, Krajan Tengaran,

Kab.Semarang, Jawa Tengah, 50775. This research was conducted on 3rd June

until 5th June 2020. The research conduct on online test using WhatsApp

group. The researcher gave test to the students to be done. They had to make

a short recount text based on their experiences as an assignment, then the

researcher uses the students’ text as data.

3. Population and Sample

A population is the whole object of research. According to Arikunto

(2010: 173), a population is a set (or collection) of all elements processing

one or more attributes of interest. The population of this research was 165 of

students in eighth grade of SMP 1 Tengaran. Sample is partially or

representative of the population of the research. Sampling technique is

important to choose the sample. The researcher used random sampling

technique. Random sampling is a method of drawing a portion (sample) of a

population or universe so that each member of the population has an equal

chance of being selected as the sample. Random sampling was easy to carry

out and it did not need to follow difficult procedures. For grade VIII, there

are 8 classes in SMP N 1 Tengaran. The researcher chooses the sample by the

area, researcher only choose the students that lives in Tengaran because of

pandemic. Meanwhile, after choose the sample randomly, the samples of the

research are 15 students on the eighth grade in SMP N 1 Tengaran.

35

4. Data Collection

Data collection is needed for the writer to collect the data through

the informant of this research. To achieve the research purposes, the

researcher needs to collect the data through trough the informants of this

research. Thus, the techniques that were utilized in the process of gathering

the research are:

a. Test

Based on Arikunto (2010: 266) Test is used to measure the

capabilities of the object of the research. Especially for learning

achievement that commonly used in school, test can be divided into two

general categories, they are:

1) Test Created by Teacher

Test made by the teacher with particular procedure, but no trials

have repeatedly then is not yet known features and benefits.

2) Standardized Test

Test that usually already provided in the testing agencies, which

are already guaranteed quality. And Standardized Test trial has been

experienced repeatedly so it can be said to be good.

Test as instrument of data collection will help the writer easily

collect the data. The researcher gave test to the students to be done. They

had to make a short recount text based on their experiences as an

assignment. Before it, the researcher reminded them about the role of

recount text, the generic structure and the simple past tense, etc.

36

b. Documentation

According to Dulay, Burt and Krashen (1982:153),

Documentation method is collecting data on things or variable such as

notes, transcript, books, newspapers, magazines, inscriptions, agendas,

etc.In this research, the researcher used sheets of students’ tasks as media

of the research. The sheet was used to help researcher to give scores to

the students. The researcher also takes some photos of the students’

activities while write their text in order to get valid data.

5. Data Analysis Method

In analyzing the students’ errors, the researcher used descriptive or

qualitative method. This method is used to describe students’ ability on the

use of simple past tense in English Recount text.

According to Dulay, Burt and Krashen (1982: 154-162), errors can be

classified into four types. They are: errors of omission, errors of addition,

errors of misformation, and errors of misordering.

According to Corder (1974) in Ellis (1994: 48), there are some steps in

error analysis research, they are:

1. Collecting of sample of learner language.

In this research the researcher collecting the students texts as the data.

2. Identification of errors

After collecting the text, the researcher identifies the errors and

classify to the types of errors that occur on the use of simple past tense

on the student recount text made by the eighth-grade students of SMP

37

N 1 Tengaran.

3. Description of errors

The researcher describes the errors that occur on the use of simple

past tense on the student recount text made by the eighth-grade students

of SMP N 1 Tengaran.

4. Explanation of errors

The researcher explains the errors that occur on the use of simple

past tense on the student recount text made by the eighth-grade students

of SMP N 1 Tengaran.

5. Evaluation of errors

The last steps, the researcher make evaluation about the error that

occur on the use of simple past tense on the student recount text made

by the eighth-grade students of SMP N 1 Tengaran.

To analyze how many percent of errors made by the students, the

researcher uses percentage formula according to Sudijono (1997: 4) as

quoted by Aminah (2017:33):

P = 𝑭

𝑵 × 100%

P = Percentage of the error

F = Frequency of the error

N = Total number of the errors

38

CHAPTER IV

DATA ANALYSIS

A. Data Presentation

In this chapter, the researcher would like to present the result of the

research to answer the problem statement in chapter one. The researcher

wanted to analyze the errors made by the students of SMP N 1 Tengaran on

the use of simple past tense in English recount text.

The data of this research was the students’ recount text writing that

was produced by students on the eighth grades of SMP N 1 Tengaran. Those

recount text writing were produced as the assignment. After writing the

recount text, then the students gave their assignment to the teacher at that

time. After all the tasks submitted to the teacher, the researcher asked the

data of writing assignment and asked permition to the English Teacher to

make the copies of those sources of data. Those copies then would be

identified whether it contained error or not.

There are four types of errors that students made in their writing;

they are error of omission, error of addition, error of misordering and error

of misformation. From the analysis of the data, the percentages of students’

errors can be seen in the table below:

Table 4.1

The percentage of students’ errors

No. Types of error Total of error Percentage

39

1. Error of Omission 18 28,57%

2. Error of Addition 8 12,69%

3. Error of Misordering 4 6,34%

4. Error of Misformation 33 52,38%

Total 63 100%

From the table above, the researcher found that the most dominant

error students made is error of misformation with the percentage is 52,38%

or amount 33 errors. the other percentage of errors are 12,69% or 8 for error

of addition, 28,57% or 18 for error of omission and 6,34% or 4 for error of

misordering.

B. Discussion

Based on the data presentation and analysis of the data, the

researcher will discuss the research finding as follows:

1. The analysis about types of errors that occur on the use of simple

past tense in English recount text.

The details of the types of errors that students made in their writing

can be seen in the explanation below:

a. Error of Omission

There are amount 18 or 28,57% errors of omission that

students made in their writing. Their errors in this area were as

follows:

1) Wrote : My mother not permit me to go

It should be : My mother did not permit me to go

40

2) Wrote : I very sad

It should be : I was very sad

3) Wrote : We was enjoy

It should be : We was enjoyed

4) Wrote : We visit our grandmother

It should be : We visited our grandmother

5) Wrote : But there is no problem

It should be : But there was no problem

6) Wrote : There many souvenir shops

It should be : There were many souvenir shops

7) Wrote : We was tired

It should be : We were tired

8) Wrote : It is very crowded

It should be : It was very crowded

9) Wrote : It is unforgettable moments

It should be : It was an unforgettable moment

10) Wrote : I am very bored

It should be : I was very bored

11) Wrote : I really happy and enjoyed it

It should be : I was really happy and I enjoyed it

12) Wrote : I watch drakor

It should be : I watched drakor

13) Wrote : I play pubg

41

It should be : I played pubg

14) Wrote : We saw animals that fed by officers

It should be : We saw animals that were fed by officers

15) Wrote : The time finished

It should be : The time was up

16) Wrote : it is really fun

It should be : it was really fun

17) Wrote : I just play phone

It should be : I just played phone

18) Wrote : I also play mobile legend

It should be : I also played mobile legend

b. Error of Addition

There are amount 8 or 12,69% errors of addition that students

made in their writing. Their errors in this area were as follows:

1) Wrote : We were played

It should be : We played

2) Wrote : We was gather

It should be : We gathered

3) Wrote : we were enjoy

It should be : we enjoyed

4) Wrote : I was prepared to pray

It should be : I prepared to have prayer

5) Wrote : I was woke up

42

It should be : I woke up

6) Wrote : We went to the shop

It should be : We were went to the shop

7) Wrote : The targets that were not achieved

It should be : the targets that not achieved

8) Wrote : It all was canceled

It should be : It all canceled

c. Error of Misformation

There are amount 33 or 52,38% errors of misformation that

students made in their writing. Their errors in this area were as

follows:

1) Wrote : It make me fun

It should be : It made me fun

2) Wrote : I fell happy

It should be : I felt happy

3) Wrote : We go to

It should be : We went to

4) Wrote : I get

It should be : I got

5) Wrote : Take a bath

It should be : Took a bath

6) Wrote : We go to there by car

It should be : We went there by car

43

7) Wrote : We fell so bored

It should be : We felt so bored

8) Wrote : I can see

It should be : I could see

9) Wrote : I can’t forget that moment

It should be : I couldn’t forget that moment

10) Wrote : I can’t forget

It should be : I couldn’t forget

11) Wrote : We need two hour to arrived there

It should be : It took two hours to arrive there

12) Wrote : It is a beautiful place

It should be : It was a beautiful place

13) Wrote : It is

It should be : It was

14) Wrote : Her name is Ida

It should be : Her name was Ida

15) Wrote : I’m very sad

It should be : I was very sad

16) Wrote : They name are Fais and Arif

It should be : Their names were Fais and Arif

17) Wrote : I’m very happy

It should be : I was very happy

18) Wrote : Which is located

44

It should be : Which was located

19) Wrote : This is my favorite place

It should be : This was my favorite place

20) Wrote : Semarang were

It should be : Semarang was

21) Wrote : The view were so beautiful

It should be : The view was so beautiful

22) Wrote : it is

It should be : It was

23) Wrote : We was very excited.

It should be : We were very excited

24) Wrote : I am graduated from.

It should be : I was graduated from

25) Wrote : And I always smile

It should be : And I smiled

26) Wrote : I can’t speak English

It should be : I couldn’t speak English

27) Wrote : children are very enthusiastic

It should be : the children were very enthusiastic

28) Wrote : the last 10 days of fasting are very heavy.

It should be : the last 10 days of fasting were very heavy

29) Wrote : there is a ban

It should be : there was a ban

45

30) Wrote : there are many tasks

It should be : there were many tasks

31) Wrote : There are a lot of food vendors.

It should be : There were a lot of food vendors.

32) Wrote : there are a variety of foods served at home

It should be : there were a variety of foods served at home

33) Wrote : we eat together

It should be : we ate together

d. Error of Misordering

There are amount 4 or 6,34% errors of misordering that

students made in their writing. this error characterized by the

incorrect placement of a morpheme or group of morphemes in an

utterance. Their errors in this area were as follows:

1) Wrote : We rushed to the gor in the rain still.

It should be : We rushed to the gor in the rain.

2) Wrote : And don’t forget we take a picture together

It should be : And we didn’t forget to take a picture

together

3) Wrote : We again get lost

It should be : we got lost again

4) Wrote : That’s a little experience that we and our

friends also got during volleyball competition.

46

It should be : That’s a little experience that we got during

volleyball competition)

2. The Dominant Errors in the Use of Past Tense in Writing Recount

Text

The table below shows the percentage from each kinds of errors in

the use of Past Tense in writing recount text made by the eighth-grade

students of SMP N 1 Tengaran.

Table 4.2

The percentage of students’ errors

The table above shows the percentage from each kinds of errors,

and the researcher concluded that Error of Ommision, Error of

Addition, and Misordering are only mistakes, as a result of the

percentage does not fulfill the minimum standard of errors which at

least 35% from the total of each kinds of errors.

KINDS OF ERRORS PERCENTAGE

Error of Ommision 28,57%

Error of Addition 12,69%

Error of Misinformation 52,38%

Error of Misordering 6,34%

TOTAL 100%

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Chart 1: The Students’ Dominant Error

Based on the chart above, error of ommision category had

28,57%, error of addition category had 12,69%, misformation had

52,38%, and misordering had only 6,34%. The data shows that

misformation was the dominant kinds of error in the use of simple Past

Tense in writing recount text made by Eighth grade students SMP N 1

Tengaran.

12.69%6.34%

52.38%

28.57%

0.00%

20.00%

40.00%

60.00%

Category 1

The Students' Kinds of Error

Addition Misordering

Misinformation Ommision

Linear (Addition)

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CHAPTER V

CLOSURE

A. Conclusion

After finishing the research which entitled “An Error Analysis on

The Use of Past Tense in The Students Writing on Recount Texts (A

Descriptive Qualitative Study at the Eighth Grade Students of SMP N 1

Tengaran)”, the writer can draw some conclusions as follow:

1. There are four types of error that occurs on the use of simple past

tense in English Recount text written by the students of SMP N 1

Tengaran in the academic year of 2019/2020. Based on the research

finding in chapter four, it shows that the students made total of 63

errors, including: the error of misformation (52,38% or 33 errors).

The error of addition (12,69% or 8 errors), the error of omission

(28,57% or 18 errors) and the error of misordering (6,34% or 4

errors).

2. From the result, the most dominant error is misinformation in

52,38% or 33 errors. This type of error relates to the use of wrong

form of the morpheme or structure.

B. Suggestion

1. To the students

a. The students should practice writing recount text by using simple

past tense more.

49

b. The students should pay more attention about the grammar rules,

especially on the use of the verb in simple past tense.

2. To the teacher

a. The teacher should teach the students about simple past tense well.

b. The teacher should explain to the students about the use of simple

past tense in the sentences.

c. The teacher can give a clear example in a text, so that the students

can understand about the use of simple past tense in a recount text.

d. The teacher should give more practices to the students in order to

make them understand the materials better and reduce the error in

their sentences.

3. To the institute

The institute should monitor the entire English teacher to teach the

same material to the students, so the students’ ability can be equal.

4. For the next Researcher

The next researchers can make this study as their reference to

conduct another researcher on the same field. They are also expected to

be able to cover the limitation about this; they can conduct a research

with the taxonomy in this study but in different aspect of grammar. The

writer hopes that the next researchers can prepare everything as good as

possible in doing research and can follow up this research

50

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2020

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STUDENTS WRITING

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DOCUMENTATION

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LEMBAR KONSULTASI SKRIPSI

Nama Mahasiswa : Afi Khabibawati

N I M : 23030160107

Dosen Pembimbing : Sari Famularsih, S.Pd.I., M.A

Judul Skripsi pada surat penunjukan pembimbing skripsi : AN ERROR

ANALYSIS ON THE USE OF “TO BE” IN THE STUDENTS WRITING ON

RECOUNT TEXTS(A Descriptive Qualitative Study at the Eighth Grade Students

of SMP N 1 Tengaran)

No. Tanggal Isi Konsultasi Catatan Pembimbing Paraf

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

8/4/2020

17/4/2020

22/4/2020

30/4/2020

15/5/2020

22/5/2020

30/5/2020

6/6/2020

13/6/2020

16/6/2020

20/6/2020

1/7/2020

7/7/2020

Proposal

Proposal

Proposal

Proposal

Chapter I-II

Chapter I-II

Chapter I-II

Chapter III

Chapter III

Chapter IV-V

Chapter IV-V

Chapter IV-V

Abstract, Appendix dll

Revisi

Revisi

Revisi

ACC

Revisi

Revisi

ACC

Revisi

ACC

Revisi

Revisi

ACC

ACC

Dosen Pembimbing,

Sari Famularsih,S.Pd,I.,M.A

NIP. 198109112011012004

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CURICULUM VITAE

Name : Afi Khabibawati

Student Number : 23030160107

Place and Date of Birth : Kab. Semarang, 19th march, 1998.

Address : Tengaran, RT.10/RW.02, Kec. Tengaran, Kab.

semarang

E-mail address : Afikhabiba@gmail.com

Education :

2003 – 2004 : kindergarten (RA Masyithoh) Tengaran

2005 – 2010 : Elementary School (SD) Tengaran

2011 – 2013 : Program Junior High School (SMPN) 1 Tengaran

2014 – 2016 : Junior High School (SMAN) 1 Tengaran

2016 – now : English Education Department Teacher Training

and Education Faculty State Institute for Islamic

Studies (IAIN) Salatiga.