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AN ERROR ANALYSIS ON USING AUXILIARY VERBS IN WRITING ESSAY
(A Qualitative Research at the Third Semester Students of English Language and
Literature Department of Adab and Humanity Faculty at Alauddin State Islamic
University of Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah
University in Partial Fulfillment of the Requirement for the Degree of English
Education
IRMAYANTI KUSUMA
10535 11066 16
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2021
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : IRMAYANTI KUSUMA
Stambuk : 10535 1106 616
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Error Analysis on Using Auxiliary Verbs in
Writing Essay
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya
saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Agustus 2021
Yang membuat Pernyataan
Irmayanti Kusuma
10535 11066 16
viii
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : IRMAYANTI KUSUMA
Stambuk : 10535 1106 616
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan pembimbing
yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Agustus 2021
Yang membuat Pernyataan
Irmayanti Kusuma
10535 11066 16
ix
MOTTO
Pray to the God, Believe in yourself, Focuss on your goals, and
Work for it. Stay optimistic and never give up! You can make
impossible thing be a possible thing if you really want it.
(IRMAYANTI KUSUMA, 2020)
DEDICATIONS
This research dedicated to my beloved parents who always support
me in every conditions. I also dedicated it to the people (Lecturers &
Friends) around me who help me when I need some helps and
suggestions. For the last, I dedicated this research to myself who
never give up and always optimistic to finish this research. Thanks
to Allah and for all of the kind people. Alhamdulillah.☺
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ABSTRACT
Irmayanti Kusuma. 2021. An Error Analysis on Using Auxiliary Verbs in Writing
Essay (A Qualitative Research at the Third Semester Students of English Language and
Literature Department of Adab and Humanity Faculty at Alauddin State Islamic
University of Makassar). A thesis of English Education Department, Faculty of Teacher
Training and Education, Makassar Muhammadiyah University. Supervised by Eny
Syatriana and Ariana.
The research was conducted to find out the most common errors on students’ auxiliary
verbs in writing essay based on surface strategy taxonomy which consisted of omission,
addition, misformation, and misordering error. Next, the method that was used on this
research was qualitative research method. The data of this research was collected
through writing test as the data instrument. While the subject of this research focused on
the third semester students of English Language and Literature Department of Adab and
Humanity Faculty at Alauddin State Islamic University of Makassar in academic year
2020/2021 which consisted of three classes or 111 students and the participants of this
research were consisted of 36 students from AG 5-6.
The result of this research was the students made errors in using auxiliary verbs in
writing essay. There was omission error which consisted of 52 errors or 50,48%. Next,
addition error which consisted of 11 errors or 10,69%. Then, misformation errors which
consisted of 40 errors or 38,83%. And the last, in misordering error type, the students
did not make errors on it in using auxiliary verbs in writing essay.
In conclusion, the students still made errors in using auxiliary verbs in writing. In this
research the students made three types of error which consisted of omission, addition,
and misformation errors. So, the highest type of error in the students auxiliary verbs in
writing essay was the omission type of error which consisted of 52 errors or 50,48%.
Keywords: Error Analysis, Auxiliary Verbs, Essay Writing
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ABSTRAK
Irmayanti Kusuma. 2020. An Error Analysis on Using Auxiliary Verbs in Writing
Essay (A Qualitative Research at the Fifth Semester Students of English Language and
Literature Department of Adab and Humanity Faculty at Alauddin State Islamic
University of Makassar). Sebuah skripsi dari Jurusan Pendidikan Bahasa Inggris,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Yang
dibimbing oleh Ibu Eny Syatriana dan Ibu Ariana.
Penelitian ini dilakukan untuk menemukan kesalahan-kesalahan paling umum terhadap
kata kerja bantu mahasiswa dalam menulis esai berdasarkan surface strategy taxonomy
yang terdiri dari kesalahan penghilangan (omission), kesalahan penambahan (addition),
kesalahan formasi (misformation), dan kesalahan penempatan (misordering).
Selanjutnya, metode yang digunakan di dalam penelitian ini adalah metode penelitian
kualitatif. Adapun data penelitian ini diambil melalui tes menulis sebagai instrumen
data. Sedangkan subjek dalam penelitian ini fokus kepada mahasiswa semester tiga di
jurusan Bahasa dan Sastra Inggris di Fakultas Adab dan Humaniora di Universitas Islam
Negeri (UIN) Alauddin Makassar pada tahun ajaran 2020/2021 yang terdiri dari tiga
kelas atau 111 mahasiswa dan partisipan dalam penelitian ini terdiri dari 36 mahasiswa
dari kelas AG 5-6.
Hasil dari penelitian ini adalah mahasiswa membuat kesalahan-kesalahan di dalam
menggunakan kata kerja bantu ketika menulis esai. Kesalahan-kesalahan itu adalah
kesalahan penghilangan yang terdiri dari 52 kesalahan atau 50,48%. Selanjutnya,
kesalahan penambahan yang terdiri dari 11 kesalahan atau 10,69%. Kemudian,
kesalahan formasi yang terdiri dari 40 kesalahan atau 38,83%. Dan yang terakhir, di
dalam jenis kesalahan penempatan, mahasiswa tidak membuat kesalahan pada jenis
tersebut terhadap kata kerja bantu di dalam menulis esai.
Kesimpulannya, mahasiswa masih membuat kesalahan-kesalahan di dalam
menggunakan kata kerja bantu dalam menulis. Di dalam penelitian ini, mahasiswa
membuat tiga jenis kesalahan yang terdiri dari kesalahan penghilangan, kesalahan
penambahan, dan kesalahan formasi. Jadi, jenis kesalahan yang tertinggi dari kata kerja
bantu mahasiswa ketika menulis esai adalah jenis kesalahan penghilangan (omission)
yang terdiri dari 52 kesalahan atau 50,48%.
Kata kunci: Analisis Kesalahan, Kata Kerja Bantu, Menulis Esai
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ACKNOWLEDGEMENT
Assalamu Alaikum Warahmatullahi Wabarakatuh
First of all, I would like to praise to the God, Allah SWT for the most gracious love,
mercy and guidance. His strength empowers me to face this life especially in writing my
thesis as one of the requirement to get the Bachelor Degree in English Education
Department of Muhammadiyah University of Makassar. Secondly, salam and selawat
be upon to the our prophet Muhammad SAW because with his struggle so people are
now in the century full of knowledge.
This thesis cannot complete without support, guidance and assistance of various parties
who have a great contribution and influence to finish this thesis, it seems difficult for
the researcher to finish her thesis. Therefore, the researcher will say thank you so much
to:
1. Prof. Dr. H. Ambo Asse, M.Ag as the rector of Muhammadiyah University of
Makassar.
2. Erwin Akib, S.Pd.,M.Pd.,Ph.D as the dean of Muhammadiyah University of
Makassar.
3. Ummi Khaerati Syam, S.Pd.,M.Pd as head of English Department
Muhammadiyah University of Makassar.
4. Eny Syatriana, S.Pd.,M.Pd as the researcher’s first advisor and Ariana,
S.Pd.,M.Pd as the researcher’s second advisor who have educated, supported
and given guidance to researcher from beginning to the end in finishing her
thesis.
5. The researcher’s beloved parents, her mother Kamriah and her father Aba
Kusuma, thank you so much for your endless love, supports, and prayers. And of
course, thank you for your caring in financial and moral sides for researcher.
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6. All of the researher’s beloved friends who help and support her in every
conditions.
The preparation of the thesis is prepared as well. But, it still contains of some lacks
because nobody works perfect. Therefore, the researcher hopes constructive critism and
suggestion from all of the parties. Hopefully, this research can be useful for all of the
readers and it can increase the knowledge for the researcher and it can be useful as the
reference for the next research.
Makassar, Agustus 2021
The Researcher
Irmayanti Kusuma
10535 11066 16
xiv
LIST OF CONTENTS
THE TITLE SHEET ...................................................................................... i
LEMBAR PENGESAHAN ............................................................................ ii
APPROVAL SHEET ...................................................................................... iii
COUNSELLING SHEET .............................................................................. iv
SURAT PERNYATAAN ................................................................................ v
SURAT PERJANJIAN .................................................................................. vi
MOTTO AND DEDICATION ...................................................................... vii
ABSTRACT .................................................................................................... viii
ACKNOWLEDGEMENT ............................................................................. x
LIST OF CONTENTS ................................................................................... xii
LIST OF TABLES .......................................................................................... xiv
LIST OF FIGURES ........................................................................................ xv
CHAPTER I INTRODUCTION................................................................... 1
A. Background .......................................................................... 1
B. Problem Statement ............................................................... 5
C. Objective of the Research .................................................... 5
D. Significance of the Research ................................................ 5
E. Scope of the Research .......................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE .......................... 8
A. Previous of Related Research Findings ............................... 8
B. Writing ................................................................................. 12
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C. Essay Writing ....................................................................... 13
D. Auxiliary Verbs ..................................................................... 15
E. Primary Auxiliary Verbs ...................................................... 21
F. Modal Auxiliary Verbs ......................................................... 32
G. Error Analysis ...................................................................... 42
H. Conseptual Framework ........................................................ 54
CHAPTER III RESEARCH METHOD ...................................................... 55
A. Research Design ................................................................... 55
B. The Subject of The Study ..................................................... 56
C. Data Instrument .................................................................... 57
D. Data Collection .................................................................... 58
E. Data Analysis........................................................................ 59
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ................ 60
A. Research Findings ................................................................ 60
B. Discussions ........................................................................... 78
CHAPTER V CONCLUSION AND SUGGESTION ................................. 81
A.Conclusion ............................................................................ 81
B. Suggestion ............................................................................ 82
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xvi
LIST OF TABLES
Table 2.1 Forms of “Be” Auxiliary .............................................................. 22
Table 2.2 Forms of “Do” Auxiliary .............................................................. 27
Table 2.3 Forms of “Have” Auxiliary .......................................................... 30
Table 2.4 Example of Regularization Errors ................................................ 48
Table 2.5 Example of Simple Addition Errors ............................................. 49
Table 4.1 Error Types and Frequencies in Using Auxiliary Verbs on the Students’ Essay
Writing .......................................................................................................... 61
xvii
LIST OF FIGURES
Figures 2.1 Conceptual Framework.............................................................. 54
Figure 4.1 The Distribution of Omission Error ............................................ 62
Figure 4.2 The Distribution of Addition Error ............................................. 63
Figure 4.3 The Distribution of Misformation Error ..................................... 64
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present research. It includes
of background, problem statements, objectives of the research, significance of
the research, and scope of the research.
A. Background
Language is one of the wonderful gifts that has been given by God
to humanity. Language helps people to communicate each others, solve a
number of the problems, and it can help us to make some achievements in
life. Language is a tool or media for people to make more interactions one
to another. Without language, it will be difficult for people to express
their ideas, views, feelings, and intelectuality to human being. Therefore,
it is very essential for people to learn and use a language well.
English is one of the languages which is used in many countries in
the world. English language is the first foreign language in Indonesian
schools until universities. Having studied English, the EFL students are
expected to acquire some skills in English. Atkinson in Syatriana (2019)
divides the four basic language skills that must be mastered by English
learners, namely: listening, speaking, reading, and writing skills. Besides
the four language skills, they should have capability in language
components. One of the language components is grammar. The grammar
component such as syntax, morphology and so on, the components should
2
be acquired by anyone who learns language, so they can use the language
clearly, accurately, and effectively.
Writing is one of the important skill to master. It is a skill to
formulate and organize ideas in the right words to transform and
communicate the purpose to the reader by presenting it on a piece of
paper (Sumarsih & Sanjaya, 2013). According to Kantor (2012),
components of writing measure the writing productivity (example:
number of words or sentences), spelling and grammar, organization,
vocabulary, and overall quality.
Grammar is one of the important components of language
especially in writing. If we want to make a good writing, we have to
understand well about the grammatical rules. According to Cook and
Sutter in Cahyaningrum (2014), grammar is a set of rules which people
speak and write. It means that grammar contains of the rules which make
the words and their components are combined to make sentence both of
spoken or written.
However, Indonesian learners still face difficulties in grammar,
especially about the grammar that is applied in the writing form. Students
often make errors on the use of grammatical structure in English writing
because English grammar is more complicated than Indonesian. It is
natural due to many aspects are caused by the EFL students to make
errors. Sometimes mother tongue interference also becomes one of the
causes.
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Error is related to the students’ deficiency compotence, it means
that students do not know about the language knowledge at all because
they have not mastered it yet which it cannot be self-corrected (Solihah,
2017). It means that Error is unavoidable because it can happen in all
components of English grammatical structure such as errors on using
auxiliary verb, using verb, preposition, conditional sentence, etc. But, in
this study the researcher is going to highlight about errors on the auxiliary
verbs especially primary auxiliary verbs that consists of auxiliary is, am,
are, do, does, did, have, has, had, etc, and errors on modal auxiliary verbs
that consists of modal can, will, may, should, must, need to, etc. It is
because of auxiliary verbs is the basic part in grammar, but based on some
previous research, the auxiliary verbs errors still appear in the students’
writing.
The researcher chooses the EFL students from the third semester
student of English Language and Literature Department at Alauddin State
Islamic University Makassar because the researcher wants to know the
types of error and its frequencies that can appear in students’ writing,
especially in using auxiliary verbs. Even though, the students have learnt
about writing or structure at the previous semester but in some previous
research show that students still make errors in using auxiliary verbs, even
they are in the seventh semester. It can be proved from the result of
Agustin (2018) that conclude that the seventh semester students from
English Teaching Department make five types of error in using auxiliary
4
verbs. Those are misordering of primary auxiliary verb, misformation of
primary auxiliary verbs, omission of auxiliary verbs, addition of primary
auxiliary verbs and addition of modal auxiliary verbs errors. It means that
the students still make errors even they have learnt about writing or
structure in the previous semesters.
However errors are regarded as substanctive things to students and
teachers/lecturers since errors are the important part of learning process in
order to get information. Corder in Cahyaningrum (2014) states that there
are three functions of learners errors which are as follows: (1) They serve
pedagogic purpose by showing teachers/lecturers what learners have
learnt and what they have not yet mastered; (2) they serve a research
purpose by providing evidence about how language are learnt; (3) they
serve a learning purpose by acting devices by learners which can discover
the rules of the target language. It means that error analysis contains of a
lot of informations about the students difficulties in grammar, so the EFL
student can try to understand and learn more about it and the teachers or
lectures will help them to solve the grammatical problems itself.
Because of some reasons above, the researcher is interested in
conducting a research about error analysis on students ability in using
auxiliary verbs in writing essay. The researcher wants to conduct a
research of the students’ auxiliary verb that has been studied by the third
semester of English Language and Literature Department of Adab and
Humanity Faculty at Alauddin State Islamic University of Makassar.
5
Therefore, the researcher proposes a research under the title “An Error
Analysis on Using Auxiliary Verbs in Writing Essay”.
B. Problem Statement
Based on the background of the study explanation above, the researcher
tries to find a grammatical error analysis especially the auxiliary verbs
error analysis in essay writing. The researcher wants to know:
1. What are the types of auxiliary verbs in students’ essay writing
which often made by the third semester students?
2. Which type of auxiliary verbs errors, in terms of surface strategy
that is commited most frequently in the students’ essay writing?
C. Objective of the Research
Based on the background of the study and statement of problems above,
the objective of this study are as follows:
1. To describe the types of auxiliary verbs errors in students’ essay
writing which made by the third semester students?
2. To find out which type of errors, in terms of surface strategy that
is commited most frequently in the students’ essay writing.
D. Significance of the Research
The significances of the research are as follows:
1. For Students
This research will help the students to realize their errors in using
auxiliary verbs in writing which made by them. So, in
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consequence the students will get better in using auxiliary verbs
in writing.
2. For Lecturers
This research will help them to measure how their students’
ability in writing especially in using auxiliary verbs as the part of
grammar. It will be a good feedback to the lecturers to give more
attention in teaching writing.
3. For Further Researchers
The research will give more informations in leading other
research. The other researchers can try to conduct the best
solution about it. Moreover, they will establish a deeper research
in the same type of research but they will create the best new
research.
E. Scope of the Research
In collecting the data from the research, the researcher will limit this
research only focuses to discuss an error analysis on the students’
auxiliary verbs in surface strategy taxonomy based on Dulay’s theory in
students’ essay writing, especially in descriptive essay. The researcher
wants to describe an analysis of omission, addition, misformation, and
misordering based on surface strategy taxonomy in students’ essay
writing which is made by the the third semester students of English
Language and Literature Department of Adab and Humanity Faculty at
Alauddin State Islamic University of Makassar. About auxiliary verbs,
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the researcher will be focussed on primary auxiliary verbs and modal
auxiliary verbs. The result of this study can also be used as a tool to
lead the lecturers in minimizing the students’ errors.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains about the theoritical framework which consists of
previous of related research that is connected to this research, writing
understanding, essay writing, auxiliary verbs include of primary and modal
auxiliary verbs, error analysis, procedure of error analysis and conseptual
framework.
A. Previous of Related Research
Some researchers have been conducting studies related to this research,
there are as follows:
1. Ariyanti & Fitriana (2017)
In their research under the title “EFL Students’ Difficulties and Need
in Essay Writing”, they have concluded that the students were having
major difficulties in grammar, cohesion and coherence terms in
writing essay. The result shows us that grammatical problem is one of
the main problem that usually appears in writing itself. Ariyanti &
Fitriana (2017) have found that there were some grammatical
problems appear in ten collected essays. They find that the students
commonly do errors on 1) tenses, 2) subject verb-agreement, 3)
personal pronoun, 4) word order, 5) article, 6) auxiliary verbs, 7)
sentence fragment.
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2. Haris Dibdayaningsih & Hendra Sudarso (2019)
The research under the title “An Error Analysis of Using Auxiliary
Verb in Islamic Mathematical Complex Question made by
Mathematics Department Students” is conductive in descriptive and
qualitative design. Auxiliary verbs which are investigated on this
research are: am, is, are, was, were, have, has, and had. The result of
the research proves that most of the students are not capable in
applying auxiliary verbs in their writing.
3. Maulani Agustin (2018)
The research under the title “An Error Analysis of Auxiliary Verbs
Found on Students’ Consecutive Interpretation”, the result of this
research shows us that there are five types of grammatical errors in the
use of auxiliary verbs that have found in the interpretation of seventh
semester students majoring in IAIN Batusangkar with academic year
2017/2018. Those are misordering of primary auxiliary verbs with 1
error, misformation of primary auxiliary verbs with 7 errors, omission
of primary auxiliary verbs with 12 errors, addition of primary
auxiliary verbs in 5 errors, and addition of modal auxiliary verbs with
2 errors.
4. Wuwuh Yunhadi (2017)
Wuwuh in his research about “Error Analysis on the Auxiliary Verbs
Made by Vocational High School Students”. This research uses
qualitative design and focusing on the errors which have been made
10
by the students of SMKN 1 Tenggarong. The variable of this research
is errors on auxiliary verbs. The variable is measured by using an
objective test on auxiliary verbs. Based on the findings of the research
and the purposes of the research, the kinds of typical errors on
auxiliary verbs are classified into four kinds of typical errors. Those
are omission error, addition error (double marking and regularization),
misformation error and miscellaneous error.
5. Dewi Kusniatus Solihah (2017)
Dewi in her research under the title “Grammatical Error Analysis in
the Fourth Semester Students Essay Writing at Universitas
Muhammadiyah Sidoarjo”. The design of this research is qualitative
research and the instrument is a test writing or worksheet to make an
argumentative essay. Based on the finding data of this research, the
researcher has found that there is one hundred seven errors in
students’ essay writing. The highest frequency of errors occurs in
misformation error, which consists of 45 errors. Next, omission error,
which consists of 44 errors. Then, addition error, which consists of 11
errors. And the last, misordering error, which consists of 7 errors.
So, the researcher concludes that the grammar problem is still
being one of the main problems that can appear in writing. Auxiliary
verb error is one of the problems that usually appears in student
writing. It can be seen from the results above which show us that the
students are not still capable in applying auxiliary verb such as in
11
primary auxiliary verb: is, am, are, was, were, has, have, had, do,
does, etc. Even though the students have been learning about writing
and structure or grammar in the previous semesters, the researcher
find that students still make errors in their writing, whereas auxiliary
verb is the basic part in grammar and they have learnt about it from
school until university, and of course it should be master by them.
Therefore in essay writing the EFL students still make errors on their
essay writing too, and one of the highest types of errors is the error in
using auxiliary verbs. That is why, it will be important to learn and
understand more about grammar especially auxiliary verbs itself.
This research is different with the previous researches above
because this research analyzes and describes the students’ errors in the
use of auxiliary verbs that found from the students’ essay writing. The
researcher explains about the types of errors in the use of auxiliary
verbs in surface strategy taxonomy that appears on the students essay
writing, especially in making descriptive essay. The researcher wants
to find the types of errors and what is the highest error that appears in
the students’ essay writing at the third semester students at English
Language and Literature Department of Alauddin State Islamic
University of Makassar in academic year 2020/2021. So, after find the
errors, the researcher hopes that it can be a usefull information or
result to lecturers, students, and the further researchers.
12
B. Writing
According to Sumarsih and Sanjaya in Sabaruddin (2019) writing
is a skill to formulate and organize ideas in the right words to transform
and communicate the purpose to the reader by presenting it on a piece of
paper. It means that if people want to express their ideas or views about
something, they can write it by formulating and organizing it through the
writing media. So, they can communicate and tranform theirs ideas/views
with the people who read the writing itself and the people are called as the
readers.
Next, According to Eny Syatriana (2019) said that writing is a
language skill that is used to communicate indirectly, not face to face with
another person, but through the writing media. The writing skill is one of
the language skill that makes people can communicate each other even
they can not meet one to another. By using writing media in
communiation, there are some people who can read the writer ideas,
views, feelings, or others through the writing media itself. So, it make the
communication process will become easier for people.
According to Fareed et al (2016) he states that writing is one of the
productive English skills that should be masterly skilled by English as
Foreign Language (EFL) students in Indonesia for written communication
and academic writing purposes, such as; letters, essays, papers, articles,
journals, project, reports, theses, etc. It asserts that writing has a vital role
in language production that is used for global mediation of knowledge. It
13
means that as the EFL students, we have to understand well about writing
itself. It is because of by having a good ability in writing we can be easier
to make essays, papers, journals, etc. By mastering the skill of writing, it
will be useful for us in teaching the academic writing purposes.
C. Essay Writing
1. Definition of Essay Writing
According to Thoreau in Solihah (2017), an essay is a short piece of
writing, which is often from the writers’ point of view. Essay is
usually written in formal academic writing and way to access how
well the the students understand a subject.
Oshima and Hogue in Sholikah (2017) explain that an essay has three
main parts: an introductory paragraph, a body, and a concluding
paragraph. The introductory paragraph consists of (1) a general
statement which consists of general topic and capture the reader's
interest; (2) a thesis statement which consists of specific topic, pattern
of organization of the essay. The body discusses the subtopics, one by
one. It contains as many paragraphs as necessary to explain all
subtopics are like the supporting sentences in a paragraph. The body
paragraphs may have some patterns: chronological order, comparison,
contrast or a combination of patterns. The concluding paragraph
reminds readers of what have been stated in the thesis. The writer can
summarize the main ideas, paraphrase the thesis, and make a final
comment on the topic.
14
2. Types of Essay Writing
According to McWhorter in Solihah (2017), in her journal, there are
five types of essay which guide the students:
a. Narrative Essay
A narrative essay achieves a certain purpose through telling a
story, which makes it more interesting to the reader and get some
points across. For example, the students might write a story about
meeting someone special to them. The purpose is to tell how
meeting the person affects your decision to entertain the reader
with a funny story about that person. The purpose is also to create
a sense of shared story, to provide entertainment, and to provide
insight.
b. Descriptive Essay
A descriptive essay tells about a certain topic or story, using
details to appeal to the five senses. It gives readers the ability to
vividly imagine the situation and feel as if they are experiencing it
first hand. To write a descriptive essay, the students can choose a
person, place, event, object, or experience, and describe it
throughly using many story details.
c. Comparison amd Contrast
A comparison and/or contrast essay tell about two or more main
subjects by pointing out the similarities and/or differences. One of
the ways to writes this essay type is the students will choose two
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or more 12 objects, people, places, events, experiences, or ideas
and compare and/or contrast them based on a few specific points.
d. Cause and Effect Essay
A cause and effect essay analyzes about what the causes certain
things to happen or why things are a certain way, the results
brought about by certain events, or both. For example, the
students may want to write an essay about an event that happen
and then they tell how it affects their life. This will tell the cause
(the event) and the effect (how it affects their life).
e. Argumentative Essaay
Argumentative essay makes a claim and then gives examples and
evidence to prove that point. In the beginning on argumentative
essay is by decideing on a certain topic, such as about a belief,
idea, or controversial issue.
So, in this research, the researcher uses descriptive essay to
analyze the data of the students’ error analysis on using auxiliary
verbs in writing essay.
D. Auxiliary Verbs
1. Definition of Auxiliary Verbs
According to the Collins English Dictionary (2012), an auxiliary
verb is defined as, a verb used to indicate the tense, voice, mood, etc,
of another verb where this is not indicated by inflection, such as
English will in “He will go.”, was in “He was eating.” and “He was
16
eaten.”, do in “I do like you.”, etc. In other words, an auxiliary verb
modifies the main verb. It is commonly known as a ‘helper/helping
verb’. While auxiliary verbs alone do not carry much meaning, their
use in a sentence can change the context or meaning of a message.
The acquisition of auxiliary verbs in one of the more complex
aspects of language development (Theakston & Lieven, 2005).
Auxiliary verb is used to make a sentence clearer both in meaning and
intense. In English, most of important meaning in sentence is
expressed by changing in the main verb which showing the changing
of tense. But, English verbs do not have many different forms, the
maximum only five forms, for the example the words go, goes, going,
went, gone.
Furthermore, auxiliary verbs are used to construct negative
statement and question. Auxiliary verbs are considered not only as
helping verb to express a particular grammar functions and meaning,
but auxiliary verbs also construct the verb to form a negative
statement, question, negation, etc. Murthy (2005) tells that an
auxiliary verb is a verb which helps other verbs to form different
tenses. In auxiliary verbs, there is primary auxiliary verbs such as: is,
am, are, do, did, has, have, etc, and there is modal auxiliary verbs
such as: can, will, might, should, etc.
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So, we can conclude that auxiliary verbs are used to be the
helping verbs in the sentence because it will help another verb or main
verb to make a sentence clearer both in meaning and intense.
2. Kinds of Auxiliary Verbs
In English we use special forms of the verb phrase to express a lot of
important meaning, for example questioning, willingness, possibility,
obligation, certainty, etc. The problem is that English verbs do not
have many different forms (the maximum is five). So, to express all of
these meanings we use a special kind of verbs called auxiliary verbs.
There are some assumptions that is related to the types of auxiliary
verbs, as follows:
a. Swan in Khoerunnisa (2011)
Accoding to Swan, there are two types of auxiliary verbs as
follows:
1) The first is do, be and have;
2) The second is modal auxiliaries.
b. Alagbe (2009)
According to Alagbe (2009), English auxiliary verbs are two
kinds:
1) Primary auxiliary;
2) Modal auxiliary.
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c. Hudson in Surbakti & Silviana (2016)
According to Hudson, there are two types of auxiliary verbs, as
follows:
1) Primary auxiliary verbs;
2) Modal auxiliary verbs.
d. Riley and Parker in Khoerunnisa (2011)
According to Riley and Parker there are three types of auxiliary
verbs, as follows:
1) Tense auxiliary;
2) Do auxiliary;
3) Modal auxiliary.
In this research, the researcher will only focus on primary auxiliary
verb and modal auxiliary verbs.
3. Usage of Auxiliary Verbs
Knowing correct auxiliary verbs usage is key to tense usage.
Every tense takes an auxiliary form of the verb. Here is a quick
overview of auxiliary verbs usage. Also, there are several usages of
auxiliary among them:
a. To make question and negative forms, used Do/Does/Did
e.g. What time does he get up?
He didn’t finish his homework last night?
b. To form present continuous tense using Is/Am/Are and present
future adding Going to after to be
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e.g. They are working hard at the moment.
She is going to study medicine at University.
c. To form past continuous tense using Was/Were
e.g. I was watching TV when you arrived.
d. To form present perfect and present perfect continuous using
Have/Has
e.g. How long have you lived here?
e. To form past perfect and past perfect continuous using Had
e.g. He had eaten by the time I arrived.
f. To forms simple future tense using Will/Will not (Won’t)
e.g. He won’t understand.
Beside the explanation that has stated above, auxiliary verb actually
can be used in several forms that will explain more below:
a. Passive Voice
The auxiliary be is used with a past participle to form the passive
voice, for example, the clause “the door was opened” implies that
someone (or something) opened it without stating who (or what) it
is. Because many past participles are also stative adjective, the
passive voice can sometimes be ambiguous, for example “at 8:25,
the window was closed” can be a passive voice sentence meaning
“at 8:25, someone was closed the window”.
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b. Progressive Aspect
The auxiliary verb be is used with a present participle to form the
progressive aspect, for example “I am riding my bicycle” describe
what the subject is doing at the given (in his case present) time
without indicating completion, whereas “I ride my bicycle” is a
temporally broader statement referring to something that occurs
habitually in the past, present and future.
c. Perfect Aspect
The auxiliary verb have is used with a past participle to indicate
perfect aspect, a current state experienced by the subject as a result
of past action or state. For example, in “I have visited Paris” the
current state is one of having a Paris visit in one’s past, while the
past action is visiting Paris. The past action maybe ongoing, as in “I
have been studying all night”.
d. Modality
Modality means the attitude of the speaker to the action or state
being expressed, in terms of either degree of probability (“The sun
must be down already”, “The sun should be down already”, The
sun may be down already”, The sun might be down already”)
ability (“I can speak French”) or permission or obligation (“You
must go now”, You should go now”, “You may go now”).
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e. Dummy
Do, does, or did plays a dummy (place filling) role in transforming
simple (one-word) verbs into questions or negatives:
“I go” “Do I go?”, “I do not go”; “He goes” “Does he
go”, “He does not go”; “I went” “Did I go?”,”I did not go”.
f. Emphasis
The auxiliary do, does and did are also used for emphasis in
positive declarative statements in which the verb otherwise
contains only one word: “I do like this shirt!”, “He does like this
shirt”, “I did like that shirt”.
E. Primary Auxiliary Verbs
1. Definition of Primary Auxiliary Verbs
Primary auxiliary verbs are known as non-modal verbs. They
are verbs that existed as helping verbs and in the same time as lexical
verbs. Damerik (2010) describes that primary auxiliary verbs as verbs
which are used together with a main verbs to give the grammatical
information and therefore they add an extra meaning to a sentence
which is not given by the main verb.
Primary auxiliary verbs have three different forms. These three
forms are the verb ‘to be’, ‘to have’ and ‘to do’. This can be supported
by Kukucz (2009) who states in his thesis that non-modal auxiliary
verbs are second in class and made up the verbs ‘be’, ‘have’ and ‘do’.
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Primary auxiliary verbs also consist of some functions, Michael
Swan in Nihaya (2011) states that all of the primary auxiliary verbs
consist of its own functions. Do is used to make question and negative
forms of simple tenses and for some other purposes. Next, auxiliary be
is used with participle (-ing and –ed forms) to make progressive and
passive verb forms. And the last is auxiliary have, it is used to make
perfect verb forms. But, do, be, and have also have other non-auxiliary
uses such as it can act as a linking verb in a sentence.
So, the researcher concludes that primary auxiliary verb is non
modal auxiliary verb. It is one of the kind of auxiliary verb that consist
of three parts: auxiliary be, auxiliary do and auxiliary have. All of the
parts of auxiliary verbs have its own purpose in writing itself.
2. Kinds of Primary Auxiliary Verbs
a. Be
Be is constructed as an auxiliary even when it functions as a main
verb. It normally has no do-construction. It has eight different
forms.
Table 2.1
Forms of “Be” Auxiliary
Non-
Negative
Uncontracted
Negative
Contracted
Negative
Base Be
Present 1st person Am, ‘s, ‘m Am not, (are’t, ain’t)
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singular ‘m not
3rdperosn
singular
Is Is not, ‘s not Isn’t
1st 2nd, and
3rd person
plural
Are, ‘re Are not,
‘re not
Aren’t
Past 1st, and 3rd
person plural
Was Was not Wasn’t
1st 2nd, and
3rd person
plural
Were Were not Weren’t
-ing form Being Not being
-ed participle Been
(Surbakti & Silviana, 2016)
The functions of be are:
1) To form progressive tense
Progressive tense or continuous tense makes explicit that certain action
is in progress. In other word, the construction emphasize that the action
expressed by the verb phrase is going over a span of time. Progressive
tense is signed by some form of auxliary verbs ‘be’ plus a present
participle (an-ing verb form) as part of the verbs phrase. The form of
‘be’ with depend on the tense of the sentences, as we have seen in the
following:
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(a) Present progressive (IS/AM/ARE + V.ing)
e.g. Intan is eating an apple.
Tila and Winda are studying English.
(b) Past progressive (WAS/WERE + V.ing)
e.g. Intan was eating an apple.
Tila and Winda were studying English.
(c) Future progressive (WILL/SHALL + BE + V.ing)
e.g. Intan was eating an apple.
Tila and Winda will be studying English.
(d) Perfect progressive (HAVE/HAS + BEEN + V.ing)
e.g. Intan has been eating an apple.
Tila and Winda have been studying English.
2) To form passive voice
The most important auxiliary needed to form passive voice is
‘be’. In this voice, ‘be’ is always followed by past participle
form of verb. Form of all passive verbs:
For regular verbs, the past participle ends in –ed (e.g.
corrected, wanted). Some participles are irregular (e.g.
taught, seen). The form of be will vary in active (A) and
passive (P) form as follows:
Be + Past Participle
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(a) Present tense (is/am/are + past participle)
e.g. Lia gives intan a new magazine.(A)
Intan is given a new magazine by Lia.(P)
(b)Present continuous tense (is/am/are+being+past participle)
e.g. Lia is giving intan a new magazine.(A)
Intan is being given a new magazine by Lia.(P)
(c) Present perfect tense (have/has + been + past participle)
e.g. Lia has given intan a new magazine.(A)
Intan has been given a new magazine by Lia.(P)
(d) Past tense (was/were + past participle)
e.g. Lia given intan a new magazine.(A)
Intan was given a new magazine by Lia.(P)
(e) Past continuous tense (was/were+ being + past participle)
e.g. Lia was giving intan a new magazine by Lia.(A)
Intan was being given a new magazine by Lia.(P)
(f) Past perfect tense (had + been + past participle)
e.g. Lia had given intan a new magazine.(A)
Intan had been given a new magazine by Lia.(P)
(g) Future tense (will/shall + be + past participle)
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e.g. Lia will give intan a new magazine.(A)
Intan will be given a new magazine by Lia.(P)
(h) Future perfect tense (will/shall + have + been+past
participle)
e.g. Lia will have given intan a new magazine.(A)
Intan will have been given a new magazine by
Lia.(A)
(i) Past future tense (would + be + past participle)
e.g. Lia would give intan a new magazine.(A)
Intan would be given a new magazine.(P)
(j) Past future perfect tense (would+ have + been+past
participle)
e.g. Lia would have given intan a new magazine.(A)
Intan would have been given a new magazine by
Lia.(P)
b. Do (Do, Does, Did)
The auxiliary do has the following forms:
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Table 2.2
Forms of “Do” Auxiliary
Non-
negative
Uncontracted
Negative
Contracted
Negative
Present
3rdperson (She,
He, It)
Other
Past all subjects
Does
Do
Did
Does not
Do not
Did not
Doesn’t
Don’t
Didn’t
(Surbakti & Silviana, 2016)
The functions of Do auxiliary in English sentence are:
1) To make question
“Do” will be put in front of the subject and it is
always occured an infinitive form of verb. The
formula will be:
Do/does/did + Subject infinitive
e.g: Do you love her?
Does the baby drink milk?
Did the bird eat the caterpillar?
2) To make negative statement
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When we want to make negative sentences of
simple present and simple past tense, we will need
do/does/did. The formula is:
Subject+Do/Does/Did+not
e.g: (+) You give him a basket of apples.
(-) You do not give himapples.
(+) He plays the badminton.
(-) He does not play the badminton.
(+) They took the letters.
(-) They did not take the letters.
3) To make abridgement (omission or substitution)
In making sentences, we usually need to repeat
some word, especially verb, in order to convey
some information. This form will not be effective.
So, in order to make it effective, it needs
abridgements. If we want to make abridgement for
omitting or substituting verb, we use do/does for
the present and did for the past form.
e.g: Do you feel good? Yes, I do (feel good).
She writes faster than hers sister does (writes).
Do auxiliary is often used to emphasize the
invention of the sentence. The emphasis can be
found in some cases, they are:
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(a) As a positive resolution after some doubt
e.g. They are so sad that I do want to help
them.
(b) As positive contrasting with a negative (often
introduced by but)
e.g. She thinks I didn’t get it but I did.
(c) With concessive type of contrast
e.g. Although she speaks no words, I do
understand what she feels.
(d) With negative expression
e.g. Rani never did came to my house after
Ramadhan last year.
(e) With emphatic adverbs (definetely, positively,
certainly)
e.g. Does she remember? She certainly does
remember.
(f) To express entreaty
e.g. Please, do sit down!
Do borrow the dictionary! I need it.
c. Have (Have, Has, Had)
Like do, have auxiliary has the following forms:
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Table 2.3
Forms of “Have” Auxiliary
Uncontracted
Non-negative
Contracted
Non-
negative
Uncontracted
Negative
Contracted
Negative
Base Have ‘ve Have not, ‘ve
not
Haven’t
-s form Has ‘s Has not, ‘s
not
Hasn’t
Past Had ‘d Had not, ‘d
not
Hadn’t
-ing form Having Not having
-ed
participle
Had
(Surbakti & Silviana, 2016)
Form of have are used to create tenses known as the
present perfect and past perfect. The perfect tenses indicate
that something has happened in the past; the present
perfect indicates that something happened and might be
continuing to happen, the past perfect indicates that
something happened prior to something else happening.
Beside that, auxiliary have is also used in Future Perfect.
For examples:
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1) Present Perfect
e.g. She has bought the doll.
2) Past Perfect
e.g. She had bought the doll when I came.
3) Future Perfect
e.g. She will have bought doll when you arrived.
The formula like characteristics of English verb is
apparent form the fact that each perfect tense uses a
special auxiliary:
1) Present Perfect Tense: has (the 3rd person singular)
and have (the others)
Has/Have + Past Participle
2) Past Perfect: had (for all the subjects)
Had + Past Participle
3) Future Perfect: will have/shall have. Shall is used for
first person and we, Will is used for all other persons.
Will/ shall + have + Past Participle
Like do, have is both can as a main verb and auxiliary. As
a main verb (=possess) have is sometimes constructed as
an auxiliary, especially British English (BrE). American
English (AmE) prefers the do-construction:
e.g. She hasn’t any apples. (esp. BrE)
She doesn’t have any apples. (AmE and BrE)
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F. Modal Auxiliary Verbs
1. Definition of Modal Auxiliary Verbs
Hopkins and Cullen in Nihayah (2011) define that modal
auxiliaries are auxiliary verbs that give information about ability,
possibility or necessity. The modals such as can, could, may, might,
will, would, shall, should, ought to and need are followed by the
infinitive without to and their forms does not change. For example,
“He could speak French and Italian” (not He could speaks).
In addition Betty Schramper Azer in his book Understanding
and Using English Grammar 2nd Edition, she suggests that modal
auxiliaries generally express a speaker/writer’s attitudes or moods. For
example modal can express that a speaker/writer feels something
necessary advisable, permissible, possible, or probable. So, they can
convey the strength of these attitudes.
In conclusion, modal auxiliaries are functional words that can
help the main verbs to express something such as ability possibility
and necessity. And also modal auxiliary verbs consist of some modal,
such as modal can, may, will, shall, etc. All of the modal auxiliaries
have its own past form too, such as could, might, would, should, etc.
2. Kinds of Modal Auxiliary Verbs
According to Betty Schrampfer Azar in her book under the title
Understanding and Using English Grammar 2nd Edition, the types of
modal auxiliary can be divided into two types. First, modal auxiliary
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can, could, had better, may, might, must, ought to, shall, should, will,
and would. Second similar expressions: be able to, be going to, be
supposed to, be to, have to, have got to, used to.
Stig Johanson et al at Solihah (2017) stated in their book that
modals and semi modals can be grouped into three major categories
according to their main meanings (excluding used to, which relate to
past time).
a. Permission/possibility/ability: can, could, may, might
b. Obligation/necessity: must, should, had better, have to, need,
ought to, be s to, be supposed to.
c. Volicion/prediction; will, would, shall, be going to.
Here are the explanations from some statements above about the
usages of modal auxiliary verbs, as follows:
a. Can
Can is used informally to request permission, especially if speaker
is talking to someone she/he knows fairly well. The detail
functions of can are followed:
1) To express their ability
e.g. He can swim.
2) To express request or asking to someone else for doing
something
e.g. Can you open the windows?
3) To express asking or giving permission
34
e.g. You can gow home now. (giving permission)
Can I go home now? (asking permission)
4) To express possibility
e.g. He can be a good doctor in the future.
5) To express offering something to someone else
e.g. Can I get you some tea?
b. Could
1) Could express ability, subject to certain conditions which
probably do not exist. In the use, could can refer to the
present, the past, or the future.
e.g. I could go now, if I wanted to. (I do not want to).
2) Could is used to request permission, it is some what more
formal and polite than can.
e.g. Could I borrow your pen?
3) Could also express the ability in the past.
e.g. When I was younger, I could run fast.
c. May
1) May expresses possibility
e.g. It may rain, according to the weather report.
2) May is also used to express permission.
It is considered more formal and polite than can or could.
e.g. May I smoke here? No, you may not.
35
d. Might
1) Might expresses possibility which is considerably slighter or
weaker than that express by may
e.g. I might accompany you, but it doesn’t appear very likely.
2) Might is used to ask permission. It is more polite than, can,
could, or could.
e.g. Might I be excused early?
e. Shall
1) To express the request for agreement or an offer to do
something for someone.
e.g. Shall I answer the telephone for you?
2) Shall is used with the first person pronoun, I and We to
express future action.
e.g. We shall return in September.
3) Shall can express a threat
e.g. If you speak like that again, you should be punished.
4) Shall may express a promise
e.g. You shall receive your diploma in June.
f. Should
1) To express sugestion
e.g. You look tired, you should take a rest.
2) To ask or give the opinion about something
e.g. I am bad at English. What should I do?
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3) To show the obligation
e.g. You should pay the tax regularly.
4) To criticize the condition or situation
e.g. The children shouldn’t be playing. They should be at
school.
g. Will
1) Will is used to express agreement, mild promise or
willingness, or in a question, to make a polite request.
e.g. I will do whatever you think best.
2) The negative of will may express refusal
e.g. My uncle will not be there tonight.
3) To express a prediction.
e.g. According to the weather report, it will be cloudy
tomorrow.
4) To express willingness
e.g. A: The phone is ringing.
B: I will get it.
h. Would
1) The express the result of the a condition in a contary to fact
situation.
e.g. If I had time, I would go with you.
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2) In the interrogative would may inquire as to someone’s
willingness to do something, ask about someone’s preference,
or invite someone to do something.
e.g. Would you be kind enough to this for me?
Would friend be interested in this book about ancient art?
Would you like to join us for tea tomorrow?
3) Would in the negative express the refusal. It is the past of will
not.
e.g. He would not let me neter the country.
4) To express a habitual or customory action in the past.
e.g. When I was young, my grandfather would tell me stories.
i. Must
1) Function of must in obligation
a) To express the idea of necessity or unavoidable
obligation, or a condition which can not be changed.
e.g. The time is up, we must go.
You must try harder.
b) Must in the negative express prohibition and it is used to
keep someone from doing something.
e.g. You must not walk on the grass.
You must not pick the flower in the park.
c) In affirmative must can be used to give a strong advice or
orders to oneself or other people.
38
e.g. You must be here by eight o’clock at the latesr.
d) In interrogative must is used to ask about the wishes or
intentions of the person one is speaking to.
e.g. Must I clean all the rooms?
2) Function of must in deduction.
a) Must can be used to say that we are sure about
something.
e.g. Mary must have some problems: she keeps crying.
b) Must is only use in this way in affirmative sentences. In
questions and negatives we use can or can’t instead.
e.g. That can be the postman, It’s only seven o’clock.
c) Must is used with the perfect infinitive for deduction
about the past.
e.g. The lights have gone out. A fuse must have blown.
d) In reported speech, must can be used after a past
reporting verb as if it was a past tense (only in this case
must refers to the past).
e.g. I felt that must be something wrong.
j. Ought to
1) Ought to, like should express desirability, avoidable
obligation, or duty. It relates to present or future time. Ought
to and should are often used interchangeably.
e.g. You ought to study more.
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2) Ought to + have + past participle, referring to past time,
indicates that a duty has not been doen or, in the negative
something wrong has been done.
e.g. You ought not to have wasted your time.
k. Be going to
Be going to implies prior or planning, or suggest a process
leading to an action.
e.g. Ridho is going to apply for a position in the Foreign Service.
l. Have to
1) Have to is used , with a following infinitive, o express the
idea of obligation.
e.g. Sorry I have to go now.
2) Have to is used to make a distinction between habitual or
repeated obligation, and non habitual obligation. Where there
is the idea of repitition we use ordinary verb forms, with do
in questions and negatives.
e.g. I don’t usually have to work on Sunday.
3) When people are talking about thing that they are obliged to
do, it is more usual to use got-forms.
e.g. I have not go to work tomorrow.
4) Got forms are unsual in the past, and are replaced by ordinary
verb forms of infintive and participle.
40
e.g. Did you go to the mosque that near to your house when
you are a child?
5) To talk about the future, both have to and will have to are
common. e.g. I’ve got to get up early tomorrow. We are
going to holiday.
m. Used to
Used to expresses the idea of a customary or habitual action in the
past. e.g. It used to take weeks to cross the ocean by ship.
n. Be to
Be to is used to indicate plans or arrangements.
e.g. I am to telephone him tomorrow. (It has been arranged that I
will telephone him tomorrow.)
o. Need
Need is used to express immediate necessity in the future.
e.g. You need not pay for the bill.
1) The ordinary forms of need are much more common than the
modal auxiliary forms. The only modal form which is often is
need not.
e.g. You needn’t try to explain
Do you need to stay this evening?
2) Present tense foms of need can be used to talk about the
future, but will need to is often used to give advice.
e.g. Need I come early tomorrow?
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3) Affirmative modal forms are possible after negative verbs
and in sentences which express doubt or negative ideas.
e.g. I don’t thing he need go just yet.
p. Dare
1) To express bravely
e.g. I dare go alone.
2) The negative form of dare is used to express fear
e.g. I daren’t look.
q. Have got to
Have got to also expresses the idea of necessity it is informal and
is used primarily in spoken English. Usual pronunciation of got to
is “gotta”.
e.g. I have got to go now.
r. Be supposed to
1) To express the idea that someone expects something to
happen
e.g. The game is supposed to begin at 10:00 o’clock a.m.
2) To expect the expectations about behavior
e.g. I am supposed to go to the meeting.
s. Had better.
In meaning, had better is close to should/ought to. But had better
is usually stronger. Often had better implies a warning or a threat
of possible bad consequences. Had better has a present or future
42
meaning. It is followed by the simple form of verb. It is more
common in speaking than writing.
e.g. The gas tank is also empty. We had better stop at the next
service station.
G. Error Analysis
1. Definition of Error Analysis
Dulay et al (1982) mentions the Error Analysis (EA) movement
can be characterized as an attempt to account for learner errors that
could not be explained or predicted by Contrastive Analysis (CA) or
behaviorist theory, and to bring the field of applied linguistics into
step with the current climate of theoretical opinion. It is related with
Rustipa (2011) who said that Error Analysis (EA) proves the inability
of Constractive Analysis (CA) in predicting past number of errors as
in CA errors are only viewed as a result of language interference. It
means EA has been more successful that really make a significant
contribution in applying linguistics than CA.
While, according to Brown (2000) Error Analysis (EA) is the
fact that learners do make errors, and that these errors can be observed
analyzed and classified to reveal something of the system operating
within the learner, led to surge of study of learner’s error. But, in the
other side, the error can help the lecturer in teaching and learning
process because they can measure the students’ ability in mastering
43
the materials, so they can take some solutions for solving the students
problem in learning especially for the students who make errors itself.
Richards et al (2002) state that Error Analysis is an activity to
reveal errors found in writing and speaking. Error analysis also is the
study of errors made by the second and foreign language learners.
Error analysis may be carried out in order to (a) find how well
someone knows a language; (b) find out how a person learns a
language, and (c) obtain information in common difficulties in
language learning. This definition stresses of the functions of the Error
Analysis.
From the explanation above, it can be summed up the use of EA
in learning English is important. Error Analysis proves the inability of
Constractive Analysis (CA) in predicting past number of errors as in
CA errors are only viewed as a result of language interference. It is the
fact that the students still make errors in learning English as the
second language or foreign language. By using and understanding
about Error Analysis, it will be easier to make people measure about
their ability in English speaking and writing.
2. Distinction between Error and Mistake
Some people have different perception between error and
mistake. It becomes in appropriate treated and also it gives negatives
effect to the students in knowing and measuring their competence in
language learning English. Because of this, a systematic elaboration of
44
the distinction between error and mistake is obligatory in order to
have deep explanation. Absolutely, the students will make error and
mistake in the language learning English process.
Brown (2007) tells that learning is required a process which
involves make of mistakes. Mistakes, misjudgments, miscalculation,
and erroneous assumptions form are necessary aspect of learning. It
means that making of error or mistake is happened by the students
naturally.
Corder in Cholipah (2014) gives more explanation about error
and mistake. He makes a distinction between mistake and error,
whereas mistake is a random performance slip caused by fatigue,
excitement, and thus can be readily self-corrected, an error is a
systematic deviation which made by the students who have not
mastered the rules of the L2 yet. The students cannot self corrected an
error because it is a product of their current stage of underlying
competence reflectively.
It can be summerized that error is related to the students’
deficiency competence, means that students do not know about the
language knowledge at all because they have not mastered it yet
which it can not be self corrected. While, mistake is related to the
students’ qulity performance caused by some factors such as fatigue,
lack of attention and motivation, carelessness, and another factors but
45
it can be called as self corrected because actually the students know
the rule language.
3. Causes of Error
Norris in Sholihin and Haris (2020) classifies causes of error
into three types that is carelessness, first language interference, and
translation. The three types of causes of error will be discussed briefly
below:
a. Carelessness
It is often closely related to the lack of motivation. Many
teachers/leacturers will admit that it is not always the student’s
fault if he losses interest, perhaps the materials and/or style of
presentation do not suit him.
b. First Language
Learning a language (a mother tongue or foreign language) is a
matter of habit formation. When someone tries to learn a new
habit, the old ones will interfere the new ones. This causes of of
error is called first language interference.
c. Translation
It happens because a student translates his first language sentence
or idiomatic expression into the target language word by word.
This is probably the most common cause of error.
4. Types of Errors
46
Dulay et al (1982), which are categorizing error into four
classifications of error. These are linguistics category as follows:
a. Errors Types Based on Linguistics Category
In this category, error is classified based on either or both the
language component or the particular linguistics constituent the
errors effects. Language components contain the phonology
(pronunciation), syntax and morphology (grammar), semantic and
lexicon (meaning and vocabulary), and discourse (style).
1) Morphology
In Morphology, there are: indefinate article incorrect,
possesive case incorrect, third person singular verb incorrect,
simple past tense incorrect and past participle incorrect.
2) Syntax
In syntax, there are: noun phrase, verb phrase, verb and verb
construction, word order, and some transformation.
b. Errors Based on Surface Strategy Taxonomy
There are four categories were presented to tell how sentences
deliver from the correct forms because the students change the
surface structure. The students may omitnecessary any words, add
unnecessary ones, misform, and misorder them. In consequence,
Dulay distributes the error based on surface strategy taxonomy
into four categories. These are omission, addition, misformation,
and misordering error.
47
1) Omission
Omission means that the absence of some item which is must
appear in the sentence. It usually happen in the first stages in
second language acquisition. Content morphemes is carried the
most common of the referential meaning of a sentence, these
are nouns, verbs, adjectives, adverbs. The students omit
grammatical morphemes more frequently than content words.
For example:
Billy is the student of the Brawijaya University.
The sentence above mentions content morpheme and
grammatical morpheme. Content morphemes are Billy,
student, Brawijaya, University. Grammatical morphemes are
is, the, of, the.
Billy the student of the Brawijaya University.
(Omission of Grammatical Morpheme “is”)
Billy is the students of the Brawijaya.
(Omission of Content Morpheme “university”)
2) Addition
Addition error is the presence of an item which must not
appear in a well formed sentences. In addition, there are three
kinds of additions, those are double markings, regularization,
and simple addition
a) Double Marking
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Double marking is two items marked for the same feature.
Students who have acquired the tenses form for both
auxiliary and verb often place the marker both, as in
example bellow:
e.g. She does not closes the door.
They did not closed the door.
While the correct sentence above is:
e.g She does not close the door.
They did not close the door
b) Regularization
Regularization error means it occurs when the students add
morpheme to the exceptional words.
Table 2.4
Example of Regularization Errors
No Regularization Error Correct
1 Putted Put
2 Writed Wrote
3 Deers Deer
4 Hitted Hit
5 Readed Read
(Dulay et al, 1982)
49
c) Simple Addition
This category is the use of an item which should not appear
in a well formed sentences.
Table 2.5
Example of Simple Addition Errors
No Linguistics Item
Added
Examples
1 3 rd person singular –
s
The students doesn’t study
at home.
2 Past tense (irregular) The student is gonna went
to the school.
3 Article a or an an that
4 Preposition on over there
(Dulay et al, 1982)
3) Misformation
It refers to the use of the wrong form of structure. There are
three kind of misformation, in regulations an irregular marked
is replaced by a regular one, archi forms that refer to the use of
one member of a class of forms instead of using all the
members, and alternating forms are represented by free
alternation of various members of a class with each other.
a) Regularization Errors
50
Its errors fall under the misformation category which a
regular marker is used in place of an irregular one, as in
putted for put.
b) Archi – Forms
The selection of one member of a class of forms to
represent others in the class is a common characteristic of
all stages of second language acquisition.
e.g. Give me that.
Me hungry.
c) Alternating Forms
The use of archi-forms often gives way to the apparently
fairly free alternation of various members of a class with
each other.
e.g. Those book.
I written book yesterday.
4) Misordering
It comes from acrossing an utterance when a morpheme of
them is incorrectly placed.
e.g I get up at 7 o’clock always.
What Brother is doing?
How wonderful is it.
The correct sentences are:
e.g. I always get up at 7 o’clock.
51
What is Brother doing?
How wonderful it is.
c. Errors Based on Comparative Taxonomy
In comparative taxonomy means that it compares the structure of
second language errors to ther types of constructions, children
during use their first language acquisition of language is the most
commonly to make errors. This taxonomy has four categories,
they are: developmental error, interlingulingual errors and course,
ambiguous errors, and the grab bag category of other errors.
d. Errors Based on Communicative Effect Taxonomy
In communicative effect taxonomy, the errors affect the overall
organization of the sentence hinder succesful communication,
while errors affect a single element of the sentence ususlay do not
hinder communication. Dulay categories it as follow:
1) Gobal Errors
a) wrong order of major constituents;
b) missing, wrong, or misplaced sentence connectors;
c) missing cues to signal obligatory exceptions to pervasive
syntactic rules;
d) regularization of pervasive syntactic rules to exceptions;
e) wrong psychological predicate constructions (predicates
describing how a person feels);
52
f) improper selection of complement types (subordinate
clauses);
2) Local Error
It includes errors in noun and verb inflections, articles,
auxiliaries, formation of quantifiers, etc.
Based on Dulay Betty’s theories above, the reseacher will
focus on analyzing descriptive essay in surface strategy
taxonomy based on Dulay’s theory, namely omission, addition,
misordering, and misformation.
5. Procedure of Error Analysis
According to Gass and Selinker (2001), they tell that the
great procedures on error analysis was carried out within the
context of the classroom. The result is one of pedagogical
remidiation. Those are:
a. Identify errors
It is about what is the error that appears in writing or
speaking. For example: incorrect sequence of tenses, wrong
verb form, etc.
b. Classify form
It is about classifying the errors and divide it as error or just
the tenses form.
53
c. Quantify errors
It is about how many errors of the sentence which occur in
writing or speaking.
d. Analysis of error sources
e. Remidiation
Indeed, Corder in Ellis (2008) infers five steps in conducting
error analysis, those are:
a. Collection of a sample of learner language
The reseacher need to collect a sample of student writing to
provide the error analysis data. In collecting the sample, the
reseacher may control the data by making specific sample.
b. Identification of errors
In this step, the researcher had to be compare between
students’ sentence and native speaker’ sentence in the same
context. After that, absolutely, the researcher can identify
which part of students’ sentence is different from the
reconstructed verison.
c. Description of Error
This step usually uses either linguistics taxonomy or surface
strategy taxonomy to describe the students’ sentence.
d. Explanation of Error
It includes of determining their sources to find out why they
were made.
54
e. Error Evaluation
This is the suplementary step in error analysis. It shows the
different errors with a view to decide which ones should
receive instruction.
So, in this research the researcher uses the procedure of Error Analysis
according to the Gas and Selinker.
H. Conceptual Framework
Figures 2.1 Conceptual Framework
STUDENTS’ ESSAY WRITING
AUXILIARY VERBS
ERROR ANALYSIS
OMISSION ADDITION MIS-FORMATION MIS-ORDERING
STUDENTS’ TYPES OF ERROR ON USING
AUXILIARY VERBS
55
CHAPTER 3
RESEARCH METHOD
This chapter dealed with the research design, population, sampling and
research sample, data instrument, data collection and data analysis.
A. Research Design
The design of this research was qualitative research. According to
Johnson and Christensen (2012), qualitative research was regarded as
being unique because of the reliance on the collection of non-numerical
primary data such as words and pictures by the researcher who serves as
an instrument himself made qualitative research well-suited for providing
factual and descriptive information. While, Bryman (2008) stated that
qualitative research had no structured procedure and relies heavily on the
researchers’ interpretation and ingenuity who collected, interpreted and
analyzed the data. It meant that it would be not possible to conduct the
same research and got the same result at any other time and place. That
was why, Sugiyono (2017) said that qualitative research was natural. It
meant that the research was taken from natural description without
manipulation the condition.
This research also could be called a descriptive qualitative research.
As Arikunto (2002) said that descriptive research had no hypothesis, but
only described some variable and condition naturally. So, this research
had a purpose to describe auxiliary verbs errors in third-semester
56
students’ essay writing of English Language and Literature Department of
Adab and Humality Faculty at Alauddin State Islamic University of
Makassar.
B. The Subject of the Study
The subject of this research focused on the third semester students of
English Language and Literature Department of Adab and Humanity
Faculty at Alauddin State Islamic University of Makassar in academic year
2020/2021. The fourth semester students were divided into three classes;
AG 1-2, AG 3-4, and AG 5-6. In this research the researcher used AG 5-6
as the subject of the study by using purposive sampling. Purposive
sampling was a determination technique samples with certain
considerations. The reason of choosing purposive sampling was because at
that time the researcher was only allowed by the Head of the Department
to choose and focuss at one class only from three classes. It caused of the
time and space limitation due to the Covid-19 pandemic situation, so the
learning process had to through to the online learning way. So the
researcher chose one class that could represented the characteristics of the
entire population. In accordance with the objectives of the research that the
researcher wanted to know was about the students’ error types and and its
percentages in writing essay, the researcher took AG. 5-6 class as the
object of this research because it could represented the characteristics of
the entire population. The considerations for the sample in this research
were participants with the following criteria:
57
a) The third semester students of English Language and Literature
Department of Adab and Humanity Faculty at Alauddin State
Islamic University of Makassar.
b) The students in the recomended class by the lecturer
In this research, the sample size was determined using a Slovin formula.
The Slovin formula was as follows:
n = Sample size
N = Population size
e = Error standard (10%)
Based on the Slovin formula above, the following samples were obtained:
n= 111/1+111(0,1)2
n= 111/2.11
n= 52,6 = 53 samples.
By using the Slovin formula, the number of samples to be obtained used as
the participants in this research as many as 53 participants, but in this
research the researcher only took one class to be the participants itself. But
the sample in this study was one class from AG 5-6 class which included
of 36 participants with the criteria set by the researcher as above.
C. Data Instrument
The researcher used students’ essay writing worksheets to collect the data.
The data held on the students’ test in creative writing subject which took
on October 8th, 2020 for about 60 minutes. The instrument was to write
n = N/ 1 + N(e)2
58
essay writing, especially in descriptive essay. There were some topics that
can students chose to write their essay. After the students finished their
writing, they had to sent their essay writing through the researcher and
their lecturer’s e-mail because it was pandemic situation and the learning
process was only using online learning and online media or by using
google meet application.
D. Data Collection
To collect the data, the researcher conducted some stages:
1. The lecturer asked the researcher for sending students’ worksheet
(test) to write descriptive essay in the students’ Creative Writing
group in WhatsApp media.
2. Next, the lecturer asked the students to do the test according to the
worksheet instructions itself.
3. After the students finished their writing, the lecturer collected the
students’ writing by asking the students to send their essay through the
lecturers and the researcher email too.
4. And then, after having all of the students essay which consisted of 36
essays, the researcher identified the errors words or sentences in their
writing essay.
5. The researcher analyzed and classified the most common errors which
were made by students on their auxiliary verbs in writng essay based
on Dulay’s theory of classification error.
59
6. The researcher analyzed and made the types of error percentage which
the most freuqently from the students’ writing.
E. Data Analysis
After gathering the data, the researcher analyzed in order to get the
research question in this research. In analyzing the data the researcher
used the method by Corder in Ellis (2008).
The qualitative result calculated and drew up in the table of percentage
which the formula as follows:
𝑃 =F
𝑁𝑥 100
Note:
P : Percentage
F : Frequency of error occurred
N : Total numbers of error
(Corder in Ellis, 2008)
60
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter discussed about the findings and discussions of the research. The
research finding consists of the decription of errors in using auxiliary verbs
and the sample of errors. And then, this chapter discussed about the students’
errors in using auxiliary verbs itself. This chapter also presented data
description and data analysis. The data decription described the students’
essay writing error which included the catagories, frequencies, percentages,
and the sample of errors.
A. Research Findings
In making the analysis systematic, the researcher took three steps
on describing the students’ error. Based on the model taxonomy, the
researcher had classified into each points. Omission error was classified
into two points which were omission of major constituents and omission
of grammatical morphemes. Then, in addition, there were also two
points, which were double marking and simple addition. Furthermore in
misformation, which were over regularization and archi/alternating
forms. Moreover, in misordering, the researcher didn’t find the
misordering of auxiliary verbs itself. Overall, the errors were calculated
in each category. The numerical data was presented in its frequencies and
percentages in the form of a table.
61
1. The Description of Errors
a. Error Categories and Its Frequencies
In this analysis, the data was taken from the students writing
made by third-semester students. There were 36 data sources in
this research. By doing some evaluations, the researcher found
103 errors were produced by those data sources. Indeed the
errors were divided into four categories. The error categories
which included the frequency and percentage of each category
were as follow:
Table 4.1
Error Types and Frequencies in Using Auxiliary Verbs
on the Students’ Essay Writing
No. Types of Errors Frequency
N %
1 Omission 52 50,48
2 Addition 11 10,69
3 Misformation 40 38,83
4 Misordering 0 0
Total Frequency 103 100%
In the figure above, the occurance of omission errors involved
52 errors or 50,48% of all errors that found in using auxiliary
62
verbs in writing essay of the third semester students, it was
higher than another types of errors.
b. Omission Errors
The following table showed that based on the omission in
surface strategy taxonomy, the researcher found many errors of
the students auxiliary verbs in writing essay. It was the highest
type of error in students’ auxiliary verbs in writing essay. There
were four error types of omission produced in the students’
essay writing. The highest frequency of errors happened in
omission of primary auxiliary verbs in writing essay, which
consisted of 25 errors or 24,27%. Next, omission of subject
before primary auxiliary verbs in writing essay, which consisted
of 12 errors or 11,65%. And then, omission of subject before
modal auxiliary verbs in writing essay which consisted of 9
errors or 8,74%. And the last was omission of modal auxiliary in
writing essay, which consisted of 6 errors or 5,82%.
11,65%
8,74%24,27%
5,82%
Figure 4.1
The Distribution of Omission Error
subject beforeprimary aux.
subject before modalaux.
primary auxiliary
modal auxiliary
63
c. Addition Errors
The addition was the opposite of the omission, which was
characterized by the presence of an item, which was
unnecessary. There were 5 error types of addition that produced
in using auxiliary verbs in writing essay. There were addition of
suffix-s at verbs after primary auxiliary verbs, which consisted
of 3 errors or 2,91%. Next, the students added suffix-s at verbs
after modal auxiliary, which also consisted of 3 errors or 2,91%.
And then, suffix-ing at verb after modal auxiliary, which
consisted of 1 error or 0,97%. Students also added primary
auxiliary verbs in wrong form, which consisted of 3 errors or
2,91%. And the last was students added modal auxiliary verbs in
wrong form, which consisted of 1 error or 0,97%.
2,91%
2,91%0,97%
2,91%
0,97%
Figure 4.2
The Distribution of Addition Error
suffix-s (verb) afterprimary aux.
suffix-s (verb) aftermodal aux.
suffix-ing (verb) aftermodal aux.
add primary aux.
add modal aux.
64
d. Misformation Errors
Misformation was indicated by the wrong form of the structure.
The total number of misformation error was 6 error types. The
highest type of misformation error was misformation of modal
auxiliary verbs in writing essay, which consisted of 15 errors or
14,56%. Next, misformation of primary auxiliary verbs in
writing essay, which consisted of 11 errors or 10,69%. And
then, misformation of modal auxiliary verbs in present form
which consisted of 6 errors or 5,82%. Misformation of primary
auxiliary verbs in presennt form which consisted of 5 errors or
4,85%. Then, misformation of regular verb in present form after
auxiliary verbs which consisted of 2 errors or 1,94%. And the
last was misformation of irregular verb in past form after
auxiliary verbs which consisted of 1 error or 0,97%.
4,85%5,82%
1,94%0,97%
10,69%
14,56%
Figure 4.3
The Distribution of Misformation Error
primary aux. in presentform
modal aux. in presentform
regular verb (present)after aux.
irregular verb (past)after aux
misformation ofprimary aux.
misformation of modalaux.
65
2. Sample of Errors
a. Omission
In omission, based on surface strategy taxonomy there were two
omission types, which were an error on major constituent and
grammatical morphemes. The researcher found many errors of
omission in students’ auxiliary verbs in writing essay in terms of
major constituents or content morpheme and grammatical
morpheme.
1) Error on the Use Major Constituents
The researcher found 21 errors of omission of major
constituents that divided into subject before primary auxiliary
verbs and subject before modal auxiliary verbs: It, They, etc.
a) Omission of Subject before Primary Auxiliary Verb
In error on the use of subjects before primary auxiliary
verb, there were 12 errors in using auxiliary verbs in
writing essay, there were two examples of the errors as
follow:
“..., and ^ is caused by adolescents who always
violate without thinking about the consequences.”
(taken from essay no. 16)
“..., but ^ do not know how to take advantage of
the results of this education.” (taken from essay no.
26)
66
Both of sentences above were an error because the
students didn’t put the subject (pronoun/noun) before
primary auxiliary verb. So, the sentence become
ambiguous. It was because both of the sentences were
the compound sentences. The correct sentences should
be:
“..., and it is caused by adolescents who always
violate without thinking about the consequences. .”
(taken from essay no. 16)
“..., but they do not know how to take advantage of
the results of this education.” (taken from essay no.
26)
b) Omission of Subject before Modal Auxiliary Verb
In this kind of error, the students omitted the subject
before modal auxiliary verbs itself, such as pronoun it
and they. The researcher found nine errors, there were
two examples of the errors as follow:
“..., and ^ will be destroyed in vain if there is no
awareness of the teenager.” (taken from essay no.
16)
“..., ^ can be isolated independent and maintain
health by taking a multivitamin.” (taken from essay
no. 27)
67
Both of sentences above were an error because the
students didn’t put the subject (pronoun/noun) before
modal auxiliary verb. And both of the sentence above
were the compound sentences too. The correct
sentences should be:
“..., and it will be destroyed in vain if there is no
awareness of the teenager.” (taken from essay no.
16)
“..., they can be isolated independent and maintain
health by taking a multivitamin.” (taken from essay
no. 27)
2) Error on the Use of Grammatical Morphemes
The researcher found 31 errors of omission of grammatical
morphemes that divided into omission of primary auxiliary
verb and modal auxiliary verbs in writing essay such as:
is.are, have, will, can, etc.
a) Omission of Primary Auxiliary Verbs
In error on omission of primary auxiliary verb in writing
essay, there were 25 errors that had found from
sentences, there were some examples of the error as
follow:
68
“Eventhough they ^ already known that Indonesia
is a country with the highest death rate with the
Covid 19 virus in ASIA.” (taken from essay no. 6)
“This is because of the high-paying job skills ^
provided by Education.” (taken from essay no. 14)
“What's wrong with a woman who ^ getting a
college education?” (taken from essay no. 25)
“In other words, actions such as cheating,
plagiarism, stealing and/or faking something ^
related to academics with the aim of achieving
success.” (taken from essay no. 30)
From those sentences above, students still didn’t put or
they omitted the primary auxiliary verbs. In sentence
from essay number six they should put auxiliary have
because it was a simple future tense. Next, student
should put auxiliary are in sentence from essay number
14 above, because it was a passive voice which usually
need auxiliary verb in verbal sentence. And then, in
sentence from essay number 25 before verb ‘getting’ the
student should put auxiliary is to make the question clear
because it was the present continuous tense. And the last,
in sentence from essay number 30 above, student should
69
put auxiliary are to make the sentence clear too. So, the
correct sentence should be:
“Eventhough they have already known that
Indonesia is a country with the highest death rate
with the Covid 19 virus in ASIA.” (taken from
essay no. 6)
“This is because of the high-paying job skills are
provided by Education.” (taken from essay no. 14)
“What's wrong with a woman who is getting a
college education?” (taken from essay no. 25)
“In other words, actions such as cheating,
plagiarism, stealing and/or faking something are
related to academics with the aim of achieving
success.” (taken from essay no. 30)
b) Omission of Modal Auxiliary Verb
In error on omission of modal auxiliary verbs in writing
essay, there were 6 errors that had found from the
students’ writing, there were 2 examples of the errors as
follow:
“..., so that the city air ^ become fresh.” (taken
from essay no. 19)
70
“Many men think that only men ^ deserve higher
education and get a good job.” (taken from essay
no. 25)
Both of sentences above were error because the students
didn’t put the modal auxiliary verbs which had to put on
the sentences above. In sentence from essay number 19,
student should put modal auxiliary verb will because
modal will was used to express a prediction. While, in
sentence from essay number 25, student should put
modal auxiliary verb can, because modal can was used
to express possibility. The correct sentence should be:
“..., so that the city air will become fresh.” (taken
from essay no. 19)
“Many men think that only men can deserve higher
education and get a good job.” (taken from essay
no. 25)
b. Addition
Addition was called as the opposite of omission. It was indicated
by the presence of an item that had not to appear in well-formed
sentences. In addition, the researcher found 11 errors in students
auxiliary verbs in writing essay that included of two categories:
double marking and simple addition.
71
1) Double Marking
a) Suffix-s at Verb after Primary Auxiliary Verbs
“Actually, they do not wants to follow the rules
in avoiding Covid-19.” (taken from essay no. 8)
The error sentence above were incorrect because the
student had to put suffix –s at verb after using primary
auxilary verb. So, the correct form should be:
“Actually, they do not want to follow the rules in
avoiding Covid-19.” (taken from essay no. 8)
b) Suffix-s at Verb after Modal Auxiliary Verbs
“Anyway, they will works in the kitchen too.”
(taken from essay no. 25)
The error sentence above were incorrect because the
students must not put suffix –s at verb after using
modal auxilary verb. So, the correct form should be:
“Anyway, they will work in the kitchen too.”
(taken from essay no. 25)
c) Suffix-ing at Verb after Modal Auxiliary Verbs
“... or consume vitamin C that can keeping your
imun well.” (taken from essay no. 6)
The error sentence above were incorrect because they
must not put suffix –ing at verb after using modal
auxilary verb. So, the correct form should be:
72
“... or consume vitamin C that can keep your
imun well.” (taken from essay no. 6)
2) Simple Addition
a) Addition of Primary Auxiliary Verbs
“... and you are saying something that is usually
reject the disaster or woe.” (taken from essay no.
22)
The error sentence above were incorrect because they
must not put auxiliary is in the sentence because it was
ambiguous. So, the correct form should be:
“... and you are saying something that usually
reject the disaster or woe.” (taken from essay no.
22)
b) Addition of Modal Auxiliary Verbs
“Being a leader is not something that is easy, it
requires strong determination and a strength will
to be a good leader.” (taken from essay no. 13)
The error sentence above were incorrect because they
must not put modal auxiliary will in the sentence
because it was ambiguous or incorrect. So, the correct
form should be:
73
“Being a leader is not something that is easy, it requires
strong determination and a strength to be a good
leader.” (taken from essay no. 13)
c. Misformation
The misformation error was the second highest type of errors
that the researcher found in this research after the type of
omission error. The researcher found 40 errors or 38,81% in
students auxiliary verbs in writing essay. The explanation below
described more about error happened in misformation.
1) Overregularization
a) Primary Auxiliary in Present Form
“They had left their books and friends.” (taken
from essay no. 21)
“And then, on the second night of the last before
the reception, it was held MOFOTO'A.” (taken
from essay no. 22)
Both of the sentences above were incorrect because the
writer or students were describing something that
happen in the present too, so it had to put present form
af primary auxiliary verbs. So, the correct sentences as
follow:
“They had left their books and friends.” (taken
from essay no. 21)
74
“And then, on the second night of the last before
the reception, it was held MOFOTO'A.” (taken
from essay no. 22)
b) Modal Auxiliary in Present Form
“... that every person could pursue a fulfilling
career that ensures a satisfied life.” (taken from
essay no. 23)
“... they also could have titles as high as the sky.”
(taken from essay no. 25)
Both of the sentences above were incorrect because the
writers or students were describing something that
happened in the present, so it had to put present form af
modal auxiliary verbs. So, the correct sentences as
follow:
“... that every person can pursue a fulfilling
career that ensures a satisfied life.” (taken from
essay no. 23)
“... they also can have titles as high as the sky.”
(taken from essay no. 25)
c) Regular Verb (present) after Auxiliary Verb
“It will be dangerous for our health, that’s why
we need to always consumed a healthy food and
doing some excersice.” (taken from essay no. 6)
75
The sentence above was incorrect because the student
was describing something that happened in the present,
so it had to put present form of verb after modal
auxiliary need to. So, the correct sentences as follow:
“It will be dangerous for our health, that’s why
we need to always consume a healthy food and
doing some excersice.” (taken from essay no. 6)
d) Irregular Verb (past) after Auxiliary Verb
“They were make slaves by the Gowa Kingdom
at that time.” (taken from essay no. 2)
The sentence above was incorrect because the student
should not use the present form after the past form of
modal auxiliary, it was not correct according to the
grammatical pattern. Therefore they should use past
form of verb too. So, the correct sentence as follow:
“They were made slaves by the Gowa Kingdom
at that time.” (taken from essay no. 2)
2) Archi/Alternating Form
a) Misformation of Primary Auxiliary Verb
“..., the environmental conditions is getting
worse.” (taken from essay no. 33)
76
“..., at this event all communities is invited to
attend its annual party, ....” (taken from essay no.
22)
“In reality, however, these online learning
activities do not easy to implement in
Indonesia.”(taken from essay no. 29)
“Therefore, it will be harder for our country to
fight from Covid-19 if some citizens do not
dicipline on its rules to wear mask and also use
handsanitizer also.” (taken from essay no. 8)
The sentences from essay number 33 and 22 were
incorrect because the nouns were plural. And then, at
essay number 29 and 8 were incorrect because before
using adjective we had to use auxiliary “are not”. And
auxiliary “are not” here was the auxiliary that acted as
linking verb because the sentences above were a
nominal sentences. So, the correct sentences as follow:
“..., the environmental conditions are getting
worse.” (taken from essay no. 33)
“..., at this event all communities are invited to
attend its annual party, ....” (taken from essay no.
22)“In reality, however, these online learning
77
activities are not easy to implement in
Indonesia.”(taken from essay no. 29)
“Therefore, it will be harder for our country to
fight from Covid-19 if some citizens are not
dicipline on its rules to wear mask and also use
handsanitizer also.” (taken from essay no. 8)
b) Misformation of Modal Auxiliary Verb
“Therefore, earthworms as a waste processor can
actually be an easy and inexpensive solution.”
(taken from essay no. 1)
“There are several solutions that in my opinion
can reduce the frequency of student problems
above.” (taken from no. 11)
“..., you may implement the 3 R (Reduse, Reuse,
Recycle) in everyday life.” (taken from essay no.
19)
“Then he dares to try these drugs, that will also
cause the teenager fell into promiscuity.” (taken
from essay no. 16)
The sentences from essay number one was incorrect
because had to put modal auxiliary should be because
modal should was used to show the obligation. Next, in
sentence from essay number 11, student had to put
78
modal auxiliary may, because modal auxiliary may was
used to express the possibility. Then, in sentence from
essay number 16 student had to put modal auxiliary can
because modal auxiliary can was used to express the
ability. So, the correct sentences as follow:
“Therefore, earthworms as a waste processor
should actualy be an easy and inexpensive
solution.” (taken from essay no. 1)
“There are several solutions that in my opinion
may reduce the frequency of student problems
above.” (taken from no. 11)
“..., you have to implement the 3 R (Reduse,
Reuse, Recycle) in everyday life.” (taken from
essay no. 19)
“Then he dares to try these drugs, that can also
cause the teenager fell into promiscuity.” (taken
from essay no. 16)
B. Discussions
According to the findings and analysis directly above, the
researcher found that the students made errors in using auxiliary verbs in
their essay writing. The errors included of omission, addition,
misformation and misordering error. Based on the result, the students
made error typing in three error types, those are omission was 52 errors or
79
50,48%, addition was 11 errors or 10,69%, misformation was 40 errors or
38,83%. But, in misordering type of error the students didn’t made errors
on it. It meant that most of the students still made errors based on surface
strategy taxonomy in their writing.
In this research, based on the theory of Dulay, the finding data
described that omission error was the highest type of errors that appeared
in students’ auxiliary verbs in writing essay, especially the error of
omission primary auxiliary verbs in writing essay which consisted of 25
errors or 24,27%.
Related to the findings of earlier research, the findings of this
research were systematically dissimilar from earlier research about
auxiliary verbs errors error analysis. Agustin (2018) found that there were
misordering of primary auxiliary verb, misformation of primary auxiliary
verb, omission of primary auxiliary verbs, addition of primary auxiliary
verbs and addition of modal auxiliary verbs in students’ consecutive
interpretation. Moreover, Yunhadi (2017) found that those were omission
error, addition error (double marking and regularization), misformation
error and miscellaneous error which had been being appeared in the High
School students’ writing. Based on previous research before, it could be
concluded that the students made error in their writing.
From this research, the researcher found the highest error is in
omission error, which was 52 errors. The researcher hopes that this
research gives more understanding about grammatical error or auxiliary
80
verbs error, especially to the readers. Based on this research, it could have
explained the new theory of grammatical error analysis which had not
discussed yet in the previous researches.
81
CHAPTER V
CONCLUSION AND SUGGESTION
In this segment, the researcher presented the conclusions and suggestions in
the end section of this research. The conclusion was settled based on the
framed research questions, meanwhile suggestions were offered to provide
information to the next researchers who were ancious about doing the same
research.
A. Conclusion
In this research, writing was a skill to formulate and organize ideas
in the right words to transform and communicate the purpose to the reader
by presenting it on a piece of paper (Sumarsih and Sanjaya in Sabaruddin,
2019). It meant that if people wanted to express their ideas or views about
something, they could write it by formulating and organizing it through
the writing media. So, they could communicate and tranform theirs
ideas/views with the people who read the writing itself and those people
were called as the readers.
The importance of English Influenced the educational system in
Indonesia especially in learning English raised among English Language
and Literature Department Students at Alauddin State Islamic University
of Makassar had proper the researcher to analyze auxiliary verbs error in
writing essay made by the third semester students. Based on the finding
data of this research, it found that one hundred and three errors in
82
students’ auxiliary verbs in writing essay. The highest frequency of error
in students’ auxiliary verbs in writing essay happened in omission error
which consisted of 52 errors or 50,48%. Next misformation error which
consisted of 40 errors or 38,83%. Then, addition error which consisted of
11 errors or 10,69%. And the last, the researcher didn’t find misordering
error in the students’ auxiliary verbs in writing essay. So, the researcher
concluded that the students in University especially in English Language
and Literature Department still made errors in their writing especially the
error on using auxiliary verbs in writing essay.
B. Suggestion
The Researcher would like to propose some suggestions. Hopefully, the
suggestion would give a new idea for a better learning process, especially
in writing skill in English Language and Literature Department at
Alauddin State Islamic University of Makassar. There were several
suggestions related to the auxiliary verbs error analysis in essay writing.
1. For the Lecturers
The researcher suggested that all the lecturers to use the most
appropriate methods or techniques in teaching writing. So, it
would make the students more understand about the grammar
itself well, therefore it would helped to minimalize the errors
from the students writing.
83
2. For the Students
The researcher hoped that the students had to learn English by
reading more about grammar materials, so they could improved
their English grammar ability in writing especially about auxiliary
verbs itself.
3. For the Further Reserachers
This research was expected that the result of the research could
give more information to other researcher who wanted to conduct
similar research.
84
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87
88
89
APPENDIX A
List of Students
No NAME NIM
1 Akbar Amirullah 40300119110
2 Alfitri Dwifayani S 40300119106
3 Andi Nurul Hilmy 40300119131
4 Anita 40300119137
5 Ardita 40300119139
6 Arlly Arfina Elier 40300119128
7 Desi Ratnasari 40300119099
8 Erwin 40300119132
9 Fitriani Ayu Ningsi 40300119127
10 Hasnatul Husna 40300119125
11 Husnul Khotimah 40300119113
12 Ismilenia Malta 40300119102
13 Isnaeni 40300119101
14 Julqaidah 40300119135
15 Luthfi Yassar 40300119124
16 Muh. Riski Akbar Malik 40300119103
17 Muhammad Ali Emir Abdullah P.K.T. 4030019097
18 Muhammad Risal 40300119133
19 Muhammad Teguh Wererilangi 40300119119
20 Nur Alasima 40300119140
21 Nur Aliah Rahmania 40300119134
22 Nur Fadilah 40300119115
23 Nurdiana 40300119117
24 Nurhikmah Ramadani 40300119121
25 NurIsmila Dewi 40300119107
26 Nurmila Sari 40300119114
90
27 Nurul Fatimah 40300119095
28 Sakina Al Munawara 40300119108
29 Salsabila Latifa 40300119111
30 Serli Merlis 40300119126
31 Shihanah Ayyuni 40300119136
32 Sindy 40300119129
33 Syahrani Ilyas 40300119098
34 Syahrul Akib 40300119138
35 Yayan Sari 40300119104
36 Yurianti 40300119122
91
APPENDIX B
SURFACE STRATEGY TAXONOMY CODE
1. Omission
1. a. Omission of Major Constituent
1.a.1. subject (noun/pronoun) before primary auxiliary verbs.
1.a.2. subject (noun/pronoun) before modal auxiliary verbs.
1.b. Omission of Grammatical Morphemes
1.b.1. omission primary auxiliary verbs.
1.b.2. omission modal auxiliary verbs.
2. Addition
2.a. Double Marking
2.a.1. suffix-s (at verb) after primary auxiliary.
2.a.2. suffix-s (at verb) after modal auxiliary.
2.a.3. suffix-ing (at verb) after modal auxiliary.
2.b. Simple Addition
2.b.1. addition of primary auxiliary verb.
2.b.2. addition of modal auxiliary verb.
3. Misformation
3.a. Overregularization
3.a.1. primary aux. in present form.
3.a.2. modal aux. in present form.
3.a.3. regular present verb (present) after aux.
3.a.4. irregular verb (past) after aux.
3.b. Archi/alternating forms
3.b.1. misformation of primary auxiliary.
3.b.2. misformation of modal auxiliary.
4. Misordering
92
APPENDIX C
Surface Strategy Taxonomy Error
Essay Number
1 2 3
4 1a 1b 2a 2b 3a 3b
1a1 1a2 1b1 1b2 2a1 2a2 2a3 2b1 2b2 3a1 3a2 3a3 3a4 3b1 3b2
1 1 2
2 1 1 1
3 1 1
4 2
5 1 1
6 1 1 2 1 2
7 2 1
8 1 1 1
9 1 1
10 1
11 2
12 1 1
13 1 1 1 1
14 1 2
15 2 1
16 1 2 1 3
17 1 1
18 1 1
19 1 1 1
20 1 1 1
21 1 1 1
22 1 2 1 1 2
23 2
24 2
25 2 1 1 1
26 1 1 1
27 1 2
28 1 1 1
29 1 2
30 1 2
31 1
32 1 1
33 1 1 1
34 1
35 1
36 2
F 12 9 25 6 3 3 1 3 1 5 6 2 1 11 15 -
N 103
% 11,65 8,73 24,27 5,82 2,91 2,91 0,97 2,91 0,97 4,85 5,82 1,94 0,97 10,69 14,56 -
93
APPENDIX D
Table of Students’ Error Description in Using Auxiliary Verbs in Writing
Essay
Essay
Number Sentences Types of Error Incorrect Form Correct Form
1
In Indonesia, the
impact of
agricultural and
the impact
livestock waste
pollution is
especially felt in
river waters.
Misformation
(primary aux:
are)
... is especially
felt ....
... are
especially felt
....
Therefore,
earthworms as a
waste processor
can actually be an
easy and
inexpensive
solution.
Misformation
(modal aux:
should)
.. can actualy
be an easy ....
... should
actualy be an
easy ....
When the worms
rot, the soil
becomes rich in
nutrients, so it can
increase soil
fertility.
Misformation
(modal aux:
will)
..., so it can
increase ....
..., so it will
increase ....
2
What a beautiful
culture, and ^
should be
preserved.
Omission
(subject before
modal aux.)
..., and ^
should be
preserved.
..., and it
should be
preserved.
They were make
slaves by the
Gowa Kingdom at
that time.
Misformation
(irregular
verb: past)
... were make
slaves by ....
... were made
slaves by ....
We can not be too
consumed with
modern life and
knowledge that
make us forget
about culture,
especially the
overseas students
as the next
Misformation
(modal aux:
should not)
We can not be
too consumed
....
We should not
be too
consumed ....
94
generation.
3
The structured
manner is of
education that is
regulated under the
Indonesian
Ministry of
Education and
Culture.
Addition
(primary aux:
is)
The structured
is of education
....
The structured
manner of
education ....
..., it ^ causing
disruption in the
learning process
due to
inconvenience.
, ....
Omission
(modal aux:
will be)
..., it ^ causing
....
..., it will be
causing ....
4
The vegetation,
aquatic life, all
living species
including humans
^ affected by the
condition of the
environment they
live in.
Omission
(primary aux:
are)
... ^ affected
by ....
... are affected
by ....
NH3 plays
significant role in
the production of
atmosphere
particulate matter
(APM), which ^
depleting the
quality index of
breathable air.
Omission
(primary aux:
is)
..., which ^
depleting the
quality ....
... which is
depleting the
quality ....
5
Each region has its
own uniqueness
and we should not
only be proud our
culture but ^
respect to other
culture and dont
insult another
culture too.
Omission
(subject before
modal aux.)
... but ^ respect
to other
culture ....
... but we
respect to
other culture
....
Each region has its
own uniqueness
and we should not
only be proud our
culture but we ^
Omission
(modal aux:
have to)
... but we ^
respect to
other culture
....
... but we have
to respect to
other culture
....
95
respect to other
culture and dont
insult another
culture too.
6
I took the topic of
health because at
the moment there
are so many
people whose
health is being
disturbed, ....
Misformation
(primary aux:
are)
... is being
disturbed, ....
... are being
disturbed, ....
We can see in the
current situation
that many suffer
from this disease
even if it should
cause death.
Misformation
(modal aux:
may)
... it should
cause death.
... it may cause
death.
It will be
dangerous for our
health, that’s why
we need to always
consumed a
healthy food and
doing some
excersice.
Misformation
(regular
present (verb)
... we need to
always
consumed ....
... we need to
always
consume ....
Eventhough they ^
already known that
Indonesia is a
country with the
highest death rate
with the Covid 19
virus in ASIA.
Omission
(primary aux:
have)
... they ^
already known
....
... they have
already known
....
How is our
country free from
viruses while its
citizens do not
complied with
health protocols?
Misformation
(regular
present (verb)
... do not
complied with
....
... do not
comply with
....
We all order
citizens to stay
healthy so they as
not to be exposed
by the virus.
Misformation
(modal aux:
cannot)
... so they as
not to be
exposed by ....
... so they
cannot be
exposed by ....
... or consume
vitamin C that can
keeping your imun
Addition
(suffix –ing
(verb) after
... that can
keeping ....
... that can
keep ....
96
well. modal)
7
They just have a
full mind, and
don't feel any
complaints at that
time.
Omission
(subject before
primary aux.)
..., and ^ don’t
feel ....
..., and they
don’t feel ....
..., but ^ don't pay
attention to the
health of their own
bodies.
Omission
(subject before
primary aux.)
..., but ^ don’t
pay attention
....
..., but they
don’t pay
attention ....
However, it is
better if we can
manage a healthy
lifestyle.
Misformation
(modal aux:
will be)
..., it is better
....
..., it will be
better ....
8
But, in the other
hand, there are
people who take it
for granted and ^
take it for granted
until they ignored
health protocols.
Omission
(primary aux:
do not)
... and ^ take it
for granted
until ....
... and do not
take it for
granted until
....
Actually, they do
not wants to
follow the rules in
avoiding Covid-
19.
Addition
(suffix-s
(verb) after
primary aux.)
..., they do not
wants ....
..., they do not
want ....
Therefore, it will
be harder for our
country to fight
from Covid-19 if
some citizens do
not dicipline on its
rules to wear mask
and also use
handsanitizer also.
Misformation
(primary aux:
are not)
... if some
citizens do not
dicipline ....
... if some
citizens are
not dicipline
....
9
Indonesia is an
archipelago that
includes more than
17.000 islands
which ^ inhabited
by around 255
million
inhabitants, ....
Omission
(primary aux:
are)
... which ^
inhabited by
....
... which are
inhabited by
....
Culture is a
hereditary custom
that was given by
Omission
(subject before
modal aux.)
... and ^ must
be guarded.
... and it must
be guarded.
97
our ancestors, and
^ must be
guarded.
10
Government
efforts to provide
health insurance
such as jamkesmas
have not been
implemented
properly.
Misformation
(primary aux:
has)
... have not
been
implemented
....
... has not
been
implemented
....
11
There are several
solutions that in
my opinion can
reduce the
frequency of
student problems
above.
Misformation
(modal aux:
may)
... opinion can
reduce ....
... opinion may
reduce ....
First, students
form a study
group, and they
can study together
in a RT or local
residence.
Misformation
(modal aux:
are supposed
to)
... and they
can study ....
... and they are
supposed to
study ....
12
Education is a
more systematic
form includes
science that is very
young or ^ is still
shaping itself, ....
Omission
(subject before
primary aux.)
... or ^ is still
shaping ....
... or it is still
shaping ....
... or a process of
assistance that ^
given by adults to
children ....
Omission
(primary aux:
is)
... that ^ given
by ....
... that is given
by ....
13
Being a leader is
not something that
is easy, it requires
strong
determination and
a strength will to
be a good leader.
Addition
(modal aux:
will)
... and a
strength will to
be ....
... and a
strength to be
....
..., which means he
still wants to
improve and is to
continue learning.
Addition
(primary aux:
is willing)
... and is to
continue ....
... and to
continue ....
I will give full Omission ..., and I ^ ..., and I will
98
dedication to the
organization that I
lead, and I ^
always give my
best for the
common interest.
(modal aux:
will)
always give .... always give ....
14
This is because of
the high-paying
job skills ^
provided by
Education.
Omission
(primary aux:
are)
... skills ^
provided by
education.
... skills are
provided by
education.
Job applicants who
have a highly
educated
background must
have a greater
chance than
uneducated people,
....
Misformation
(modal aux:
should)
... must have a
greater chance
....
... should have
a greater
chance ....
Therefore we also
have to have
higher education if
we want to change
lives for the better
in the future.
Misformation
(modal aux:
must)
... have to
have ....
... must have
....
15
The mattimpa
bung ritual is an
ancestral tradition
that ^ carried out
by the local
community every
time in the
planting season ....
Omission
(primary aux:
is)
... that ^
carried out ....
... that is
carried out ....
..., and ^ has been
being a habit of the
Bugis people since
ancient times.
Omission
(subject before
primary aux.)
..., and ^ has
been being a
habit ....
..., and it has
been being a
habit ....
..., ^ is held by the
people after
harvest at night
when the moon is
full.
Omission
(subject before
primary aux.)
..., ^ is held by
the people ....
..., It is held by
the people ....
16
..., and ^ is caused
by adolescents
who always violate
Omission
(subject before
primary aux.)
..., and ^ is
caused by ....
..., and it is
caused by ....
99
without thinking
about the
consequences.
..., then he will fall
into promiscuity.
Misfomation
(modal aux: is
able to)
..., then he will
fall ....
..., then he is
able to fall ....
Then he dares to
try these drugs,
that will also cause
the teenager fell
into promiscuity.
Misformation
(modal aux:
can)
..., that will
also cause ....
..., that can
also cause ....
..., and ^ will be
destroyed in vain
if there is no
awareness of the
teenager.
Omission
(subject before
modal aux.)
..., and ^ will
be destroyed
....
..., and it will
be destroyed
....
..., and ^ always
pray to God to
show the right
path, ....
Omission
(subject before
modal aux.)
..., and ^
always pray ....
..., and we
always pray ....
..., and we ^
always pray to
God to show the
right path, ....
Omission
(modal aux:
must)
..., and we ^
always pray ....
..., and we
must always
pray ....
It would be nice if
we distance
ourselves from
free association,
....
Misformation
(modal aux.
present: will)
It would be
nice ....
It will be nice
....
17
... and it can makes
them being a
certain of thing in
life.
Addition
(suffix –s
(verb) after
modal aux.)
... and it can
makes ....
... and it can
make ....
Of course an
educated person
could help the
growth of the
nation itself.
Misformation
(modal aux.
present: can)
... could help
the growth of
the nation
itself.
... can help the
growth of the
nation itself.
18
Indonesia was
located centrally
along an ancient
trade route
between the Far
East, South Asia
Misformation
(primary aux.
present: is)
Indonesia was
located ....
Indonesia is
located ....
100
and the Middle
East.
Resulting in many
cultural practices
which ^ heavily
influenced by
many religions, ....
Omission
(primary aux:
are)
... which ^
heavily
influenced by
....
... which are
heavily
presented ....
19
..., you may
implement the 3 R
(Reduse, Reuse,
Recycle) in
everyday life.
Misformation
(modal aux:
have to)
..., you may
implement ....
..., you have to
implement ....
In addition, the
government must
also makes a
policy regarding
the construction of
new buildings ....
Addition
(suffix-s
(verb) after
modal aux.)
... must also
makes ....
... must also
make ....
..., so that the city
air ^ become fresh.
Omission
(modal aux:
will)
... the city air ^
become fresh.
... the city air
will become
fresh.
20
According to data
that ^ released by
the Task Force for
the Acceleration of
Handling COVID-
19 of the Republic
of Indonesia, ....
Omission
(primary aux:
is)
... that ^
released by ....
... that is
released by ....
But did you know
that how to apart
from this deadly
virus?
Misformation
(primary aux.
present: do)
... did you
know ....
... do you
know ....
..., and ^ does not
have any impact.
Omission
(subject before
primary aux.)
..., and ^ does
not have ....
..., and it does
not have ....
21 Technology
sometimes makes
users ^ addicted.
Omission
(primary aux:
are ...)
... users ^
addicted.
... users are
being
addicted.
..., many parents
are worried about
the style, attitude,
appearance and
environment,
which is
happening now.
Misformation
(primary aux:
are)
... which is
happening
now.
... which are
happening
now ....
They had left their Misformation They had left They have left
101
books and friends. (primary aux.
present: have)
.... ....
22
..., who are usually
called Pua in my
regional language
as the head of the
family who works
daily as a farmer /
fisherman.
Misformation
(primary aux:
is)
..., who are
usually called
Pua ....
..., who is
usually called
Pua ....
... and ^ are saying
something that
usually reject the
disaster or woe.
Omission
(subject before
primary aux.)
... and ^ are
saying
something ....
... and you are
saying
something ....
... because it has
become a legacy
that ^ passed down
by previous
ancestors.
Omission
(primary aux:
is)
... that ^
passed down
by ....
... that is
passed down
by ....
... and you ^
saying something
that is usually
reject the disaster
or woe.
Addition
(primary aux:
is)
... and you ^
saying .... that
is usually
reject ....
... and you are
saying .... that
usually reject
....
..., at this event all
communities is
invited to attend its
annual party, ....
Misformation
(primary aux:
are)
... all
communities is
invited ....
... all
communities
are invited ....
And some others
will dance to the
sound which ^
known as the
PANGARU
Dance, ....
Omission
(primary aux:
is)
... which ^
known as ....
... which is
known as ....
And then, on the
second night of the
last before the
reception, it was
held MOFOTO'A.
Misformation
(primary aux.
present: is)
... the
reception, it
was held ....
... the
reception, it is
held ....
23
... and bring up
intelligent people
who could
understand the
problems of
modern society ....
Misformation
(modal aux.
present: can)
... who could
understand ....
... who can
understand ....
... that every
person could
Misformation
(modal aux.
... that every
person could
... that every
person can
102
pursue a fulfilling
career that ensures
a satisfied life.
present: can) persue .... persue ....
24
The education
systems don’t only
refers to the
economic and
social factors, ....
Addition
(suffix-s (at
verb) after
primary
auxiliary.)
... don’t only
refers to ....
... don’t only
refer to ....
The government
still does not gives
solutions for it.
Addition
(suffix-s (at
verb) after
primary
auxiliary.)
... does not
gives solutions
for it.
... does not
give solutions
for it.
25
Anyway, they will
works in the
kitchen too.
Addition
(suffix –s
(verb) after
modal aux.)
..., they will
works ....
..., they will
work ....
What's wrong with
a woman who ^
getting a college
education?
Omission
(primary aux:
is)
... who ^
getting ....
... who is
getting ....
What's wrong with
a woman who ^
trying to get a PhD
to leave her
hometown?
Omission
(primary aux:
is)
... who ^ trying
....
... who is
trying ....
... they also could
have titles as high
as the sky.
Misformation
(modal aux.
present: can)
... they also
could have ....
... they also
can have ....
Many men think
that only men ^
deserve higher
education and get
a good job.
Omission
(modal aux:
can)
... that only
men ^ deserve
....
... that only
men can
deserve ....
26
..., but ^ do not
know how to take
advantage of the
results of this
education.
Omission
(subject before
primary aux.)
..., but ^ do not
know ....
..., but they do
not know ....
They ^ colonizing
each other within
their own country.
Omission
(primary aux:
are)
They ^
colonizing ....
They are
colonizing ....
The influences of
smart people in
Indonesia is
getting smaller ....
Misformation
(primary aux:
are)
... people in
Indonesia is
getting ....
... people in
Indonesia are
getting ....
103
27
... that ^ threaten
the health of many
people.
Omission
(primary aux:
has)
... that ^
threaten ....
... that has
threaten ....
It makes the river
^ polluted and the
ecosystem in the
river is threatened.
Omission
(primary aux:
has)
... the river ^
polluted ....
... the river has
polluted ....
..., ^ can be
isolated
independent and
maintain health by
taking a
multivitamin.
Omission
(subject before
modal aux.)
..., ^ can be
isolated ....
..., they can be
isolated ....
28
... that was
happening in many
countries around
the world.
Misformation
(primary
aux.present:
is)
... that was
happening ....
... that is
happening ....
..., and ^ can
increase the
immunity to
exercise and eat
foods that are
healthy.
Omission
(subject before
modal aux.)
..., and ^ can
increase ....
..., and it can
increase ....
Covid-19 is an
infectious disease
that ^ caused by a
newly discovered
form of
coronavirus.
Omission
(primary aux:
is)
... that ^
caused by ....
... that is
caused by ....
29
..., positive
patients in
Indonesia ^
reached 315,714
cases.
Omission
(primary aux:
have)
... in Indonesia
^ reached ....
... in Indonesia
have reached
....
The carried out of
home learning
activities is usually
done with Google
classroom,
whatsapp group, or
other media.
Misformation
(primary aux:
are)
... learning
activities is
usually done
....
... learning
activities are
usually done
....
In reality,
however, these
online learning
activities do not
easy to implement
Misformation
(primary aux:
are not)
... learning
activities do
not easy ....
... learning
activities are
not easy ....
104
in Indonesia.
30
..., whether
through the value
evaluation activity
that ^ determined
by the educator,
the school or the
central
government.
Omission
(primary aux:
is)
... that ^
determined by
the educator,
....
... that is
determined by
the educator,
....
According to
Deighton, is an
attempt made by a
person to get
success through
dishonest ways.
Omission
(subject before
primary aux.)
..., ^ is an
attempt made
by ....
..., it is an
attempt made
by ....
In other words,
actions such as
cheating,
plagiarism,
stealing and/or
faking something ^
related to
academics with the
aim of achieving
success.
Omission
(primary aux:
are)
... something ^
related ....
... something
are related ....
31
RUU Cipta Kerja
is part of the
Omnibus Law that
^ designed by the
Jokowi
administration
(2019-2023) to
increase interest in
investing in
Indonesia, ....
Omission
(primary aux:
is)
Omnibus law
that ^ designed
by ....
Omnibus law
that is
designed by ....
32
^ Increasingly
sophisticated
technological
developments by
accommodate and
mobilizing this
lecture system.
Omission
(subject before
primary aux.)
^ Increasingly
sophisticated
technological
developments
by
accommodate
....
It is
increasingly
sophisticated
technological
developments
by
accommodate
....
It ^ Increasingly
sophisticated
technological
. Omission
(primary aux:
is)
It ^
increasingly
sophisticated
It is
increasingly
sophisticated
105
developments by
accommodate and
mobilizing this
lecture system.
technological
developments
by
accommodate
....
technological
developments
by
accommodate
....
33
..., the
environmental
conditions is
getting worse.
Misformation
(primary aux:
are)
... conditions is
getting ....
... conditions
are getting ....
..., ^ are starting to
be decorated with
plastic trash and
leaves.
Omission
(subject before
primary aux.)
..., ^ are
starting ....
..., these are
starting ....
If only one or two
people in the
community are
aware it, is useless.
Misformation
(modal aux:
will be)
..., is useless. ..., it will be
useless.
34
... because their
lives will ^
threatened if we
destroy that nature
itself only for
personal gain.
Omission
(primary aux:
be)
... will ^
threatened ....
... will be
threatened ....
35
..., but ^ can get
education in the
surrounding
environment such
as our family
friends will get
education about
manners to
someone, ....
Omission
(subject before
modal aux.)
..., but ^ can
get education
....
..., but we can
get education
....
36
... because without
culture we would
not know each
other between one
group and another.
Misformation
(modal aux.
present: will
not)
... because
without culture
we would not
know ....
... because
without culture
we will not
know ....
... that culture is
not lost in a group
of people.
Misformation
(modal aux.
present: will
not)
... culture is
not lost ....
... culture will
not lost ....
Total 103 errors
106
APPENDIX E
SAMPLE OF STUDENTS’ ESSAY
Sample 1 (essay no. 2)
Worksheet
Name : Alfitri Dwifayani S
NIM : 40300119106
Topic : Culture
Topic of essay: Education/Culture/Health/Environment
Please make an essay (Descriptive Essay) and choose only one topic from some
topics above. Write the essay into five paragraphs or more than five paragraphs.
Jeneponto Culture
We often hear that the sentence A'bulo Sibatang in Makassar culture which
when interpreted in Indonesian means "a stick of bamboo", this sentence is the
culture of the Makassar tribal community which has remained heeded until now.
It because of it means that "working together in one group". What a beautiful
culture and should be preserved.1 No less interesting is the culture of the
Jeneponto people in particular. It is not only the word A'bulo Sibatang but the
adagium A'bulo Sibatang Accera Sitongka-tongka which means one taste, one
blood to work together. The adage is a culture that was built by our predecessors
since the Karaeng-karaeng of Jeneponto did not accept that their people were
oppressed. They were make slaves by the Gowa Kingdom at that time.2 And then
they assumed that this was called siri '(shame).
Thus, there arose a sense of resistance from the karaeng and the people to
fight against the troops of the Gowa Kingdom in Butta Turatea with the certain
consequence. The consequence is that it would give birth to blood as the
expression in the book "Three Expressions of Binamu Kingdom". A story that
107
makes my heart jolt while thinking about it and I hope that this adage will also be
held firmly by today's youth to the younger generations. Eventhough on the other
hand, with the times, it makes someone change their way of thinking, some young
people think that adage is no longer suitable to be used for various reasons and
grounds. We cannot be too consumed with modern life and knowledge that makes
us forget about culture,3 especially the overseas students as the next generation.
Culture cannot be thrown away or just forgotten because it is raised us and then
culture is the characteristic of our beloved region.
local culture is our pride, isn’t it? It is a good thing to show our regional
identity to other regions, isn’t it? Do not misinterpret this adage by defining that it
is intended or used only to fight a group of people but also useful in other social
life, for example carrying out social activities in society or institutional
arrangements to work in one sense to achieve common goals. Let's remine about
the events of 2019 when the students who are members of the Turatea Student
Association (HPMT) united to fight foreign students who made cadres experience
siri 'na pacce.
In Pattahindi's writings, Ahimsa defines siri 'as the feeling of a person who
is humiliated or when his dignity is attacked or insulted by someone else (Ahimsa
2007). Meanwhile Pacce is defined as sympathy for fellow Jeneponto people who
promote persianakkang (brotherhood) and solidarity. They cling to the proverb of
A'bulo sibatang accera sitongka-tongka, so the enthusiasm of the cadres is getting
hotter because siri' is considered a disgrace by the Jeneponto youth. Eventhough
when the news of the HPMT cadres' resistance was heard at that time, this self
made me feel scared for a moment, but seeing his enthusiasm made me proud as a
brother and as a student from Jeneponto.
The proverb that we have to preserve together in social life as young Butta
Turatea is one blood and one togetherness to uphold Sipakainga '(reminding each
other), Sipakatau (mutual respect) and Sipakalabbiri' (mutual respect, never
108
differentiating) in terms of mutual progress, and strengthen the ties of friendship
between each other.
Sample 2 (essay no. 4)
Worksheet
Name : Anita
NIM : 40300119137
Topic : Environment
Topic of essay: Education/Culture/Health/Environment
Please make an essay (Descriptive Essay) and choose only one topic from some
topics above. Write the essay into five paragraphs or more than five paragraphs.
Save the Nature
Everything that surrounds us is referred to our invironmnet. It includes of
living, non living, natural or manmade things. Our natural environment includes
of trees, gardens, rivers, jungle, air, lakes, sea, etc. Ancient humans lived closer to
the natural environment. Therefore they lived healthier and longer. But, today we
are surrounded by the artificial environment that we have to create for ourselves
buildings, air conditioned rooms, streets, shopping complexes, vehicle dust, etc.
When we talk about the nature, automatically we will think and see our
environment. The air we breathe, the water we consume, the ecosystem we live in,
the vegetation we eat and all of the beautiful view we see. Of course, all those
things necessary to protect and take care of it. All of us wants to enjoy this nature
with savely. The vegetation, aquatic life, all living species including humans
affected by the condition of the environment they live in.1 Hence, it is an evident
beyond doubt that a clean environment is very much necessary for a health
ecosystem.
109
Now, in this era, there are so many damage to the environment which have
been being happened by human activities such as like industrializations,
deforestation, urbanization, glabalization, etc greatly adds to the environmental
pollution. Human activities like burning of fossil fuel, cement production, etc are
results in the emission of CO2 gas. On the other hand the major source of NH3
emission is the agriculture sector, where ammonia based fertilizers are used. NH3
plays significant role in the production of atmosphere particulate matter (APM),
which depleting the quality index of breathable air.2 And it is from the expulsion
of harmful gases that very dangerous for our environment especially for our
nature for future.
This condition now is in the alarming level. All of us need to save our
nature and clean it clearly. That’s why cleaning environment necessary or
importance. There are many ways that we can do to protect or clean our
environment for saving the nature, such as like:
a. Reduce, reuse, and recycle.
b. Volunteer for clean up in your community
c. Educates and helps others understand the importance of our natural
resources.
d. Plant the trees.
e. Don’t send chemical into our waterways.
f. Shop wisely and buy less plastic and bring a reusable shopping bag, etc.
In conclusion, we need to protect our nature from damage. We
must protect our environment and start it fom ourselves. Our nature is our
future, Fresh environment will make our life happily. Refraining from
doing what is damaging the environment is the first step towards
maintaining health and protecting the environment.
110
Sample 3 (essay no. 6)
Worksheet
Name : Arlly Arfina Elier
NIM : 40300119128
Class : AG-6
Topic : Health
Topic of essay: Education/Culture/Health/Environment
Please make an essay (Descriptive Essay) and choose only one topic from some
topics above. Write the essay into five paragraphs or more than five paragraphs.
Health
I took the topic of health because at the moment there are so many people
whose health is being disturbed,1 especially with the virus covid 19. At this time,
we can2 see that there are so many people who suffer from the diseases such as
flu, coughs, and high fever. Those who have these symptoms can be said to be
exposed to the virus Covid 19.
We can see in the current situation that many suffer from this disease even
if it should cause death.2 It will be dangerous for our health, that’s why we need to
always consumed a healthy food and doing some excersice.3 In our own country
we can see that the death rate is increasing over time. The virus in our own
country is endless because the people have never heard the government world
about the health protocol.
If government ordered to use a mask outside the house, there are still those
who do not wear it. Eventhough they already known that Indonesia is a country
with the highest death rate with the Covid 19 virus in ASIA.4 How is our country
free from viruses while its citizens do not complied with health protocols?5 We all
order citizens to stay healthy so they as not to be exposed by the virus.6 Because
health is very important to us. Health is the main key to be happy. If we are not in
111
good health or in a state of illness then it is the same as we have to lost our
happiness inside.
Covid-19 is a problem but we have to solve it by keeping ourselves always
stay healthy. And don’t forget to wear mask if we want to go outside such as
when you want to go to the mall, traditional market, or in the bus, etc. Those are
the ways to keeps ourselves from the dangerous of covid-19. So that we can be
more healthier and stay happy. Then, take care of the health of your body and take
care of the health of your environment to avoids virus Covid-19.
In conclusion, I recommend that you must keep your health at the moment,
because you definitely don't want to see your family sad. You must consume more
mineral water, or consume vitamin C that can keeping your imun well.7 If you are
sick or if you are exposed to the virus covid 19 which is called a deadly virus, if
your body cannot fight the virus, so stay healthy, and enforces health protocols for
your own safety.
Sample 4 (essay no. 15)
Worksheet
Name : Luthfi Yassar
NIM : 40300119124
Topic : Culture
Topic of essay: Education/Culture/Health/Environment
Please make an essay (Descriptive Essay) and choose only one topic from some
topics above. Write the essay into five paragraphs or more than five paragraphs.
MATTIMPA BUNG, MAPPADENDANG
My name is Luthfi Yassar from Sengkang, Wajo Regency. Each region
must have its own customs and culture. The culture of each region is different and
it have its own uniqueness. Apart from the current rampant technological
112
sophistication, there are still areas that still preserve their culture. It is all done in
order to protect the ancestral heritage from ancient times. So that customs and
culture are still preserved in this modern era. As in my area, there are several
cultures that are routinely held every year, including Mappadendang and
Mattimpa Bung.
Mattimpa Bung is a form of public gratitude for the successful rice
harvest so far. The local community believes that this ritual is to repel bad luck
and they hope that the next planting season will be even better. Mattimpa bung
which means to draw a well. The well is a holy well and the water never runs out.
It is located in Sarasa, Pammana District, Wajo Regency.
The well that never dries up, or in the Bugis community, it is called
(Temmetti) even though the dry season hits the area. The mattimpa bung ritual is
an ancestral tradition that carried out by the local community every time in the
planting season1 or when the rice fields are approaching. At that location there are
2 bung (large wells) that are about 100 meters from each other. Whereas in the
largest well there is a large banyan tree that is hundreds of years old. According to
the local community, previously the location around the well was a village and the
community around the well used the well as a source of water and agricultural
needs.
Every year, the location is very crowded. It is filled by people who want to
witness the Mattimpa Bung ritual. It was very crowded because those who came
were not only the local people, but many who came from outside the district who
deliberately came just to watch or follow the Mattimpa Bung ritual celebration.
Residents of neighboring districts also came, such as Bone and Soppeng. They
brought food supplies from each house, because after the event they ate together
in a place that was considered sacred.
Then there is a culture called Mappadendang. Mappadendang is a
thanksgiving ceremony for the rice harvest, and has been a habit of the Bugis
people since ancient times.2 And then, is held by the people after harvest at night
113
when the moon is full.3 Mappadendang is a thanksgiving party for the success of
planting rice to the Almighty. Mappadendang is an event to pound rice using a
large mortar pounder.
Mappadendang also has magical value, and this is called as rice refining.
Mappadendang is not just mashing. Housewives who are near the house will be
invited and then start pounding. With a regular tone and tempo, sometimes they
sing several songs which are still related to what they are doing. Meanwhile, the
children played together beside or under the house.
Those are some of the cultures in my area, there's nothing wrong if we
continue to preserve the culture of our respective regions. As long as it is still
within reasonable limits, and it is not deviating from religious provisions. So it is
appropriate that we continue to preserve and protect our culture that has existed
since ancient times.
Sample 5 (essay no.25)
Worksheet
Name : NurIsmila Dewi
NIM : 40300119107
Topic : Education
Topic of essay: Education/Culture/Health/Environment
Please make an essay (Descriptive Essay) and choose only one topic from some
topics above. Write the essay into five paragraphs or more than five paragraphs.
Education As a Woman's Measure
"Education is the most powerful weapon you can use to change the world.
"-Nelson Mandela.
114
Just look at and notice the quote from nelson mandela. As you can clearly
see, education is a weapon or very number one in order to change the world.
Change the world in what way? Of course there are. As of now our world is
uncertain, righteousness is silent, destruction is everywhere, war is inevitable and
peace is not easily ignored. Many people think that it is unnecessary to pursue
higher education. Especially for women. Why do women go to high school? She's
someone's wife after all. Anyway, they will works in the kitchen too.1
Things like that are said mostly by our parents, who still believe in the
nurbaya days. Nurbaya, could be prepared by a highly sophisticated card, they
say. Thoughts like that will only degrade the quality of our country. What's wrong
with a woman who getting a college education?2 What's wrong with a woman
who trying to get a PhD to leave her hometown?3 There's nothing wrong!
Remember, an intelligent child from an intelligent mother's womb.
The examples can be seen from intelligent women in Indonesia. Call them,
tasya kamila and maudy ayunda. Tasya kamila has received education at
Columbia University, U.S.A. While maudy ayunda has just completed his master's
education at Oxford University in England. It was their proof that even they are a
women, they also could have titles as high as the sky.4 Women also have to go to
school, be highly educated so that the class can teach their children, if we as
women are just sitting around waiting for a proposal from him, it will be so
ineffective and unbalanced, today man in the mother-in-law is judging his son-in-
law by the job and title they have.
People's view of women in the past and today seems to have begun to
change. But few people do approve of a woman who is becoming a "career
woman" because of her workability. It is still a controversy among men and
women. Many men think that only men deserve higher education and get a good
job.5 But would it be better if a man and a woman are to get married to each
other? Why they are still working? Of course, they are working together because
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of their shared education. And if one of them gets in trouble and can't work out,
they still have one person that they can count on to keep alive.
The positive and negative effects should have been recognized. What is
the effect if a woman equates her dignity with a man by receiving the same
education? As we know, most highly educated women also want to work hard.
Hence, the child is probably filed with the grandmother or baby-sitter. Things like
this are inevitable, but we must not let down our enthusiasm, a woman, for an
education. How high, how far, and how wide
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APPENDIX F
DOCUMENTATIONS
117
118
119
APPENDIX G
PERSURATAN (LITERATURE)
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
CURRICULUM VITAE
The researcher, Irmayanti Kusuma was born on August
25th 1997 in Cilellang, Barru, South Sulawesi. She was the
only one child/ daughter in her own family. Her father’s
name is Aba Kusuma, he is from Pangkep, and her mother’s
name is Kamriah, she is from Barru. She began her study in
SD Karang Tumaritis Nabire, then moved to SD Inpres
Lompengeng, Barru to continue her study at Elementary School. When she was in
the fourth class of Elementary School, she moved to SDN Inpres BABO at West
Papua. Next, she spended her Junior High School at SMPN 1 BABO, Teluk
Bintuni, West Papua. After that, she also continued her study at Senior High
School at SMAN BABO at Teluk Bintuni, West Papua. In 2016, she registered as
a student of English Education Department of Teacher and Training Faculty at
UNISMUH Makassar. At the end of her study, she could finish her thesis under
the title “An Error Analysis on Using Auxiliary Verbs In Writing Essay (A
Qualitative Research at the Third Semester Students of Adab and Humanity
Faculty at English Language and Literature Department at Alauddin State
Islamic University of Makassar)”.
1
