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STUDENTS’ GRAMMATICAL ERRORS IN USING SIMPLE PRESENT
TENS E IN ANALYTICAL EXPOS ITION TEXT AT TH E FIRS T

SEMESTER OF THE ELEVENTH GRADE OF SMA NEGERI 4
BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2018/2019
A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree
By
NADYA RISKY HAYRUNNISA

NPM. 1411040393
Study Program : English Education
TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF
RADEN INTAN LAMPUNG
2019
A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree
By

NPM. 1411040393
Study Program : English Education
Advisor : Dr. M. Muhassin, M.Hum

Co-Advisor : M. Ridho Kholid, S.S., M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF
RADEN INTAN LAMPUNG
2019
ABSTRACT

By
The research was conducted based on the phenomena that happened in the school.
Grammar is one of important composition in English. The students at the eleventh
grade of SMA N 4 Bandar Lampung still made grammatical errors especially in
simple present tense. The objectives of this research are to find out the errors done by
students in using simple present tense, and to know the proportion of errors made by
students at the eleventh grade of SMA N 4 Bandar Lampung in Academic Year
2018/2019.
The research methodology used descriptive qualitative. The data were taken from
students’ writing task. The population of this research was all the sentences in using
simple present tense made by students at the eleventh grade of SMA N 4 Bandar
Lampung that consist 183 students. The sample of this research was 138 sentences
containing errors in using simple present tense based on Linguistic Category
Taxonomy. In this case, the researcher identified and described the errors based on
Linguistic Category Taxonomy. After that, the researcher calculated the proportion
by using percentage formula and found the causes of students to make error.
The result of the research showed that there are five types of errors in using simple
present tense made by students based on Linguistic Category Taxonomy. They are
Noun Phrase Error, Verb Phrase Error, Verb-and-Verb Construction Error, Word
Order Error and Some Transformations Error. The proportion of errors was 49 items
of Noun Phrase Error (35.51%), 49 items of Verb Phrase Error (35.51%), 15 items of
Verb-and-Verb Construction Error (10.87%), 12 items of Word Order Error (8.7%),
and 13 items Some Transformations Error (9.41%). Furthermore, the researcher
found Noun Phrase Error and Verb Phrase Error were the highest error made by the
students.
The result of the analysis of the cause showed that the cause of the most widely
performed is Performance Error with percentage 96.77%. The second cause is
Overgeneralization with percentage 87.09%. The third cause is Markers of
transitional competence with percentage 80.64%. The forth cause is Teacher-induced
error with percentage 67.75%. The fifth cause is Strategy of communication and
assimilation with percentage 64.51%. And the last is Interference with percentage
25.80%.
Keyword: Error Analysis, Grammar, Simple Present Tense

DECLARATION
I hereby declare that this mini thesis entitled “Students’ Grammatical Errors in Using
Simple Present Tense in Analytical Exposition Text at the First Semester of the
Eleventh Grade of SMA N 4 Bandar Lampung in the Academic Year 2018/2019” is
completely my own work. I am fully aware that I have quoted some statements and
theories from several sources and they are properly acknowledged in the text
Bandar Lampung, Februai 2019

Declared by,

NPM. 1411040393
DEDICATION
This thesis is dedicated to
1. My beloved parents who always pray me for my success and support me in
finishing my thesis
2. My beloved younger sisters, Dinda Uqnul Amalia and Ananda Dinny
Nurhalifah
3. My beloved lecturers and almamater UIN Raden Intan Lampung

MOTTO
َ‫َو َﻻ ﺗَ ِﮭﻨُﻮا َو َﻻ ﺗَﺤْ َﺰﻧُﻮا َوأَﻧﺘُ ُﻢ ْاﻷَ ْﻋﻠَ ْﻮنَ إِن ُﻛﻨﺘُﻢ ﱡﻣ ْﺆ ِﻣﻨِﯿﻦ‬
So do not weaken and do not grieve, and you will be superior if you are [true]
believers. 1
1
“Surah Al-imran (On-line), available n “http://quran.com/3/139”
CURRICULUM VITAE
Nadya Risky Hayrunnisa was born on 29th of September 1996 in Atambua. She lives
on Basuki Rahmat Street, Pengajaran, Teluk Betung Utara, Bandar Lampung. She is
the first child of three children of a couple Sartono, S.H. and Ramlah.
Her study was started at SD N 1 Pengajaran in 2002 and finished it in 2008. Then,
continued her study to Junior High School at SMP N 3 Bandar Lampung and
finished in 2011. After graduating her Junior High School, she got on with her study
at SMA N 4 Bandar Lampung and graduated in 2014.
In 2014, she went on with her Bachelor Degree at State Islamic University Raden
Intan Lampung in English Education of Tarbiyah Faculty.
The Writer,

NPM. 1411040393
ACKNOWLEGDMENT
First of all, Praise to Allah S.W.T. the Almighty, the Most Merciful, the Most
Beneficent for His bleesing and mercy given to the reseacher during her study and
completing this thesis. Then, the best wishes and salutations be upon the great
messenger prophet Muhammad peace be upon him.
This thesis entitled “Students’ Grammatical Errors in Using Verb Phrases in
Expository Text at the Eleventh Grade of SMA N 4 Bandar Lampung in the
Academic Year 208/2019” is presented to the English Education Study Program of
UIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill
students’ partial fulfillment of the requirement to obtain S1- degree.
Then, the researcher would like to thank the following people for their ideas, time
and guidance for this thesis:
1. Prof. Dr. H. Chairul Anwar, M.Pd, the dean of Tarbiyah and Teaching Training
Faculty, UIN Raden Intan Lampung with all staff, who give the researcher
opportunity to study until the end of this thesis composition.
2. Meisuri, M.Pd as the chairperson of English Education Study Program of UIN
Raden Intan Lampung.
3. Dr. M. Muhassin, M.hum, the first advisor for his guidance help and countless
time given to the researcher to finish this final project.

4. M. Ridho Kholid, M.Pd, the second advisor who has spent countless hours
correcting this final project for its betterment.
5. Umar Singgih, S.Pd., M.M I as the principal of SMA N 4 Bandar Lampung and all
the teachers and staff who have helped the researcher in collecting data.
6. All the students at the Eleventh Grade of SMA N 4 Bandar Lampung in the
Academic Year 2018/2019 that gave nice participation during the learning process
in conducting this research.
7. All lecturers of English Department of UIN Raden Intan Lampung, who have
taught the researcher since the first year of her study.
7. All friends of the English Department of UIN Raden Intan Lampung, especially
my beloved friends in B class. Then, all of my best friends who always give
suggestion and spirit in framework of writing this research.
Finally, none or nothing is perfect and neither is this thesis. Any correction
comments and criticism for the betterment of this thesis are always open heartedly
welcome.
Bandar Lampung, Februari 2019

The Writer,
Nadya Risky Hayrunnisa

LIST OF TABLES
1. Time Signal........................................................................................................... 35
2. Generic Structure of Analytical Exposition Text ................................................... 38
3. Example of Analytical Exposition Text ................................................................. 39
4. The total number of the students at the eleventh grade of SMA Negeri 4 Bandar
Lampung in the academic year of 2018/2019 ........................................................ 43
5. The Proportion of Students’ Errors in Using Simple Present Tense in Analytical
Exposition Text ..................................................................................................... 65
6. The Proportion of Students’ Answers Based on the Questionnaire ......................... 66
7. The Proportion of the Causes of the Students’ Error Based on the Questionnaire ... 68
CHAPTER I
INTRODUCTION
A. Background of Study
The limits of my language signify the limits of my world. 2 It is a piece of
words from Schulte that reveals if a person has no other language to
communicate he will have a narrow world in the sense of not being able to extend
his knowledge. Language is concerned with cognitive abilities and the human
mind conceptualizes the world.
Language is nothing but symbolism. 3 There are symbols to convey meaning
in language. Humans use language to communicate with each other. Talking,
shouting, whispering, lying, swearing, telling jokes or tales are example of
communication in human language. Brown, the president of International TESOL
from 1980 to 1981, states that language is a system of arbitrary conventionalized
vocal, written or gesture symbol that enable members of a given community to
communicate intelligibly with others.4 In other words language is an instrument
which can be expressed not only through verbal or oral communication but also
through non-verbal communication; written form and physical movement.
2
Joachim Schulte, Wiigenstein : An Introduction Suny Series In Philosopy, (State University
of New York Press, 1992), p.63
3
Emile Beneveniste, Problems in General Linguistics, (University of Miami Press, 1971),
p.73
4
H. Douglas Brown, Principles of Language Learning and Teaching, (Englewood Cliffs:
Addition Wesley Longman, Inc, 2000), p.5
People who are experiencing extremely disorganized thinking can be difficult
to communicate with. They will not hear what you say the same way other people
world. Sometimes writing down information helps. 5 So, writing is helping us
when we are hard to say what we want. It can be a tool to get and give
information.
There are some people who say that writing is difficult too. One of reasons is
writing needs a special skill to string words to be understood by the reader. King
argues that if you want to be a writer, you must do two things above all others:
read a lot and write a lot.6 It shows that to be writer, you have to read a lot, such
as books, articles, newspaper, magazine etc. So, you can write well.
In the process of teaching and learning English, writing ability is the most
difficult and complicated language skill to be learned almost by the students in
every level of education. English text are divide into 8 types. They are narrative,
recount, report, review, historical recount, procedural recount, analytical
exposition, and discussion. 7 Here the researcher only used writing analytical
exposition text to be analyzed.
Actually, writing needs well knowledge and hard thinking when the students
produce words, sentences, paragraph at the same time with good English
5
Mark R. Wills, Dealing with Difficult People in the Library, (Chicago and London: ALA
Editions of the American Library Association, 1999), p.34
6
Stephen King, On Writing : A Memoir of the Craft, (New York, Simon and Schuster, 1999),
p. 145
7
Kate Grenville, Writing From Start to Finish: A Six-Step Guide, (Australia: Griffin Press,
2001), p.194
grammatical. English grammar is more complicated than Indonesian grammar.
Some mistakes are made when the students do not understand well about the
English grammar. Many of the students commonly make grammar mistakes in
their learning especially in writing. But, sometimes the teacher does not aware
about students’ mistakes. Then the students make their mistakes repeatedly
because they do not have the correction and it is what we have called as error.
James opines that, if the learner is inclined and able to correct a fault in his or
her output, it is assumed that the form he or she selected was not the one
intended, and we shall say that the fault is a mistake.8 The commissioner of the
Big Eight Conference from 1980 through 1996 also opines that, if, on the other
hand, the learner is unable or in any way disinclined to make the correction, we
assume that the form the learner used was the one intended, and that is an error.9
Errors in foreign language teaching especially in English are the cases which
are difficult enough to avoid. Many aspects that can cause the learners of English
as a foreign language make errors and sometimes mother tongue interference also
became one of the caused.
In any situation where the second language actually has to be used outside the
classroom in real situations, inevitably the learner finds himself having to cope
with circumstances which the school syllabus has not covered or for which he
8
Carl James, Errors in Language Learning and Use; Exploring Error Analysis, (London and
Newyork: Addison Wesley Longman Limited, 1998), p.78
9
Ibid
may not have the linguistic resources available. Looking at such language
samples, it is often not possible to say whether a particular error is attributable to
a strategy of communication, or to a strategy of assimilation, that is, an
identifiable approach by the learner to the material being learned. 10
According to the explanation above, it is important by the teacher to give
error analysis in students writing. Error analysis is an activity to identify, classify
and interpreted or describe the errors made by someone in speaking or in writing
and it is carried out to obtain information on common difficulties faced by
someone in speaking or in writing English sentences.11 James argues that Error
Analysis is the process of determination the incidence, nature, causes, and
consequences of unsuccessful language.12
Based on the preliminary research that the researcher did in SMA N 4 Bandar
Lampung on 2nd of August 2018, the researcher gained some data from students’
writing about cars and accidents, the importance of library, or social media in
analytical exposition text using simple present tense and conducted some
interviews with the teacher and students. The researcher found that the
motivation of the students to learn English was still low. Besides, they were not
active and did not pay attention to the material in learning teaching process. The
10
Jack Richard, Error Analysis and Second Language Strategies, (Canada : Department of
Linguistics University Laval, 1971), p. 19
11
Sunardi Hasyim, Error Analysis in the Teaching of English, (Surabaya: Petra Christian
University, 2002), p.
12
Carl James, Op.Cit. p.1
researcher found that the writing skill of the students was still low. When the
teacher asked them to write about cars and accidents, the importance of library or
social media in analytical exposition text. The researcher found that the students
had got difficulties in grammatical in their writings. They were still confused
about the grammar.
The researcher found grammatical errors as follows:
1. Most teens now has smart phones.
2. The seat belt only one of the ways to reduce the risk of car accidents.
3. It cause an injury to the head.
As the phenomena that the researcher found in the preliminary research, there
were some errors which students made in their sentences. In the first number (1)
it should be have. Because, the subject is plural noun. For the second number, in
the sentence should use to be after the subject. It became The seat belt is only
one of the ways to reduce the risk of car accident. The last number, cause
should be causes. Because, the subject is It.
The correct sentences:
1. Most teens now have smart phones.
2. The seat belt is only one of the ways to reduce the risk of car accidents.
3. It causes an injury to the head.

Based on the explanation above, the researcher was interested to analyze the
errors of using simple present tense in analytical exposition text. The researcher
would like to analyze the errors in analytical exposition text in SMA N 4 Bandar
Lampung.
To prove originally of this research, the researcher presented some previous
researches that deal especially with descriptive text analysis. The first previous
was done by Ahmad Bustomi in An Error Analysis On Students’ Descriptive
Writing (A Case Study on Student of Harapan Jaya Senior High School at
CIpondoh, Tangerang. This study analyzed students’ difficulties in descriptive
writing and found out type of errors the students often do in writing descriptive
composition and the causes of those errors. 13
The second research had been done by Puspa Dewi in Improving Students’
Ability to Write Analytical Exposition Text Using Youtube’s Video, Surakarta:
Sebelas Maret University, 2012. She found that the students get the ways to
improve their writing.14
Another research was conducted by Laela Hayati Rohmah in An Error
Analysis of Using Simple Present Tense in Descriptive Written by The Tenth
Grade Students of MAN 1 Surakarta Academic Year 2015/2016. Based on this
13
Ahmad Bustomi, An Error Analysis On Students’ Descriptive Writing: (A Case Study on
Student of Harapan Jaya Senior High School at Cipondoh, Tangerang, (Jakarta: State Islamic
University Syarif Hidayatullah, 2009)
14
Puspa Dewi, Improving Students’ Ability to Write Analytical Exposition Text Using
Youtube’s Video, (Surakarta: Sebelas Maret University, 2012)
research, the researcher focused on errors in using simple present tense in
descriptive written.15
Overall, this research was different from those researches above. The
previous studied focus on error analysis in descriptive and analytical exposition
text. But in this study, the researcher focused on error analysis in analytical
exposition text. In this case, the researcher analyzed the students’ grammatical
errors in analytical exposition text with the paper entitled “Students’
Grammatical Errors in Using Simple Present Tense in Analytical
Exposition Text at The First Semester of The Eleventh Grade of SMA
Negeri 4 Bandar Lampung in The Academic Year 2018/2019”.
B. Identification of the problem
Based on the background above there were many problems that arise and they
can be identified as follows:
1. The lack of students’ grammatical knowledge was the big problem.
2. Simple present tense was difficult to be mastered for the students.
3. Many students made errors in the form and usage of simple present tense.
C. Limitation of the problem
15
Laela Hayati Rohmah, An Error Analysis of Using Simple Present Tense in Descriptive
Written by The Tenth Grade Students of MAN 1 Surakarta Academis Year 2015/2016, (Surakarta: The
State Islamic Institue of Surakarta, 2017
To make the research paper clearly understood by the readers, the researcher
would like to limit the problem on the types of syntax error in Using Simple
Present Tense in Analytical Exposition Text at the Eleventh Grade in SMA N 4
Bandar Lampung.
D. Formulation of the problem
Based on the limitation above, the formulation of the problem were
1. What types of errors did the students make of simple present tense in
analytical exposition text based on syntax error?
2. What were the most common errors in using simple present tense based on
syntax error?
3. What were the causes of students to make error in using simple present tense
in analytical exposition text?
E. Objectives of Study
The objective in this study was one of the important things in order the study
reached the target what the researcher hoped.
1. To find out the kinds of errors made by the students in using simple present
tense in analytical exposition text.
2. To discover the most errors of simple present tense in analytical exposition
text made by students of SMA N 4 Bandar Lampung

3. To find the causes why the students made errors in their writing analytical
exposition text.
F. Use of Research
The researcher expected the result of the research could be used:
1. Theoretical benefit
a. The research can be useful to other researcher who wanted to conduct a
research that was related of grammar in using simple present tense.
b. For students, it can be an input to improve their knowledge of English,
and it can be used to encourage students to be more cautious in using
simple present tense.
c. For teachers, this study will provide of students’ errors in using simple
present tense. It will give better insight to the teachers to deal with errors
in tenses, especially in using simple present tense.
2. Practical benefit
a. The finding of the research can be reference for English teacher to
improve student’s grammar usage in simple present tense using error
analysis. It will provide feedbacks which can be used to adapt their
teaching techniques.
G. Scope of Reseacrh
The researcher had been divided the scope of the research into four parts,
they are:
1. Subject of the Research
Subject of the research was students’ writing of the first semester of the
eleventh grade students at SMAN 4 Bandar Lampung in 2018/2019 academic
year.
2. Object of the Research
The object of the research was the errors in using simple present tense.
3. Time of the Research
The research was conducted at the first semester in 2018/2019 academic year.
4. Place of the Research
The research was conducted at SMAN 4 Bandar Lampung.

CHAPTER II
THEORITICAL FRAMEWORK
This chapter explains about the general concept of error and mistake, error
analysis, tense, simple present tense, genre of text and analytical exposition. To
review the theoretical background as the underpinning of the research problems, this
section present relevant theories.
A. Concept of Error and Mistake
Error and mistake are different. Ellis states that mistakes reflect occasional
lapses in performance; they occur because, in a particular instance, the learner is
unable to perform what he or she knows.16 Brown, A mistake refers to a
performance error that is either a random guess or a "slip," in that it is a failure to
utilize a known system correctly. 17 In other words the learner knows the rules,
but they make a slip when producing it.
An error, a noticeable deviation from the adult grammar of a native speaker,
reflects the competence of the learner.18 Errors are reserved for the systematic
deviations due to the learner’s still developing knowledge of the second language
rule system. 19 The definition of error above is called competence errors that
16
Rod Ellis, Second Language Acquistion, (New York: Oxford University Press, 1997), p.17
17
H. Douglas Brown, Principles of Language Learning and Teaching. (New Jersey:
Prentice-Hall Inc, 1980), p.226
18
Ibid
19
Heidi Dulay et.al, Language Two, (New York: Oxford University Press, 1982), p.139
errors due to lack knowledge of the target language. In other word, the error
appears in the middle of the learning process when the learners have not the
target language completely.
Errors are the flawed side of learner speech or writing. They are those parts of
conversation or composition that deviate from some selected norm of mature
language performance. Teacher and mothers who have waged long and patient
battles against their students’ or children’s language errors have come to realize
that making errors is an inevitable part of learning. 20
Sometimes we confuse to differentiate between error and mistake. If the
learner is inclined and able to correct a fault in his or her output, it is assumed
that the form he or she selected was not the one intended, and we shall say that
the fault is a mistake. If, on the other hand, the learner is unable or in any way
disinclined to make the correction, we assume that the form the learner used was
the one intended, and that it is an error.21
Mistakes can only be corrected by their agent if their deviance is pointed out
to him or her. If a simple indication that there is some deviance is a sufficient
prompt for self correction, then we have a first-order mistake. If additional
information is needed, in the form of the exact location and some hint as to the
nature of the deviance, then we have a second-order mistake.
20
Ibid, p.138
21
Carl James, Errors in Language Learning and Use; Exploring Error Analysis, (London
and Newyork: Addison Wesley Longman Limited, 1998), p.78
Errors cannot be self-corrected until further relevant (to that error) input
(implicit or explicit) has been provided and converted into intake by the learner.
In other words, errors require further relevant learning to take place before they
can be self-corrected.22
Error is a systematic deviation, when a learner has not learnt something and
consistently gets it wrong’ (Norrish)23 It seems that the phrase ‘systematic
deviation’ in these definitions is a key word which can be interpreted as the
deviation which happens repeatedly. Further, it is necessary to differentiate
between error and mistake. A mistake is also a deviation of the norms of the
language but is not systematic. It means that the use of the norms of the language
in sentences is sometimes true and sometimes wrong. Norrish says that a mistake
is an inconsistent deviation that is sometimes the learner ‘gets it right’ but
sometimes wrong.24 Richards states that mistake is made by a learner when
writing or speaking which is caused of lack of attention, fatigue, carelessness, or
other aspects of performance.25 From these two definitions, it can be concluded
that a mistake is made by a learner because he does not apply the rule (s) that he
actually knows, in other words, a mistake is a non systematic deviation from the
norms of the language. Student can evaluate their own mistakes. Whereas, an
22
Ibid. p.83
23
J. Norrish, Language Learning and their Errors, (London: Macmillan Publisher Ltd,
1987), p.7
24
Ibid. p.8 et seq.
25
J.C. Richards, Error Analysis. (London: Longman, 1973), p.95
error is defined as resulting from a learner’s lack grammatical knowledge.
Students need special attention from the teacher in order to understand the second
language correctly.
B. Concept of Error Analysis
1. Definition of Error Analysis
Errors in foreign language teaching especially in English are the cases
which are difficult enough to avoid. Error analysis is the process of
determination the incidence, nature, causes, and consequences of
unsuccessful language. 26
Richards states 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. A man who was awarded the honorary
degree of Doctor of Literature by Victoria University in 2011 also states that,
error analysis may be carried out in order to (a) find out how well someone
knows a language, (b) find out how a person learns a language, and (c) obtain
information on common difficulties in language learning, as an aid in
teaching or in the preparation of teaching materials. This definition stresses
the functions of error analysis. 27
Another concept of error analysis is given by Brown, he defines error
analysis as the process to observe, analyze, and classify the deviations of the
26
Carl James, Op.Cit. p.1
27
J.C. Richards, Op.Cit, p.96
rules of the second language and then to reveal the systems operated by
learner.28 It seems this concept is the same as the one proposed by Crystal i.e.
Error analysis is a technique for identifying, classifying and systematically
interpreting the unacceptable forms produced by someone learning a foreign
language, using any of the principles and procedures provided by
linguistics.29
The three definitions above clarify that error analysis is an activity to
identify, classify and interpreted or describe the errors made by someone in
speaking or in writing and it is carried out to obtain information on common
difficulties faced by someone in speaking or in writing English sentences.
Another thing which should be noticed is the procedure of error analysis.
2. Causes of Error
Norrish classifies causes of error into three types; they are 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 lack of motivation. Many
teachers will admit that it is not always the student’s fault if he loses
28
H.D. Brown, Op.Cit, p.166
29
D. Crystal, The Cambridge Encyclopedia of Language. (Cambridge: Cambridge University
Press, 1987), p. 112
interest, perhaps the materials and/or style of presentation do not suit
him.
b. First language. Norrish states that learning a language (a mother tongue
or a foreign language) is a matter of habit formation. When someone
tries to learn new habits the old ones will interfere the new ones. This
cause of error is called first language interference”.
c. Translation. It is one of the causes of error. This 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.30
Another expert who discusses the sources of error is Richards in
Schummann and Stenson in his article “Error Analysis and Second language
Strategies”. It classifies sources of errors into six points:
a. Interference, that is an error resulting from the transfer of grammatical
and/or stylistic elements from the source language to the target language
b. Overgeneralization, that is an error caused by extension of target
language rules to areas where they do not apply
30
Ibid .p.2 et seqq.
c. Performance error, that is unsystematic error that occurs as the result of
such thing as memory lapses, fatigue, confusion, or strong emotion
d. Markers of transitional competence, that is an error that results from a
natural and perhaps inevitable development sequence in the second
language learning process (by analogy with first language acquisition)
e. Strategy of communication and assimilation that is an error resulting from
the attempt to communicate in the target language without having
completely acquired the grammatical form necessary to do so
f. Teacher-induced error that is an error resulting from pedagogical
procedures contained in the text or employed by the teacher.31
3. Procedures of Error
In error analysis research, there are some procedures that suggested by the
experts. Theo Van Els in Muhammad Saugi states that there are some
procedures in error analysis, as follows32:
a. Identification of Errors
31
J.C. Richards, Op.Cit. p.32
32
Muhammad Saugi, “An Analysis on Errors Made by Learners in Forming Irregular Plural
Form”, (Skripsi UIN SYarif Hidayatulloh, Jakarta, 2014), p.12
The first step in the process of error analysis is identification of errors. In
this step, the teacher recognize the students’ error from the task given.
b. Description of Errors
The second step is description of errors which begun when the
identification step is already taken. The description of the students’ errors
involves classification of sort of errors made by the students.
c. Explanation of Errors
The explanation of errors is the third step which attempts to account for
how and why such errors can occur.
d. Evaluation of Errors
The fourth step in the process of error analysis is the evaluation where the
teacher gives tasks or tests to prove such errors as the incorrect ones.
e. Preventing/Correction of Errors
The last step is the correction of errors in which the teacher or the
examiner check the outcomes from the tasks or tests given to the students
and thus to give correction for the errors.
The purpose of this research were to find kinds and proportions of errors
made by the students, then the researcher only took three steps, those are
identification of errors, description of errors, and preventing/correction of
errors. the researcher had to decide the criteria of errors which will be
corrected beacuse some errors can be considered more serious than other. The
aim of it was to distinct which errors will be corrected so the learner which
made an error, will not be stress of getting correction.
4. Classification of Error Analysis
Error is flawed side of learner speech of writing, those part of
composition that device from some selected noun of nature of language
performance. Dulay classified errors into four, they are :
a. Linguistic Category Taxonomy
Dulay explains linguistic category taxonomy classify error according
to either or both the language component include phonology
(pronunciation), syntax and morphology (grammar), semantics and
lexicon (meaning and vocabulary), and discourse (style). Constituents
include the elements that comprise each language component. 33
b. Surface Strategy Taxonomy
The surface strategy taxonomy is classification system “based on the
ways which the learner’s erroneous version is different from the
presumed target version”. It highlights the ways the surface structures
deviate.34 For example, learners may omit necessary items of add
unnecessary ones; they may misform items or misorder items. By using
surface strategy taxonomy the error classification can give a clear
33
Heidi Dulayet.al, Op.Cit. p.140
34
Ibid
description about cognitive process that underlies the learner’s
reconstruction of the new language or language being learned. It also
makes us aware that learners’ errors result from their active way in using
the interim principles to produce the target language. Under this category,
errors can be classified into four types: omission, addition, misformation,
and misordering.
c. Comparative Analysis Taxonomy
The classification of errors in comparative taxonomy is based on
comparison between structures of second language errors and certain
other types of construction.35 If we use comparative taxonomy to classify
the errors of an Indonesian learning English, we might compare the
structure of the student’s errors to that of errors reported for children
acquiring English as a first language. Those comparisons have produced
two major error categories, they are “Developmental Errors” and
“Interlingual Errors”
d. Communicative Effect Taxonomy
This type taxonomy classifies errors based on “the perspective of their
effect on the listener or reader”. It deals much with distinguishing
between errors that seem to cause miscommunication and those that do
35
Ibid, p.163
not.36 Research on this matter has shown that errors that reflect the overall
organization of the sentence usually do not hinder communication. Based
on this taxonomy, categorize errors into “Global Error” and “Local
Error.”
Based on the statements above, the materials are suitable for the students
have to be known by the teacher by having the input from those who involved
in education field, because in teaching-learning process does not only involve
both, but also the materials. If the students have many problems in learning
process, it is teachers’ duty to help and guide them as someone who has the
most roles in teaching-learning process.
In this research, the researcher uses linguistic category taxonomy to
analyze the students’ errors, because it classifies errors based on the language
component or the particular linguistic constituent the error affects. The
linguistic category taxonomy is used by many researchers as a tool which
organizes the errors they have collected. In other words, it becomes the
scheme to categorize the errors found in the data.37 In the component of
linguistic category taxonomies, sentences of simple present tense are
classified by syntax error. In classification of errors, the researcher will use
36
Ibid, p.189
37
Ibid, p.146
syntax error by Dulay’s theory that consists of noun phrase, verb phrase, verb
and verb construction, word order, and some transformations.
C. Concept of Syntax Errors
Syntax is an arrangement of words in sentences, clauses, and phrases, and the
study of the formation of sentences and the relationship of their component parts.
Syntax errors are errors that affect text larger than the word, namely phrase,
clause, sentence, and ultimate paragraph.38
According to Dulay et.al, syntax is one way ask whether the error is in the
main or subordinate clause, and within a clause, which constituent is affected.39
Syntax errors based on linguistic category taxonomy are classified into five main
categories: noun phrase, verb phrase, verb-and-verb construction, word order and
some transformations. Each category is further classified into several types and
subtypes
1. Noun Phrase
Errors in Noun Phrase involve the use of determiners, number – singular and
plural noun forms - , pronouns and prepositions.
a. Determiners
Errors in noun determiners are mostly the omission of indefinite article
before a singular countable noun:
38
Carl James, Op.Cit. p. 156
39
Heidi Dulay et.al, Op.Cit. p.147
Error : … using Chinese film …
… in personal way …
Correction : … using a Chinese film …
… in a personal way …
The other cases are the omission of the definite article in the context
where definiteness is required as seen in the following:
Error : … related to language used …
… most of differences …
Correction : … related to the language used …
… most of the differences …
While cases of addition occur when the definite article the is used in the
context where it should not appear:
Error : … in the chapter five …
… the Littlewoods’s opinion …
Correction : … in chapter five …
… Littlewoods’s opinion …
Misformation occurs in the use of others and another. In one case another
is used before a plural noun as it is seen in the construction “ … another
birds …”, which can be improved by using other instead of another: “ …
other birds …”. In another case others is used before a noun phrase,
which has to be preceded by other, as it is found in “…any others foreign

language programs”. The correction would be “ …any other foreign
language programs …” There is another type of errors in determiners, i.e.
substitution, which relates to the
use of every, less and few as seen in the following:
Error : Every children whether they can speak or not…
… less people …
… only few characters …
Correction : All children whether they can speak or not …
… fewer people …
… only a few characters …
The noun determiner every agrees with a singular noun, however, as the
context requires a plural noun, all is used instead of every. In the data “…
less people …”, less is used for uncountable noun, so it should be
replaced by fewer, which is used before a plural countable noun.
Likewise, only is followed by a few not few, thus, the construction “…
only few people” is improved into “…only a few people …”
b. Nominalization
Errors in nominalization are mostly occurring in the use of verb or other
word into noun.
Error : …by to cook it…
…his explain about…

Correction : …by cooking it…
…his explanation about…
c. Number
Errors in number mostly occur in the use of plural noun, the omission of
the plural inflectional suffix {–es}
Error : … one of the cigarette …
… two or more language …
… these scene are …
Correction : … one of the cigarettes …
… two or more languages …
… these scenes are …
Another type of errors is related to the use of singular noun, i.e. the
addition of the plural inflectional suffix in the context where a singular
noun is required:
Error : …a speech acts …
… another tables …
Correction : … a speech act …
… another table …
The pedagogical process The pedagogical process which is normally
acquired which is normally acquired by every children are different… by
every child (is) different … This type of errors occurs as a plural noun is
used after the determiners such as, a, another, every and each, which have
to be followed by a singular noun.
d. Use of pronouns
Errors in pronouns fall into three subtypes: the omission of relatives
pronoun, substitution of relative pronouns and addition of pronoun
subjects. In the first subtype, the relative pronoun functioning as subject
in a relative clause is omitted as can be seen in the following:
Error : …the types of cohesive devices are used…
It is a group of words consists of …
Correction : …the type of cohesive devices which are used…
It is a group of words which consists of…
The second type involves the substitution of relative pronoun where an
incorrect relative pronoun is used instead of the intended one:
Error : … among people, which involve formal relationships.
… a large group which members …
Correction : among people, who (are involved in) formal
relationships
… a large group whose members …
The use of which in the construction "… among people, which involve
formal relationships …" is incorrect as it refers to a human referent, which
requires the relative pronoun who. In "… a large group which

members…", which is used before a noun. In this context whose should
be used instead of which. The third subtype of error occurs as an
unnecessary pronoun has been used in a relative clause shown in the
following:
Error : … bilingual community, which they use…
… is an optional part of sentences which they follows
Correction : … bilingual community, which use
… is an optional part of sentences which (follow)
Looking at the three subtypes of pronoun errors, it can be pointed out that
all the errors are mostly related to the use of relative clauses, particularly
in the use of relative pronouns, being deleted, added or substituted.
e. Use of prepositions
Errors in prepositions consist of three subtypes: Omission of prepositions,
Addition of prepositions and Substitution. In the first subtype the
preposition required in the context is not present:
Error : … respond the compliments …
… wait the man last words …
Correction : … respond to the compliments …
… wait for the (man’s) last words …
In the second subtype, the unnecessary preposition is added to the context
which does not require a preposition:

Error : … influence to the compliment responses …
… not all of people …
Correction : …. influence the compliment responses …
… not all people …
The third subtype involves the use of incorrect prepositions, where an
incorrect preposition is used to substitute for the intended one as shown in
the following examples:
Error : … focuses to the conversation …
… the same with …
Correction : … focuses on the conversation…
… the same as …
2. Verb Phrase
Errors in verb phrase mostly occur in the use of verb based on tenses.
a. Omission of verb
Error : He in the water
He in the water
Correction : He falls in the water
He is in the water
b. Agreement of subject and verb
Error : The dog walk down the street

All teacher grade papers
Correction : The dog walks down the street
All teachers grade papers
3. Verb-and-Verb Construction
Some verbs follow certain verb pattern, which is followed by to+V, or V. The
errors that occur in the students’ proposals involve the use of the verb want,
which should be followed by to+V, and make, which should be followed by
V:
Error : … want every know …
… makes the interviewee enjoys..
Correction : … want everybody to know …
… makes the interviewee enjoy..
4. Word Order
The arrangement of words in a phrase, clause, or sentence. The errors could
be due to an inappropriate inversion.
Error : … how will he approaches …
… how will he analyzed …
… final exam writing …
Correction : … how he will (approach) …

… how he will (analyze) …
… final writing exam …
In the first two errors above, there is the misuse of subject verb inversion in
the clause, while in the third example; there is a problem of the position of
noun modifiers final and writing, which has to precede the noun head exam.
5. Some Transformations
Two types of errors in Transformations that occur are Negative
Transformation and Passive Transformation
a. Negative Transformation
The formation of negative transformation involves the use of auxiliaries
do/does and auxiliary be, which give rise to the errors found in the
following:
Error : … people in Chine still not know …
… imperative sentence not always an ordering
Correction : … people in China still do not know …
… imperative sentence is not always an ordering

The errors in the first two examples are errors of omission of the auxiliary
do and is respectively, while the third example is the substitution of the
auxiliary does by the auxiliary is.
b. Passive Transformation
Passive verb form requires the use of auxiliary be and past participle verb
form. The errors found in the students’ proposals can thus be divided into
four subtypes: past participle incorrect, either the omission of past
participle inflection {–ed2} or the misformation of the past participle verb
form ; omission of the auxiliary be; both past participle incorrect and
omission of the auxiliary be, and misformation of be, as seen in the
following examples
Error : … which are promote …
… conversation that has been recording …
… notices usually put …
… types and function that use …
Correction : … which are promoted …
… conversation that has been recorded …
… notices are usually put …
… types and function that are used…40
40
Ibid, p.148
D. Concept of Grammar
All languages have its own grammar. People who speak the same languages
are able to communicate because they know the grammar system of that
language. Because the use of the language is to communicate presuppose a
grammar, it follows that all speakers and writers of a language must have a
knowledge of its grammar. James E. Purpura states in his book Assesing
Grammar that Grammar is defined as a systematic way accounting for a
predicting an ideal speaker’s or hearer’s knowledge of the language. This is done
by a set of rules or principles that can be used to generate all well-formed or
grammatical utterances in the language.41
Harmer states that ‘grammar of a language is the description of the ways in
which words can change their forms and can be combined into sentences in that
language’.42 Grammar is concerned with analysis of the sentence which is
described the rules how language sentences are formed.
From the statement above, we know that grammar is explicit. It does not only
explain how the utterances are formed, but also provides a tool to generate some
possible structures that have never been used before, which might be useful for
people who prefer to use the language in a creative way so that they can
41
James E. Purpura, Assesing Grammar, (United Kingdom: Cambridge University Press,
2004), p. 6
42
Jeremy Harmer, The Practice of English Language Teaching 3rd Edition, (London:
Longman., 2001), p.12
communicate easily. It helps us to write new kind of sentences that are more
effective and more persuasive.
English Grammar discusses a lot of aspects, such as tense, word order,
conditional sentence, modal auxiliary, noun, preposition etc. one of the English
grammar in which Indonesian students tend to make error is “tense”. Here the
researcher will discuss about tense.
E. Concept of Tense
According to Bybee, in Analyzing Grammar book states that tense refers to
the grammatical expression of the time of the situation described in the
proposition, relative to some other time. 43 Tense is a grammatical category
referring to the time of the situation; the tense is indicated by the form of the
verb.44
Tense commonly refers to the time of the situation which relates to the
situation of utterance or at the moment in speaking. For example, the commonest
tenses found in languages are present, past and future: a situation described in the
present tense is related as simultaneous with the moment of speaking (John is
singing); the situation described in the past as related prior to the moment of the
43
Paul R. Kroeger, Analyzing Grammar An Introduction, (Cambridge: Cambridge University
Press, 2005), p. 148.
44
Sidney Greenbaum and Gerald Nelson, An Introduction to Enflish Grammar 2nd Ed,
(London: Pearson Education Limited, 2002), p. 55
speaking (John was singing); while the situation described in the future as relates
subsequent to the moment of speaking (John will singing).
Since tense refers to the time of the situation which relates to the situation of
the utterances, it can be described as ‘deictic’. 45 In other words, deictic refers to
an interval or period of the time which contains the moment of utterance. It can
be expressed by some words: yesterday, now and tomorrow. English verbs have
only two simple tenses, the tenses called the simple present (e.g he writes) and
the simple past (e.g he wrote).
The english tense that would be discussed is simple present tense.
F. Simple Present Tense
1. Definition of Simple Present Tense
Simple Present Tense is the most popular tense in using. According to
Azar, simple present tense is generally used to express event or situations that
exist, always, usually, habitually. 46 It means that if we will express situation
that exist, always, usually, habitually we should using the simple present
tense. The simple present tense is one of tenses which is we should master if
we will make a descriptive paragraph.
According to Hewings, we use the present simple to describe things that
are always true, or situation that exist now and, as far we know, will go on
45
Bernard Comrie, Aspect: An Introduction to the Study of Verbal Aspect Related
Problem, (Cambridge: Cambridge University Press, 1995), p. 2.
46
Betty Schrampfer Azar, Understanding and Using English Grammar,.(New Jersey:
Prentice Hall, 2005), p.60
indefinitely. We use the present simple to talk about habits or things that
happen on a regular basic. We often use the present simple with verb that
performs the action they describe. 47
From the definitions above, it can be concluded the simple present tense
is a tense used to describe habits, to express event or unchanging situations,
general truths and fixed arrangements, and to give instructions or directions.
2. Function of Simple Present Tense
According to Riyanto, the function of simple present tense is used for:
a) An action that happens all the time or habits.
Example:
- Rose always comes on time
- Hassan and I are classmates
b) A thing that is true in general
Example:
- Ice is cold
- The sun rises in the east
c) A schedule/time table or plan
Example:
- The bus arrives at 5:30 a.m
47
Martin Hewings, Advanced Grammar in Use: A Self-Study Reference and Practice Book
for Advanced Learning of English with Answer, (Jakarta: Erlangga, 2001), p.2
- The bank opens at 8:30 and closes at 4:00
d) A description and definition
Example:
- A doctor works in a hospital. He examines the sick
people. He gives medicine too.48
3. Sentence Pattern of Simple Present Tense
a. Verbal Sentence
According to Suryadi verbal sentence is sentences that predicate a
verb.
The function of the verbal sentences:
1) To express a general truth.
2) To express the activities
Formula:
a) Positive
S + V1 (s / es) + O/C
Example:
- He goes to school every day
- They bring my book
- Ita plays volley ball
48
Slamet Riyanto, Leila N H and Emilia N H, A Complete Grammar for TOEFL
Preparation, (Bandung: Pustaka Pelajar, 2009), p. 98
b) Negative
S + do/does + not + V1 + O/C

Example:
- Ita does not sit on the floor
- They do not listen to the radio
c) Interrogative
Do / does + S + V1 + O/C
Example:
- Does she eat rice?
- Do you lend them a book?
- Does Ita go to school?
Note:
I, you, we, they : v-1 / do
She, he, it, dila and novel : v-1 / does
b. Nominal Sentence
Nominal sentence is sentences that predicate a non verb.
The function of the nominal sentence :
1) To express an action that happens all the time or habits
Formula:
a) Positive
S + to be (is,am,are) + C
Example:
- It is calendar
- You are happy
- He is in the class
b) Negative
S + tobe (is, am, are) + not + C

Example:
- You are not farmer
- That is not good picture
- I am not sick
c) Interrogative
To be (is, am, are) + S + C

Example:
- Is he present today?
- Are you afraid now?
Note:
Consist of complement :
Adjective : happy, good, sad, ....
Noun : student, driver, .... Adverb : here, in the office, ...
Pronoun : mine, hers, yours, ....

c. Time Signal
Table 1
Time Signal
Used with Expression of Used with Adverbs of
Frequency Frequency
In the morning Once a week Always sometime
In the Evening Once a month Generally usually
In the Once a year Often never
Afternoon
Every day Twice a day Regularly nowadays
Every week Twice a week Seldom frequently
Every month Twice a month Steadily ever
Every year Twice a year Here There49
49
Suryadi and Junaida, Complete English Grammar, (Yogyakarta: Pustaka Belajar, 2011), p.
420
G. Concept of Genre Text
Pardiyono states that genre is the text type that functions as frame reference
that a text can construct effectively, effective purpose and construction of text
element also diction.50
Genre is a text type that has function, stage, goal and social process. So every
genre has different purpose, generic structure and language features. The text
theory may differ from one theory to another. Based on Grenville, English text
are divide into 8 types. They are narrative, recount, report, review, historical
recount, procedural recount, analytical exposition, and discussion.51
Genre is a text type that has function, stage, goal and social process. So every
genre has different purpose, generic structure and language features.
H. Concept of Analytical Exposition Text
1. Definition of Analytical Exposition Text
Mali-Jali says that the social function or the purposes of the analytical
exposition is to argue and give reasons for particular point of view of an
50
Laela Hayati Rohmah, An Error Analysis of Using Simple Present Tense in Descriptive
Written by The Tenth Grade Students of MAN 1 Surakarta Academis Year 2015/2016, (Surakarta: The
State Islamic Institue of Surakarta, 2017) p. 12
51
Kate Grenville, Writing From Start to Finish: A Six-Step Guide, (Australia: Griffin Press,
2001), p.194
issue.52 In analytical exposition text, the purpose is to persuade your audience
to look at an issue with your perspective.
Based on Hendri Agus, an analytical exposition is a type of spoken or
written text that is intended to persuade the listeners or readers that something
is the case. To make the persuasion, stronger, the speaker or writer gives
some arguments as the fundamental reasons why something is in the case.
This type of text can be found in scientific books, journals, magazines,
newspaper articles, academic speech or lectures, research report etc.
analytical expositions are popular among scholars, academic community and
educated people.53 From the ideas above, it is clear that an analytical
exposition is not only a common reading text but it also needs the reader to
analyze and interpret the text, because of the writer gives an opinion about
their point of view.
2. Generic Structure of Analytical Exposition Text
It usually has three components:
Table 2
Generic Structure of Analytical Exposition Text
52
Jali Nomfundo Mali, A Gendre-Based Approach to Writing Across the Curriculum in
Isixhosa in The Cape Peninsula Schools. Avalaible at http://etd.sun.ac.za/bitstream/10019/673/1.Mali-
Jali,%20N.pdf. Retrieved August 19th 2018
53
Hendri Agus, Analytical Exposition Text, _______
Classification Explanation
Thesis Introduces the topic and shows speaker
or writer’s position; Outlines of
arguments are presented.
Arguments It consists about Point and Elaboration
Point states the main argument and
elaboration develops and supports each
point of argument.
Conclusion Reiteration (restatement), restates
speaker or writer’s position. 54
3. Language Features of Analytical Exposition Text
a. An analytical exposition focuses on generic human and non human
participants.
b. It uses mental processes. It is used to state what the writer or speaker
thinks or feels about something. For example : realize, feel etc.
c. It uses emotive and evaluative words.
d. It often needs material processes. It is used to state what happens, e.g.
…has polluted… etc.
e. It usually uses Simple Present Tense and Present Perfect Tense.
f. Enumeration is sometimes necessary to show the list of given arguments:
firstly, secondly …, finally, etc.55
54
Ibid
4. Example of Analytical Exposition Text
Table 3
Text Banning of Motorbikes is Necessary in Housing Areas

Organization
Thesis Motorbikes are a nuisance and a cause for great distress.
Even though motorbikes are considered as the most
convenient form of transportation, I think they are a
hazard to humans, animals as well as the environment. I
think motorbikes should be banned in housing areas due
to the following reasons: cause of unreasonable amount
of noise, air pollution, diseases, and accidents.
Argument 1 First of all, I would like to point out that motoebikes are a
major contributor to the pollution in the world. Research
has shown that motorbikes emit a deadly gas that is
dangerous for the environment. Consequently, long-term
emission of gas from motorbikes is a major contributor of
global warming.
Argument 2 Secondly, according to a report from BBC News
Channel, motorbikes are also responsible for causing
diseases such as bronchitis, cancer, and are a major
55
Ibid
trigger of asthma and high blood pressure. Some of the
diseases are so ghastly that they can kill people.
Argument 3 Furthermore, motorbikes create so much noise. There is
“vroom vroom” noise everywhere. It is extremely
difficult to sleep. Parents with infants find it extremely
challenging. The moment their babies fall asleep, one or
another motorbike passes by and the baby wakes up. It is
also arduous for children to concentrate on their
homework. Experts are of the opinion that if there is
extreme noise, it can lead to deafness and lack of
concentration in children and adults.
Conclusion In conclusion, from the arguments above, I strongly
believe that motorbikes should be banned from housing
areas.56
56
Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK Kelas XI, (Jakarta: Kementrian
Pendidikan dan Kebudayaan, 2017), p.50 etseq
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The term research can mean any sort of careful, systematic, patient study and
investigation in some field of knowledge. 57 A research design is set up to decide
on, among other issues, how to collect further data, analyze and interpret them,
and finally, to provide an answer to the problem. 58 This study was conducted in a
descriptive study by using qualitative approach. James B. Schreiber and
Kimberly Asner-Self states that qualitative researchers tend to study in their
natural setting, attempting to make sense of or interpret phenomena in terms of
the meaning people bring them. 59 In addition Rallis and Rossman, qualitative
research is systematic, it is not formulaic, and so there is no requirement that
researchers follow a set of prescribed research steps.60 This design was used
because the data of the study was in the form of words in written language rather
numbers, taken in natural setting, and explained descriptively.
This research was conducted to investigate the students’ grammatical errors
in using simple present tense in writing analytical exposition text. The researcher
57
Jack R. Fraenkel, How to Design and evaluate Research in Education, (New York:
McGraw-Hill, 2009), p.7
58
Uma Sekaran, Research Methods for Business: A Skill Building Approach 4th Ed, (the
Unites States of America: John Wiley and Sons, Inc, 2003), p.29
59
James B. Schreiber and Kimberly Asner-Self, Educational Research (USA: John Wiley &
Sons, 2011), p.10
60
Juanita Heigham and Robert A. Croker, Qualitative Research in Applied Linguistics,
(Great Britain: Palgrave Macmillan, 2009), p.5
observed the errors made by students, then identified and classified the errors
based on syntax error.
B. Data and Data Source
1. Data
The term data referred to rough materials the researcher collects from the
world she is studying. They are the particulars that form the basis of analysis.
The data included material from the people doing the study actively; record,
such as interview, transcripts, and participant observation field notes. The
data also include what others have created and the researcher finds, such as
diaries, photographs, official document, and newspaper articles. 61 The data
which were collected in this study are qualitative data.
Qualitative data are collected in the form of words or pictures rather than
numbers.62 In this research the data were the information from English
teacher and students. The data that the researcher got in this research were in
the form of: students’ questionnaire, students’ task that contained errors
found in analytical exposition text composed by the XI MIA 3 of SMA N 4
Bandar Lampung in academic year of 2018/2019 and some supported
61
Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education: An
Introduction to Theory and Methods 5th Ed, (New York: Pearson A&B, 2007), p.117
62
Jack R. Fraenkel, How to Design and evaluate Research in Education, (New York:
McGraw-Hill, 2009), p.423
documents from the English teacher, in form of lesson plan, syllabus, and
pictures.
2. Data Source
Seidman argues that having multiple sources of data is one of the intrinsic
characteristics of qualitative research.63 Information or data could be divided
into two, based on the sources of data or where the information or data came
from. They were primary data and secondary data.
a. Primary data
Primary data refer to information obtained firsthand by the researcher on
the variables of interest for the specific purpose of the study. 64 In this
research, the primary data were collected from all the result of the
analytical exposition text made by 183 students that consisted of six
classes of the eleventh grade of SMA N 4 Bandar Lampung and the result
of questionnaire of the students about the causes of the students make
error. For more detail, see the table:
63
Irving Seidman, Interviewing as Qualitative Research: A Guide for Researchers in
Education and the Social Sciences 3rd Ed, (Amsterdam Avenue: Teachers College Press, 2006), p.5
etseq
64
Uma Sekaran, Op.Cit, p.219
Table 4
The Total Number of the Students at the Eleventh Grade of SMA
Negeri 4 Bandar Lampung in the Academic Year of 2018/2019
No Class Number of Students

1 XI MIA 1 31
2 XI MIA 2 30
3 XI MIA 3 30
4. XI IIS 1 31
5. XI IIS 2 30
6. XI IIS 3 31
Total 183
Source: The Data of Documentation at The Eleventh Grade of SMA N 4
Bandar Lampung in the Academic Year 2018/2019.
b. Secondary data
Secondary data refer to information gathered from sources already
existing.65 These data were captured from some books, document
reference, such as material and syllabus. Based on the explanation of data
sources in this research were books, paper, lesson plan and material that
are used by the teacher of SMA Negeri 4 Bandar Lampung.
C. Population and Sample
Population is the whole subject of the research. Population in social science
research refers to all of your potential participants; think of it as the whole group
of people in which you are interested.66 The population of this research was all
65
Ibid
66
James B. Schreiber and Kimberly Asner-Self, Op.Cit. p.83
sentences in using simple present tense made by students. There were 210
populations. A sample was a portion of population that had been chosen because
of some reasons or some characteristics that made them become sample. This
was emphasized by Schreiber that the sample of participants of the study is part
of population, and all possess some characteristics that make them members of
the sample of group.67 In this research, all the sentences that contained errors in
using simple present tense were a sample. There were 138 samples.
This research used purposive sampling technique. Purposive sampling
technique is technique of taking data source with certain consideration. 68 The
researcher will take one class of the eleventh grade of SMA N 4 Bandar
Lampung as the sample of this research, it was appropriate with purposes
sampling technique is based on specific purposes. The researcher chose 11 MIA
3, because this class had more errors than other classes.
D. Data Collecting Technique
Data collecting technique is the first main step in the research, because the
main purpose of the research is to get data.69 In this data collecting technique, the
researcher used field research method. It was data collecting directly to the field
by getting students’ written text form the teacher and conducting questionnaires.
67
Ibid, p.10
68
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D,
(Bandung: Alfabeta, 2015), p.300
69
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D,
For getting the data, the researcher would use questionnaire, documentation and
Interview.
1. Questionnaire
According to Sugiyono, questionnaire is a data collecting technique that
is carried out by giving a set of questions or written statements to
respondents to be answered.70 The way to obtain the data of this research
was by filling out the questionnaire provided by the researcher. With the use
of this questionnaire, it can collect a number of relevant information. In this
research, the researcher used a closed question. Closed question limit the
respondent to the set of alternatives being offered. 71 Because closed question
helped the respondents to answer quickly, and also made it easier for the
researcher in analyzing the data and tabulating the results of all questionnaire
which was collected. In this research also used Guttman scale, it is the scale
used to obtain clear, firm and consistent answer. This research used “yes”
and “no” to find out the factors that cause students’ make error.
2. Documentation
In case of documentation Bogdan states that in most tradition of
qualitative research, the phrase personal document is used broadly to refer to
any first person narrative produced by an individual who describes his or her
70
Sugiyono, Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung:
Alfabeta, 2005), p. 142
71
William Foddy, Constructing Questions for Interviews and Questionnaires, (Cambridge:
Cambridge University Press, 1993), p.127
own actions, experience and belief. 72 The researcher would use document
analysis as a technique the data. It was the students’ writing in analytical
exposition. Then the researcher analyzed the students written analytical
exposition text based on syntax error in linguistic category taxonomy.
3. Interview
Interview is a meeting of two persons to exchange information and idea
through question and responses, resulting in communication and joint

73
construction of meaning about particular topic. Interviewing is an
important way for a researcher to check the accuracy of-to verify or refute
the impressions he or she has gained through observation. 74 The interview is
a form of data collection in which questions were asked orally and subjects’
responses were recorded, either verbatim or summarized. According to
Suharsimi, there are three kinds of interview, namely:
a. Unstructured interview
Interview is a conversational type of interview in which the questions
arise from the situations. The interview is not planned in detail a head.
b. Structured interview
Interview was scheduled for the specific purpose of getting certain
information from the subjects. The questions are prepared.
72
Sugiyono, Op.Cit, p.329
73
Ibid, p.317
74
Jack R. Fraenkel, Op.Cit, p.445
c. Semi structured interview
Interview did in the chosen interest area, and questions are formulated
but the interviewer may modify the formal question during the interview
process.75
Based on the ideas above, this research uses semi structured interview.
The application of this technique in interview is to create relaxed and
flexible situation to gain the information about the causes of students’
grammatical error in writing analytical exposition text in using simple
present tense. By using interview guide the interview was conducted with
English teachers who teach favorite class. For collecting the data from
interview, the researcher used procedure as follows:
1) The researcher prepared the concept of questions that would be asked
to the selected English teachers. The researcher also prepared
recorder to record informants’ answers.
2) The researcher asked and talked in a friendly way according to the
concept of question that had been prepared based on the interview
guide.
3) The researcher recorded interviewees’ answers.
The researcher wrote interview transcript based on the results of
recording.
75
Arikunto Suharsimi, Prosedur Penelitian Suatu Pendektan Praktik, (Jakarta: Rineka Cipta,
2006) p.438
E. Research Procedure
In conducting the research, the researcher used procedures as follows:
1. Formulating the research problems and determining the focus of the research.
The focus was an error of the students’ ability in using simple present tense in
writing analytical exposition text.
2. Determining the way to gain the data.
It was taken based on document analysis.
3. Determining the research subject
The subject in this research was the students of the first semester if the
eleventh grade of SMA Negeri 4 Bandar Lampung.
4. Taking the document
The researcher took the document based on the students’ tasks.
5. Identifying and classifying the data
The researcher identified and classified the students’ errors in using simple
present tense in writing analytical exposition text based on linguistic category
taxonomy.
6. Making report findings
After gaining the data, the researcher made the report of the researcher’s
finding.
F. Data Analysis
Ellis in Tarigan states that there are five steps to analyze the data which
contains students’ errors. It consists of collecting the data, identifying the errors,
classifying, explaining, and evaluating. 76 While Sugiyono states that data analysis
is the process of systematically searching and arranging in the interview scripts,
fields notes, and other material that you accumulate to increase your own
standing of them to enable you to present what you discovered with others.77
Data analysis was conducted to create understanding of the data and enable the
researcher to present the result of this research to the readers. According to
MsCharty, to analyze the data containing the students’ errors, the steps of data
analysis were follows:
1. Collecting the data from the students’ task.
To get the data that needed, writing task was given to the students with the
instruction to make a text about analytical exposition text contained simple
present tense.
2. Identifying the data of students’ error
To find the error, each of subjects made a text in analytical exposition text
especially contained simple present tense. The code was used to give a sign to
the sentences that containing error (underline mark).
76
Hendri Guntur Tarigan and Djago Tarigan, Pengajaran Analysis Kesalahan Berbahasa,
(Bandung: Angkasa, 2011)
77
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif Kualitatif dan R&D,
3. Classifying the students’ error
After identifying the data, the errors were classified into kinds of errors based
on linguistic category taxonomy.
4. Calculating the percentage
Then, afterwards classifying the data, the errors were calculated the
percentage of each error type. To get the percentage of each type, the
following formula was used:
P= X 100 %
Notes:
P: Percentage
F: Frequency of error’s occurrence
N: Number of total errors.78
78
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43
CHAPTER IV
RESULT AND DISCUSSIONS
A. Syntax Error
According to Dulay et.al, syntax is one way asks whether the error is in the
main or subordinate clause, and within a clause, which constituent is affected.79
Syntax errors based on linguistic category taxonomy are classified into five main
categories:
1. Noun Phrase
Almost all students made errors in using structure of noun phrase in their
sentences. In this case, there were 5 types of noun phrase errors made by the
students. They were:
a. Determiners
Many students still found difficulty in placing determiners. Errors in noun
determiners are mostly the omission of the definite or indefinite article in
the context where definiteness was required.
Data Error Correction Description

1 (1) If we want to be If we want to be In the phrase ‘a smart
a smart people smart people people’ actually plural
form. It should be
written without ‘a’. So,
the correction is ‘smart
people’
2 (2) It is very useful It is very useful To show something,
79
Heidi Dulay et.al, Op.Cit. p.147
for students for the students English people usually
use an article. The word
‘students’ is mentioned
in the sentence before,
it involves into a
specified noun. So,
article the is used in
this case “It is very
useful for the students”
3 (3) Learning in Learning in In the phrase ‘ behave
school is school is a fair’ is unspecified
behaved fair behaved fair noun. So, article a is
used in the phrase “a
behave fair”
Based on the data in (1) we can see the identification of error in the first
sentence “If we want to be a smart people”. The error occurred because
of using “a” before “people”. It is the wrong form. The word “people” is a
plural noun. So, “a” must be removed. The correction is “If we want to be
smart people”
Based on the data in (2) we can see the identification of error in the
second sentence “It is very useful for students”. The error occurred
because of “students” is unspecified noun. It should refer to the previous
sentence. So, article the is used in this case “It is very useful for the
students”
Based on the data (3) we can see the identification of error in the third
sentence “Learning in school is behaved fair”. The error occurred

because in the phrase ‘behaved fair’ is unspecified noun. So, article a is
used in the phrase “a behaved fair”
b. Nominalization
In this type of error, the students failed to identify the use of verb or other
word into noun.

4 (14) It will make It will make The word ‘interesting’
students students is not appropriately
interesting interested used in the sentence. It
should be ‘interested’
5 (15) workout than workout than The word ‘watch’ is not
watch TV watching TV correctly used in the
sentence. Because it is
noun not verb. So,
‘watching’ is more
correctly used.
6 (16) Or listen to the Or listening to the The word ‘listen’ is not
radio radio correctly used in the
sentence. Because it is
noun not verb. So,
‘listening’ is more
correctly used.
Based on data in (4) we can see the identification of error in the sentence
“It will make students interesting”. The error occurred because in the
word “interesting” is not correct form. It should be “interested”. It showed
that someone had a feeling of interest. So, the correction is “It will make
students interested”.
Find on data in (5) showed the identification of error in the sentence
“workout than watch TV”. The error occurred in the use of verb into
noun. In the word “watch” is not correctly used in the sentence. It is noun
not verb. So, “watching” is more correctly used. The correction is
“workout than watching TV.
Based on data in (6) showed he identification of error in the sentence “Or
listen to the radio”. The error occurred because in the use of verb into
noun. In the word “listen” is not correctly used in the sentence. It is noun.
So, “listening” is more correctly used. The correction is “Or listening to
the radio”
c. Number
The student had difficulty in the use of plural noun, so they still did the
omission of the plural inflectional suffix (es).

7 (21) The students can The students can The phrase ‘some book’
borrow some borrow some is actually a plural
book books according to the
sentence. In English,
s/es is actually added to
show a plural noun. So,
It should be ‘some
books’
8 (22) In reading book In reading books The phrase ‘in reading
book’ is actually a
plural according to the
It should be ‘in reading
books’
9 (23) Many reason Many reasons The phrase ‘Many
reason’ is actually a
plural according to the
It should be ‘Many
reasons’
Find on data in (7) it showed an error that occurred in the sentence
“The students can borrow some book”. The phrase ‘some book’ is
actually a plural according to the sentence. “some” is a word that explains
an unspecified number or amount of people or things. In English, s/es in a
noun is actually added to show a plural noun. So, it should be “The
students can borrow some books”.
Find on data in (8) it indicated an error that occurred in the phrase “In
reading book”. It is actually a plural according to the sentence. In English,
s/es is actually added to show a plural noun. So, It should be “In reading
books”
Find on data in (9) it showed an error that occurred in the phrase “Many
reason”. It is actually a plural according to the sentence. “Many” is a
word which explains a large number of. In English, s/es is actually added
to show a plural noun. So, It should be ‘Many reasons’
d. Use of Pronouns
The students seldom did this type of error. It involved the substitution of
relative pronoun where an incorrect relative pronoun was used instead of
the intended.

10(40) Library is a Library is a place In the sentence ‘Library
place of which of where students is a place of which
students can can study students can study’ is
study not appropriately used
in the sentence. It
should be ‘Library is a
place of where students
can study’
“Library is a place of which students can study”. The use of which is
incorrect as it referred to a place. In the context which should be used
instead of where. The correction is “Library is a place of where students
can study”.
e. Use of Prepositions
In this case, the students was failed to use the correct form of the phrase.
They did not know what preposition to use in prepositional phrases.

11(41) With the By the The word ‘with’ is not
existence of the existence of the appropriately used in the
library in school library in school sentence. It should be
substituted ‘with’ into
‘by’
12(42) We stop We stop at In the sentence ‘we stop
restaurant and restaurant and restaurant and have
have lunch have lunch lunch’ is not complete. It
should be added
preposition to be clear
sentence. So, the
correction is ‘ we stop at
restaurant and have
lunch’
13(43) We drop in We drop at The word ‘in’ is not
mosque to pray mosque to pray appropriately used in the
sentence. It should be
substituted ‘in’ into ‘at’
“With the existence of the library in school”. The word ‘with’ is not
appropriately used in the sentence. It should be substituted ‘with’ into
‘by’
The data in (12) we can see the identification of error in the sentence “We
stop restaurant and have lunch”. It is not complete. It should be added
preposition to be clear sentence. So, the correction is “we stop at
restaurant and have lunch”.
Find on data in (13) we can see the identification of error in the sentence
“We drop in mosque to pray”. The word “in” is not appropriately used in
the sentence. It should be substituted “in” into “at”.

2. Verb Phrase
a. Omission of Verb
Some students found difficulty in the use of verb based on tenses.

14(50) Library a place Library is a In nominal sentence,
where the place where the tobe or an auxiliary verb
students students is used to show the tense
of the sentence. It is
simple present tense. So
tobe ‘is’ is used. It
should be ‘Library is a
place where the students’
15(51) The second The second In nominal sentence,
reason teen reason is teen tobe or an auxiliary verb
being more being more is used to show the tense
comfortable comfortable of the sentence. It is
should be ‘The second
reason is teen being
more comfortable’
16(52) The driver The driver is In nominal sentence,
sleepy too sleepy too tobe or an auxiliary verb
is used to show the tense
of the sentence. It is
should be ‘The driver is
sleepy too’
“Library a place where the students”. In nominal sentence, tobe or an
auxiliary verb is used to show the tense of the sentence. It is simple

present tense. So tobe ‘is’ is used. It should be ‘Library is a place where
the students’
On the data in (15) it showed an error in the sentence “The second reason
teen being more comfortable”. In nominal sentence, tobe or an auxiliary
verb is used to show the tense of the sentence. It is simple present tense.
So tobe ‘is’ is used. It should be ‘The second reason is teen being more
comfortable’
“The driver sleepy too”. In nominal sentence, tobe or an auxiliary verb is
used to show the tense of the sentence. It is simple present tense. So tobe
‘is’ is used. It should be ‘The driver is sleepy too’
b. Agreement of Subject and Verb
The students could not apply which subject is appropriate with the verb
based on the rule.

17(58) It give positive It gives positive The sentence beside is
activity activity formed simple present
tense. For the third
singular, it uses s/es after
the verb. It should be ‘It
gives positive activity’
18(59) We can reading We can read The sentence beside is
books more books more formed simple present
comfortable comfortable tense. After using modal
‘can’ the verb should be
verb 1. The correction is
‘We can read books
more comfortable’
19(60) We can We can browse The sentence beside is
browsing many many formed simple present
information in information in tense. After using modal
the internet the internet ‘can’ the verb should be
verb 1. The correction is
‘We can browse many
information in the
internet’
On the data in (17) it showed an error in the sentence “It give positive
activity”. The error occurred because in the sentence is formed simple
present tense. For the third singular, it uses s/es after the verb. It should be
“It gives positive activity”
Find on data in (18) it showed an error in the sentence “We can reading
books more comfortable”. The error occurred because in the sentence is
formed simple present tense. After using modal ‘can’ the verb should be
verb 1. The correction is ‘We can read books more comfortable’
Find on data in (19) it showed an error in the sentence “We can browsing
many information in the internet”. The error occurred because in the
sentence is formed simple present tense. After using modal ‘can’ the verb
should be verb 1. The correction is ‘We can browse many information in
the internet’.
3. Verb and Verb Construction
It was quite difficult for some students to write in the use of the verb pattern,
which was followed by to+V or V.

20(99) We go to We go to In the phrase ‘restaurant
restaurant to restaurant to to breakfast’ is not
breakfast have breakfast complete. After ‘to’
should be added verb 1.
The correction is
‘restaurant to have
breakfast’
21(100) I go to library I go to library to In the sentence beside is
read some read some actually an infinitive
books books verb. a verb with word
‘to’ in front of it. So, it
should be ‘I go to library
to read some books’
22(101) we are able to we are able to In the sentence beside is
online shop online shop to actually an infinitive
buy everything buy everything verb, a verb with word
‘to’ in front of it. So, it
should be ‘we are able to
online shop to buy
everything’.
Find on data in (20) it showed an error in the sentence “We go to restaurant
to breakfast”. The error occurred because in the phrase ‘restaurant to
breakfast’ is not complete. After ‘to’ should be added verb 1. The correction
is “We go to restaurant to have breakfast”.
Based on data in (21) we can see the identification of error in the sentence “I
go to library read some books”. The error occurred because it beside is

actually an infinitive verb. a verb with word ‘to’ in front of it. So, it should be
‘I go to library to read some books’
“we are able to online shop buy everything”. The error occurred because it is
actually an infinitive verb, a verb with word ‘to’ in front of it. So, it should be
‘we are able to online shop to buy everything’.
4. Word Order
In this type of error, the students were failed in placing noun in noun phrase.

23(113) I more take I took more The word ‘more’ is not
pictures pictures appropriately used in the
sentence. Because, it is
an adverb. It should be ‘I
took more pictures’.
24(114) At this time, At this time, The word ‘era’ is not
era globalization appropriately used in the
globalization era in the world sentence. Because, it is a
in the world noun. It should be put
after adjective
‘globalization’. The
correction is ‘At this
time, globalization era in
the world’.
25(115) A sink to wash A sink to wash The word ‘equipment’ is
dirty all dirty all kitchen not appropriately used in
equipment equipment the sentence. Because, it
kitchen is a noun. It should be
put after adjective
‘kitchen’. The correction
is ‘A sink to wash dirty
all kitchen equipment’.
The errors occurred because; English word order is not the same with
Indonesian word order. In English, the explaining word is put after the
explained word as the different form Indonesian word order that put the
explaining word before the explained word like ‘uang sekolah’ but in English
‘school pee’.
Based on data in (23) we can see the identification of error in the sentence “I
more take pictures”. The word ‘more’ is not appropriately used in the
sentence. It is an adverb. It should be ‘I took more pictures’.
“At this time, era globalization in the world”. The word ‘era’ is not
appropriately used in the sentence. Because, it is a noun. It should be put after
adjective ‘globalization’. The correction is ‘At this time, globalization era in
the world’.
Based on data in (24) we can see the identification of error in the sentence “A
sink to wash dirty all equipment kitchen”. The word ‘equipment’ is not
appropriately used in the sentence. Because, it is a noun. It should be put after
adjective ‘kitchen’. The correction is ‘A sink to wash dirty all kitchen
equipment’.
5. Some Transformations
Some students also made other kind of errors related to the transformations
that occur are negative transformation and passive transformation.
a. Negative Transformation
The formation of negative transformation involves the use of auxiliaries
do/does and auxiliary be.

26(126) The books not The books are In negative verbal
wasting time to not wasting time sentence, tobe or an
talk with to talk with auxiliary verb is used to
friends friends show the form of the
sentence. It is present
continues tense. So tobe
‘is’ before not is used. It
should be ‘The books are
not wasting time to talk
with friends’.
27(127) Students not Students do not In negative verbal
get information get more sentence, an auxiliary
more information verb is used to show the
form of the sentence. It is
do/does before not is
used. It should be
‘Students do not get
more information’.
28(128) The user do The user does In negative verbal
not tend to not tend to sentence, an auxiliary
waste money waste money verb is used to show the
and other and other form of the sentence. It is
culture negative culture simple present tense. So
negative do/does before not is
used which is appropriate
with the subject. It
should be ‘The user does
not tend to waste money
and other negative
culture’.
Data in (26) it showed the identification of error in the sentence “The
books not wasting time to talk with friends”. In negative verbal sentence,
tobe or an auxiliary verb is used to show the form of the sentence. It is
present continues tense. So tobe ‘is’ before not is used. It should be ‘The
books are not wasting time to talk with friends’.
Data in (27) it showed the identification of error in the sentence “Students
not get information more”. In negative verbal sentence, an auxiliary verb
is used to show the form of the sentence. It is simple present tense. So
do/does before not is used. It should be ‘Students do not get more
information’.
Data in (28) it showed the identification of error in the sentence “The user
do not tend to waste money and other culture negative”. In negative
verbal sentence, an auxiliary verb is used to show the form of the
sentence. It is simple present tense. So do/does before not is used which is
appropriate with the subject. It should be ‘The user does not tend to waste
money and other negative culture’.
b. Passive Transformation
Passive verb form requires the use of auxiliary be and past participle verb
form.

29(129) Cars should be Cars should be The sentence ‘cars should
ban in the city banned in the be ban’ is actually a passive
city for. It should be written in
participle not in simple
form. So, the correct one is
‘cars should be banned’
30(130) At class is limit At class is The sentence ‘at class is
limited limit’ is actually a passive
for. It should be written in
participle not in simple
form. So, the correct one is
‘at class is limited’
31(131) Because Because library The sentence ‘library is
library is is completed complete’ is actually a
complete with with audio passive for. It should be
audio visual visual tools written in participle not in
tools simple form. So, the correct
one is ‘library is completed’
Find on data in (29) it showed the identification of error in the sentence
“Cars should be ban in the city”. The sentence ‘cars should be ban’ is
actually a passive for. It should be written in participle not in simple form.
So, the correct one is ‘cars should be banned’
“At class is limit”. The sentence ‘at class is limit’ is actually a passive for.
It should be written in participle not in simple form. So, the correct one is
‘at class is limited’

“Because library is complete with audio visual tools”. The sentence
‘library is complete’ is actually a passive for. It should be written in
participle not in simple form. So, the correct one is ‘library is completed’
B. Proportion (Frequency and Percentage) Students’ Errors in Using Simple
Present Tense
The next step after identifying, classifying, explaining, and correcting
students’ errors is quantifying the errors based on the result of computation. As
stated in chapter III, the formula used was as follows:
P= X 100 %
Notes:
P: Percentage
F: Frequency of error’s occurrence
N: Number of total errors.
As stated at the previous page, the errors are classified into five types namely
noun phrase, verb phrase, verb and verb construction, word order, and some
transformations. The distribution of errors in each category and in every type of
errors and also percentage will be presented in the following table.

Table 5
The Proportion of Students’ Errors in Using Simple Present Tense in
Analytical Exposition Text
No Kind of Errors Frequency Percentage

1 Noun Phrase 49 35.51%
2 Verb Phrase 49 35.51%
3 Verb and Verb Construction 15 10.87%
4 Word Order 12 8.7%
5 Some Transformation 13 9.41%
Total 138 100%
Based on the data in Table, the highest students’ errors frequency is noun
phrase and verb phrase which consist of 35.51% and 35.51%, the second is verb
and verb construction which consist 15 errors or 10.87%, then the third is some
transformation which consist of 13 errors or 9.41%, and the last is word order
which consist of 12 errors or 8.7%.
C. Analysis of Sources/Causes
In preceding explanation, the data were taken from students’ questionnaire.
The questionnaire session was arranged in addition to the students’ writing to
elicit background or rationale behind the respondents’ individual position on the
selected issue. The questionnaire section analyzed and discussed the result of the
detected errors in English in statistical measures and percentage. The researcher
used sources of errors by Richards. They are Interference, Overgeneralization,
Performance error, Markers of transitional competence, Strategy of
communication and assimilation, and Teacher-induced error.

Here were the explanations about calculation and interpretation of the data:
Table 6
The Proportion of the Students’ Answer
Based on the Questionnaire
No Questions Yes No
Do you transfer rules from your mother
1 25.80% 74.20%
tongue to English?
Do you think you know a lot of rules of
2 English but cannot express it properly 87.09% 12.91%
through writing?
Are you afraid or shy of other students
3 while writing something in English in the 96.77% 3.23%
class as instructed by your teacher?
Do you think that errors are important to
4 80.64% 19.36%
learn the English language?
Do you try to write in English in the class
5 64.51% 35.49%
without considering the grammar correctly?
Does your language teacher engage you in
6 32.25% 67.75%
writing activities in classroom?
Concerning the survey of students’ questionnaire focusing on written English,
the first question tried to investigate the students transfer their mother tongue to
English. The answer was found from the question (1) where 25.80% students
think that they transfer their language to the target language was the same
grammar. But actually they are different grammar. The cause of this issue is
Interference. Item no. 2, 87.09% students have an intention to write correctly but
in reality, it is not possible for them in the present situation. It is concluded in
Overgeneralization. The question no.3, where 96.77% because of this less
involvement in writing, students might face difficulties while practice. It caused

Performance error. The question no.4, 80.64% students expressed their views
that they often committed errors in writing English. They were included Markers
of transitional competence. The question no.5 tried to investigate whether the
students write in the classroom without considering the grammar correctly. The
answer was found from the fifth question where 64.51% students admit that they
did error in writing English. It showed that the cause was included Strategy of
communication and assimilation. the last question, where 67.75% students think
that teaching techniques need to be improved and proper guidance and teaching
techniques can help to improve their writing and speaking skills. The cause of
this issue is Teacher-induced error.
Table 7
The Proportion of the Causes of the Students’ Error
Based on the Questionnaire
No Kinds of Causes Question Percentage
(Number)
1 Interference 1 25.80%
2 Overgeneralization 2 87.09%
3 Performance error 3 96.77%

Markers of transitional
4 4 80.64%
competence
Strategy of communication and
5 5 64.51%
assimilation
6 Teacher-induced error 6 67.75%
Based on the result of the analysis of the cause showed that the cause of the
most widely performed is Performance Error. The second cause is
Overgeneralization. The third cause is Markers of transitional competence. The
forth cause is Teacher-induced error. The fifth cause is Strategy of
communication and assimilation. And the last is Interference.
The data that had been displayed and discussed previously, the result showed
that this cause of errors might be caused by their performance error. They had
difficulty when they were learning in the classroom between the first and second
language. The different systems of both languages make learning become
complicated to make a new language. When the student did not understand about
the material they did not ask the teacher. Meanwhile, the teacher gave them
insufficient explanation about the material. Furthermore, the students seldom
practice how to make good sentences based on the rule of the English grammar.
D. Discussion of Finding
After collecting the data from students’ writing task, the errors were
identified and classified based on syntax error in linguistic category taxonomy.
They are noun phrase, verb phrase, verb and verb construction, word order, and
some transformations. After classifying the types of errors and correcting the
errors, the frequency was determined.
Based on the result of the research, it found that the highest frequency of
errors made by students was noun phrase error and verb phrase error with the
same number, it was 49 items and the percentage (35.51%). It can be conclude
that the students made noun phrase error and verb phrase error in the sentences,
because they had lack of knowledge. In this case, they did not master the use of
them well.
Furthermore, they failed to use the appropriate items in their sentences. In
this research, the students committed many errors not only in noun phrase and
verb phrase error, but also verb and verb construction error with 15 items and the
percentage (10.87%). In this case, it might be that the students had not
understood about the use of to infinitive.
Then, from the result of this research also found word order error made by
students. The students committed 12 items in word order error with percentage
(8.7%). In this case, it might be that the students have understood about the
correct order of the word. The last, the students committed 13 items in some
transformations error with percentage (9.41%). In this case, the students were
supposed to change the sentences into the right form.
Based on, the data have been displayed and discussed previously; the result
showed that this kind of error might be caused by their performance error. In this
case, the students did not practice much in using English, so the reason they
made error was in performance error with the percentage 96.77%. Another
possibility that caused error was because the rules of the target language. It was
called interference with percentage (25.80%)

Another cause of students’ error was overgeneralization with percentage
87.09%. It caused the mother tongue of the student interference in learning the
target language. While, markers of transitional competence had with percentage
80.64%. Another cause was strategy of communication and assimilation with
percentage 64.51%. The last cause was teacher induced error with percentage
67.75%. it happened because the teacher did not do appropriate method in
teaching and learning process.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The main objectives of this study were to analyze the students’ errors in
dealing with simple present tense by the eleventh grade of SMA N 4 Bandar
Lampung in the academic year 2017/2018. After analyzing the students’ errors,
the researcher found the dominant errors. Based on the fourth chapter, the
researcher found that there were 138 errors made by the students.
The researcher classified the errors into five categories. They were noun
phrase, verb phrase, verb-and-verb construction, word order and some
transformations. Almost all students made such errors. The researcher divided
noun phrase into five groups of errors, they were determiner, nominalization,
number, use of pronouns, and use of prepositions. While in verb phrase was
divided into two groups of errors, they are omission of verb and agreement of
subject and verb. Then verb-and-verb construction and word order. The last was
some transformations. It was divided into two groups of errors; they were
negative transformation and passive transformation. It can be seen that noun
phrase error and verb phrase error made by the students had the same
percentage. It was 35.51% for each kind of errors. Verb and verb construction
errors were 10.87%. While some transformation errors were only 9.41% and
word order errors were 8.7%.
The researcher also found the causes of the students’ error by using
questionnaire. The researcher used six sources of error by Richards. They were
Interference, Overgeneralization, Performance error, Markers of transitional
competence, Strategy of communication and assimilation, and Teacher-induced
error. Then the researcher made some questions to know the causes of students’
errors, each cause was made one question. The students made the dominant
causes of errors in dealing performance error. It can be seen that performance
error had the highest percentage; they were 96.77%. Overgeneralization had
87.09%. Markers of transitional competence had 80.64%. Teacher-induced error
had 67.75%. Strategy of communication and assimilation had 64.51%.
Interference had 25.80%.
B. Suggestion
Based on the finding of this research, some suggestions would be given by the
researcher than can be citied as follows:
1. The English Teacher
The suggestion was given the English teacher that the teacher should not
ignore the students’ errors. If it is possible, the teacher should give proper
correction on them by using appropriate error strategies. Even though the

teachers were not one of the causes of the errors, the researcher demanded
that the teachers provided the methods in learning and teaching process.
2. The Students
The occurring of the errors showed that the students’ writing abilities and
especially their mastering of grammatical structures were less. It happened
because the students did not learn English well and practice it less. Because
of those, the researcher suggested that the students can improve their writing
abilities and their mastering grammatical structures, learn them hard and
practice the more whether in the classes or out the classes, because learning
English basically is practice.
3. The Other Researcher
The suggestion was given to the other researchers who conduct further
researcher with the same object and different perspective in other
grammatical English. Because, many students still were lack of knowledge
about grammar. It can be used as the input for improvement of the language
teaching
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STUDENTS’ GRAMMATICAL ERRORS IN USING SIMPLE PRESENT

TENS E IN ANALYTICAL EXPOS ITION TEXT AT TH E FIRS T

NADYA RISKY HAYRUNNISA

Study Program : English Education

TARBIYAH AND TEACHER TRAINING FACULTY

NADYA RISKY HAYRUNNISA

Study Program : English Education

Advisor : Dr. M. Muhassin, M.Hum

TARBIYAH AND TEACHER TRAINING FACULTY

STUDENTS’ GRAMMATICAL ERRORS IN USING SIMPLE PRESENT

NADYA RISKY HAYRUNNISA

Keyword: Error Analysis, Grammar, Simple Present Tense

Eleventh Grade of SMA N 4 Bandar Lampung in the Academic Year 2018/2019” is

Bandar Lampung, Februai 2019

NADYA RISKY HAYRUNNISA

This thesis is dedicated to

1. My beloved parents who always pray me for my success and support me in

2. My beloved younger sisters, Dinda Uqnul Amalia and Ananda Dinny

3. My beloved lecturers and almamater UIN Raden Intan Lampung

at SMA N 4 Bandar Lampung and graduated in 2014.

Intan Lampung in English Education of Tarbiyah Faculty.

NADYA RISKY HAYRUNNISA

messenger prophet Muhammad peace be upon him.

This thesis entitled “Students’ Grammatical Errors in Using Verb Phrases in

Expository Text at the Eleventh Grade of SMA N 4 Bandar Lampung in the

Academic Year 208/2019” is presented to the English Education Study Program of

students’ partial fulfillment of the requirement to obtain S1- degree.

and guidance for this thesis:

opportunity to study until the end of this thesis composition.

2. Meisuri, M.Pd as the chairperson of English Education Study Program of UIN

Raden Intan Lampung.

time given to the researcher to finish this final project.

correcting this final project for its betterment.

in conducting this research.

taught the researcher since the first year of her study.

suggestion and spirit in framework of writing this research.

Bandar Lampung, Februari 2019

Nadya Risky Hayrunnisa

The limits of my language signify the limits of my world. 2 It is a piece of

words from Schulte that reveals if a person has no other language to

mind conceptualizes the world.

Language is nothing but symbolism. 3 There are symbols to convey meaning

in language. Humans use language to communicate with each other. Talking,

shouting, whispering, lying, swearing, telling jokes or tales are example of

communication in human language. Brown, the president of International TESOL

from 1980 to 1981, states that language is a system of arbitrary conventionalized

vocal, written or gesture symbol that enable members of a given community to

communicate intelligibly with others.4 In other words language is an instrument

through non-verbal communication; written form and physical movement.

world. Sometimes writing down information helps. 5 So, writing is helping us

difficult and complicated language skill to be learned almost by the students in

recount, report, review, historical recount, procedural recount, analytical

exposition text to be analyzed.

English grammar. Many of the students commonly make grammar mistakes in

became one of the caused.

samples, it is often not possible to say whether a particular error is attributable to

a strategy of communication, or to a strategy of assimilation, that is, an

identifiable approach by the learner to the material being learned. 10