CRITICAL JOURNAL REVIEW

GENERAL ERRORS PERFORMED BY FIRST GRADE STUDENTS OF SENIOR

HIGH SCHOOL IN WRITING SIMPLE PRESENT TENSE SENTENCE

COMPILED BY :
LISA RAHMADANI POHAN (0305182068)
CLASS : PMM 5 / SEMESTER I
SUPPORTING LECTURER : SURYA KELANA PUTRA, S.Pd.I, M.Hum

MATHEMATICS EDUCATION DEPARTMENT

TARBIYAH FACULTY AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY NORTH SUMATERA
MEDAN
2019
 PREFACE

Assalamu’alaikum Warahmatullahi Wabarahkatuh

All praise be to Allah Subhanahu Wata'ala who has given mercy and guidance to this
people. Shalawat and salam may be poured out on our Prophet Muhammad SAW, who was not
a Prophet afterward, as an example of the best role model for all humanity.
Alhamdulillah I can complete critical journal review assignments, with the journal title
“General Errors Performed by First Grade Students of Senior High School in Writing Simple
Present Tense Sentence”. Although I realize there are still many shortcomings that I cannot
cover in making it. Hopefully with this critical journal review can increase knowledge for
readers, especially for author.
I hope that suggestions and input can be better in the future. Hopefully this critical
journal review is useful for writer and readers in general. Aamiin.

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Medan, January 2019

Author

i
 TABLE OF CONTENTS

PREFACE ............................................................................................................................... i
TABLE OF CONTENTS ...................................................................................................... ii
CAHPTER I INTRODUCTION .......................................................................................... 1
A. Background ............................................................................................................. 1
B. Problem Formulation............................................................................................... 1
C. The Purpose of Writing ........................................................................................... 1
D. The Benefits of Writing .......................................................................................... 2
CHAPTER II SUMMARY OF JOURNAL CONTENTS.................................................. 3
A. Identity of Journal ................................................................................................... 3
B. Summary of Journal ................................................................................................ 3
CHAPTER III ANALYSIS OF JOURNAL ....................................................................... 6
A. The Strength of Journal ........................................................................................... 6
B. The Weakness of Journal ........................................................................................ 6
CHAPTER IV CLOSING ..................................................................................................... 8
A. Conclusion .............................................................................................................. 8
B. Suggestion ............................................................................................................... 8

BIBLIOGRAPHY .................................................................................................................. 9

ii
 CHAPTER I
INTRODUCTION

A. Background
The development of science is minimal due to the low interest in reading at this
time. Criticism of the journal is one of the ways to increase the interest in reading
someone's interest in a subject. This critical journal review is a writing or review of a
person's work on a research. This journal was criticized because the title was interesting
and useful for many people. Because there are still many students who are wrong in
writing simple present tense sentences.
Criticizing a journal is not intended to drop or increase the value of a journal,
but rather to explain what a journal is. The strength or weakness of journal that will be
taken into consideration or a review of a journal to the reader. More clearly in criticizing
the journal, we can find out more concisely the contents of the journal, among others
the purpose of the study, the problems, the methods used, the research steps, and the
results and discussion of the research.

B. Problem Formulation
Based on the background written above, it can be concluded the problem
statement in this critical journal review, namely as follows:
1. What are the identities of this journal?
2. What are the summaries of this journal?
3. What are the strengths of this journal?
4. What are the weaknesses of this journal?

C. The Purpose of Writing

The purposes of writing in this journal are as follows:
1. To fulfill assignments in English courses.
2. To know the identities of this journal.
3. To know the summaries of this journal.
4. To know the strengths of this journal.
5. To know the weaknesses of this journal.

1
D. The Benefits of Writing
The benefits of writing CJR (critical journal review) are to help readers know
the overview and general assessment of this journal in a concise manner, so that readers
can choose which journals are appropriate to apply in learning. Then the author can find
out the mistakes of this journal so that later when writing does not repeat the mistakes
again and can take lessons from the criticism given by the reviewer.

2
 CHAPTER II
SUMMARY OF JOURNAL CONTENTS

A. Identity of Journal

Title General Errors Performed by First Grade Students of Senior High

School in Writing Simple Present Tense Sentence
Author Maria J.A.Widayanti
Journal Journal of Education Research
Date of Journal June 2018
Download https://journal.unnes.ac.id/nju/index.php/LIK/article/download/513/470
ISSN -
Volume 37 (1)
Pages 29-36
Reviewer Lisa Rahmadani Pohan
Date of 8th December 2018
Reviewer

B. Summary of Journal

Research 1. To know how students can understand and make the simple present
Purpose tense in positive, negative, and interrogative form both in singular
and plural subject at the written test.
2. To know what kinds of grammatical errors were used to be done by
students in creating the simple present tense sentences at the
interview test.
3. What kinds of general errors were used to be done by students.

The Problem 1. Through a written test, how far can the first grade students of SMA
Negeri 2 Semarang understand and make simple present tense
sentences in the form of positive, negative and interrogative
sentences, which are the subject of singular and plural sentences.
2. Through interviews, what kind of common mistakes are often made
by grade 1 students of Semarang State Senior High School 2 in
making positive, negative and interrogative sentences simple present
tense.
3. Included in what categories / types of errors are the sentences made
by the students.

3
The Subject of The subject of this research was the first grade students of 2 Senior High
Research School. The samples were taken randomly from each class (20% from
the total population). The research was located at 2 Senior High School
on Jalan Sendangguwo Baru No. 1, Semarang.

Data The techniques of collecting data were done by written and interview
Assessment test. The collecting data were done three times. At the first, students were
asked to answer the essay test, at the second, students were asked to write
down their daily activities in English Language. Then at the third,
students were asked to tell their daily activities orally. The test is carried
out to determine the extent of students' mastery of simple present tense
material and practice verbally. Also to find out the mistakes made by
students related to the material.
The Method of The method used by the researcher is qualitative descriptive. The data
Research obtained were analyzed qualitatively collected in the form of words
rather than in the form of numbers. Descriptive approach is done to find
and explain the causes and types of errors based on the grammatical
classification of errors.

The Step of 1. At the first meeting, the researcher shared the question of try out to
Research students. The try out problem is divided into 3 parts. The first part of
the student completes the sentence by filling in the words that are
already available. The second part, students make simple present
tense sentences using words that are already available. In the third
part students translate 7 Indonesian sentences into English sentences
and then convert translation sentences into negative and interogative
sentences.
2. At the second meeting, the researcher explained the simple present
tense material.
3. At the third meeting, the researcher gave a data collection test. The
test problem is divided into 3 parts. The first part of the student
completes 10 sentences by filling in the words that are already
available. The second part of the student answers 5 questions and
makes it an interrogative sentence. In the third part students make a
short essay (75 - 100 words) about their daily activities from morning
to night, from Monday to Sunday. Students make essays using simple
present tense sentences.
4
 4. At the fourth meeting, the researcher conducted an interview test.

The Result of The results of the study at the first meeting were based on the
Research results of student answers. First, students do not understand the
placement of conformity between the subject and the predicate. Students
still answer according to the basic words. Students have not changed the
verb according to the subject. Secondly, students do not understand the
positive, negative, and interrogative sentence patterns of simple present
tense.
At the third meeting, from the three parts of the data collection
test, it was seen that there was an increase in student understanding in
making positive, negative, and interrogative sentences of simple present
tense. The results of the test were: at the try out test, only 12 of the 42
students (30%) answered using the simple present tense sentence pattern
correctly. But at the time of the data collection test 32 of the 42 students
(65%) had answered using the simple present tense sentence pattern
correctly. Before explaining the material of simple present tense
sentence patterns, only 30% of students made the simple present tense
sentence pattern correctly. After being explained, 65% of students make
sentences using the simple present tense sentence pattern correctly.
Therefore it can be said that there has been 35% increase in the
understanding of simple present tense sentence patterns among students.
At the fourth meeting, through interview tests students have been
able to answer the questions posed by using simple present tense
sentences correctly. At the interview test, students were used to do
overgeneralization and incomplete application of rules as their common
mistakes.

5
 CHAPTER IIII
ANALYSIS OF JOURNAL

The Strength of 1. The title is very good and interesting to research, because there are
Journal still many senior high school students who are wrong in writing
simple present tense sentences. Through this research students
become aware of where their mistakes and can improve it. This is
evident from the results of the research that the students' answers
were more correct after the researcher explained the simple present
tense material than when they’re try out
2. Abstracts in this journal are specific and clear, which includes
research purpose, research method, research result, and conclusion.
3. The theoretical foundation that has been stated is sufficient and in
accordance with the issues discussed. Then the author included many
expert opinions.
4. The research method used is good because of the method researcher
can find common mistakes students use simple present tense. As well
as researchers know how to overcome these problems.
5. In the results section and discussion, the authors include several
samples of incorrect answers and correct answers, thus making the
reader better understand how the correct use of simple present tense.
6. This journal many examples of simple present tense are simple, so
that the readers are easy to understand.
7. Bibliography or references that are owned by the journal quite a lot
so that it seems to contain more, in other words the journal looks
more reliable and strong because of the many references listed.

The Weakness 1. There isn’t ISSN as the journal identification number. This is
of Journal important for eliminating doubts because there are many journals in
the same title.
2. Abstracts are only displayed in English language, which will make
the reader a little confused, so there will be a misunderstanding of
meaning because not all readers can speak English language. The
author should include two languages, there are Indonesian and
English.

6
3. Data collection techniques in abstract and methods are different. In
the method section it is stated that written data collection techniques
are carried out with multiple choise and essays while in abstract only
essays. Then in the results section and the discussion there is also no
explanation of written data collection techniques with multiple
choise.
4. The subjects used were less in this study because only first grade
students of SMA 2 Semarang students. It is better if the sample taken
is not just one school but some senior high schools so that the title
"General errors performed by first grade students of senior high
school in writing simple present tense sentense" will be more
appropriate. Then the sample is not explained how many boys and
girls in this research.
5. The language used in this journal is difficult to understand and too
wordy, so it makes the reader bored reading it.
6. There is writing an ordinal number that is incorrect or not in
accordance with the correct Indonesian spelling on page 33 of the
fourth paragraph, that is the word ‘ke dua’ should be correct the word
‘kedua’ is not separated.
7. In the results section and discussion, the authors repeat the method
used and explain the research steps in this section. It is recommended
that the research steps be explained in the research method section.
8. The second meeting was not explained in the results section and
discussed how the researcher explained the simple present tense
material and what learning media to use. This should be explained
because it is very useful for the reader.
9. Writing the simple present tense formula is too tight so it is difficult
to understand. It is better to write a formula specifically by creating
a table so that it is easier to understand by the reader. Then it would
be good if the simple present tense formula is placed in the
introduction instead of the results and discussion section.

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 CHAPTER IV
CLOSING

A. Conclusion
I think this journal is good and worth to reading because the title is interesting to
study. As now there are still many students who are wrong in writing simple present tense
sentences. This is evident from the results of research in this journal. This journal also have
several strength, among others the title is very good and interesting, specific and clear
abstracts, quite a lot of theoretical foundations and according to the problems discussed,
the research methods are good, the results and discussion include several samples of
incorrect answers and correct answers, many examples of simple present tense, and
bibliography was quite a lot, reliable, and strong. Meanwhile, this journal also have several
weakness, among others there isn’t ISSN, the abstract is only displayed in English
language, data collection techniques in abstract and methods are different, the subjects used
in this study are lacking, the language used is difficult to understand and too wordy, writing
the wrong ordinal number, the research method is repeated again in the results section and
discussion, it’s not explained how the researcher explained the simple present tense
material and what learning media to use when doing research, and writing the simple
present tense formula is too tight so it is difficult to understand.

B. Suggestion
My suggestion for researcher is that in the future it will not only do research in one
school but several schools. As the title of this journal is too broad the subject is first grade
senior high school students, but only one senior high school is discussed. So this research
is not accurate because just one school cannot provide a general description of all senior
high schools. Then suggestions for readers to understand this simple present tense are not
just theories or formulas but practices or their application are also carried out in everyday
life when using English conversation.

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 BIBLIOGRAPHY

Widayanti, Maria J.A. Kesalahan Umum yang Dilakukan Siswa SMA Kelas 1 pada Penulisan
Kalimat Simple Present Tense. Journal of Education Research. 37 (1): 29-36.

9
KESALAHAN UMUM YANG DILAKUKAN SISWA SMA KELAS 1 PADA
PENULISAN KALIMAT SIMPLE PRESENT TENSE
Maria J.A.Widayanti
Jurusan Bahasa Inggris FBS, UNNES, e-mail: marie_wied@yahoo.com

Abstract
The research was a descriptive qualitative research. The research process was
started by doing an observation among students in applying the basic concept of simple
present tense in their daily activities. Before analyzing the research, the researchers did
some observations, try out test, collecting data, and interview among students. The
researchers found out that more than 80% students could not understand the basic
concepts of simple present tense well. They often did some grammatical errors. Its topic
was chosen based on the researchers’ experience as the English teachers. The
researchers often found students’ grammatical errors especially in simple present tense.
The aim of the research was formulated as: (1). To know how students can understand
and make the simple present tense in positive, negative, and interrogative form both in
singular and plural subject at the written test, (2). To know what kinds of grammatical
errors were used to be done by students in creating the simple present tense sentences
at the interview test, (3). What kinds of general errors were used to be done by students.
The research was located at 2 Senior High School on Jalan Sendangguwo Baru no 1,
Semarang. The subject of this research was the first grade students of 2 Senior High
School. The samples were taken randomly from each class (20% from the total
population). The techniques of collecting data were done by written and interview test.
The collecting data were done three times. At the first, students were asked to answer
the essay test, at the second, students were asked to write down their daily activities in
English Language. Then at the third, students were asked to tell their daily activities
orally. The results of the test were: at the try out test, there were only 12 of 42 students
(30%) who could do and write the simple present tense sentences correctly. On the
collecting data test, there were 32 of 42 students (65%) who could do and write the
simple present tense sentences correctly. It could be said that there was an improvement
to understand the basic concept of simple present tense among students (35%). While at
the interview test, students were used to do overgeneralization and incomplete
application of rules as their common mistakes.

Kata kunci: simple present tense, overgeneralization, incomplete application of rules

PENDAHULUAN
Pembelajaran bahasa asing adalah
suatu kegiatan yang sulit, karena setiap
bahasa memiliki sistem yang berbeda-beda,
yang berbeda dari sistem bahasa asli (native
language) para pembelajar. Perbedaan
dalam sistem berbahasa dapat menyebabkan
masalah ataupun hambatan bagi para
pembelajar, khususnya pembelajar pemula.
Professor Li-Ling Chen dalam jurnal The
Effect of L1 and CAI on Grammar
Learning: An Error Analysis of Taiwanese
Beginning EFL Learners' English Essays
(www.asian-efl-journal.com/pta_January_0
6_pk.php) menambahkan bahwa
pembelajaran bahasa asing merupakan
sebuah proses yang kompleks karena
pembelajar cenderung terpengaruh bahasa
asli (native language). Dia menambahkan
pemahaman yang baik pada pengaruh
bahasa pertama (L1) dalam pengajaran
bahasa asing akan membantu siswa
memahami kesulitan yang dihadapi pada
pembelajaran bahasa Inggris.
Pembelajaran bahasa Inggris bagi
siswa Indonesia merupakan sebuah proses

29

10
30 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
yang kompleks. Dalam bahasa Indonesia
tulisan (ortoghrapic writing) sama dengan
pengucapannya (pronunciation). Namun
hal ini berbeda dengan bahasa Inggris,
antara tulisan dengan pengucapannya
tidaklah sama. Contoh lain, kalimat-kalimat
dalam bahasa Indonesia hanya memiliki
“time signals” yang ditunjukkan oleh
keterangan waktu. Bila keterangan waktu
tidak ditulis, para pembaca/pendengar dari
kalimat tersebut tidak dapat mengetahui
waktu terjadinya peristiwa atau kegiatan
yang dinyatakan dalam kalimat tersebut.
Misalnya: Sari pergi ke Bandung. Dari
kalimat tersebut kita tidak mengetahui
kapan subjek kalimat (Sari) pergi ke
Bandung. Mengapa? Karena bahasa
Indonesia tidak memiliki “tenses” atau pola
waktu terjadinya suatu kegiatan atau
peristiwa yang ditunjukkan bentuk kata
kerjanya. Berbeda bila kita cantumkan
keterangan waktunya: Sari pergi ke
Bandung minggu lalu. Bahasa Inggris
memiliki “time signals” sekaligus memiliki
“tenses” yang ditunjukkan dengan
perubahan kata kerjanya dalam kalimat
sekarang (present tense) maupun dalam
kalimat lampau (past tense). Salah satu
jenis “tenses” dalam bahasa Inggris yaitu
simple present tense. Kalimat ini cukup
sederhana, sekaligus sebagai dasar dari
kalimat-kalimat bahasa Inggris yang lain.
Meski kalimat simple present tense ini
relatif sederhana dan mudah, masih banyak
siswa yang belum mampu membuat kalimat
ini secara benar.
Berdasarkan latar belakang di atas,
dapat diidentifikasi beberapa permasalahan
sebagai berikut.
1) Melalui tes tertulis, seberapa jauh siswa
kelas 1 SMA Negeri 2 Semarang dapat
memahami dan membuat kalimat
simple present tense dalam bentuk
kalimat positif, negatif dan interogatif,
yang subyek kalimatnya berbentuk
tunggal dan jamak?
2) Melalui wawancara, kesalahan umum
macam apakah yang sering dibuat oleh
11
siswa kelas 1 SMA Negeri 2 Semarang
dalam membuat kalimat positif, negatif
dan interogatif simple present tense?
3) Termasuk dalam kategori/jenis
kesalahan apakah kalimat yang dibuat
oleh para siswa tersebut?
Menurut Sattayatham and Honsa, Jr
dalam jurnal Medical Students’ Most
Frequent Errors at Mahidol University,
Thailand (www.asianefljournal.com/March
_08_as&sh.php) menyebutkan bahwa
dalam bahasa Inggris dikenal istilah
“errors” (kesalahan yang berulang-ulang)
dan “mistakes” (kesalahan biasa yang
terjadi sekali waktu). Sattayatham dan
Honsa menambahkan, errors diartikan
sebagai kesalahan berulang-ulang yang
dibuat oleh orang yang belum sepenuhnya
memahami sistem bahasa secara
institusional, sedangkan mistakes merujuk
pada suatu kesalahan yang terjadi sekali-
sekali karena lupa sesaat, salah pengucapan,
dan biasanya penutur dapat memperbaiki
kesalahan tersebut sendiri.
Sattayatham dan Honsa, Jr.
menambahkan bahwa sumber-sumber
kesalahan dalam mempelajari suatu bahasa
dapat pula terjadi karena intervensi sistem
dari bahasa asli pembelajar (native
language) dan karakteristik umum (general
characteristics) dari pola pembelajaran
bahasa (www.asianefl-journal.com/March
_08_as&sh.php).
Kesalahan yang disebabkan intervensi
dari bahasa asli pembelajar disebut
kesalahan intrabahasa (intralanguage
errors), sedangkan kesalahan yang
disebabkan oleh karakteristik umum dari
pola pembelajaran bahasa disebut kesalahan
interbahasa (interlanguage errors).
Berkaitan dengan kesalahan intrabahasa,
Richards mengklasifikasikannya menjadi
overgeneralization, ignorance of rules
restriction, incomplete application of
rules, dan false concept hypothesized.
Overgeneralization didefinisikan
sebagai suatu penggunaan strategi pola tata
bahasa yang telah tersedia untuk digunakan
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa
dalam situasi yang baru. Kesalahan ini
terjadi bilamana pola tata bahasa yang
menyimpang (deviant structure) dijadikan
sebagai dasar dalam dalam menyusun
semua kalimat dalam bahasa target (bahasa
asing yang diucapkan/dipelajari).
Ignorance of rules restrictions adalah
termasuk kesalahan intrabahasa yang
berkaitan dengan analogi. Dalam hal ini
kesamaan parsial suatu pola kalimat
terdahulu dijadikan dasar dalam menyusun
kalimat berikutnya dengan tiada
menghiraukan adanya batasan-batasan
Aturan ketatabahasaan ataupun
pengecualian suatu pola kalimat tertentu
yang mungkin terjadi dalam kalimat yang
akan disusun karena analogi keliru dari pola
kalimat sebelumnya.
Kesalahan intrabahasa ini mungkin
terjadi ketika seorang pembelajar merespon
secara mendadak dari suatu kalimat
pertanyaan yang ditujukan kepadanya.
Misalnya:
What does she shout him? What does
he have to do?
Pertanyaan di atas mungkin dijawab
secara mendadak sebagai berikut:
She shout him to hurry. He have to
write the address.
Kalimat respon di atas tidak tepat
karena tiada kesesuaian antara subjek
dengan predikatnya. Seharusnya kalimat
pertanyaan di atas dijawab seperti sebagai
berikut: “She tells him to hurry”. Dalam
kalimat tersebut predikatnya kurang akhiran
“s”. Begitu pula dengan kalimat respon
yang kedua seharusnya: “He has to write
the address”. Predikat yang sesuai dengan
“he” dalam kalimat positif adalah “has to”
bukannya “have to”.
Kategori terakhir dari kesalahan
intrabahasa ini acapkali disebut kesalahan
semantik, yang mungkin terjadi karena
pemahaman yang keliru di dalam bahasa
target. Atau dengan kata lain terjadi karena
kegagalan dalam pemahaman konsep atau
hipotesa dari konsep tersebut sehingga
ketidaksesuaian subyek dan predikatnya
12
31
terjadi karena kegagalan dalam memahami
konsep tersebut. Misalnya:
“One it was happened” seharusnya
“One day it happened”.
Dalam bahasa Indonesia kata kerja
kalimat pasif biasanya didahului awalan
“ter atau di”. Dengan analogi tersebut, kata
“terjadi” dalam Bahasa Indonesia
diterjemahkan pasif ke dalam bahasa
Inggris, yakni dengan memakai kata kerja
bentuk ketiga atau “past participle”
sesudah “to be”. Padahal kata “terjadi”
dalam bahasa Inggris memiliki makna aktif,
bukannya pasif.
Macam-macam Kesesuaian (Agree-
ment):
1) Kesesuaian Hubungan personal
(agreement of person). Contoh: Agung
is my brother. He is a wise man
2) Kesesuaian hubungan pola waktu dan
perubahan kata kerja dalam kalimat
(agreement of tense). Contoh: Toni goes
to Bandung every week
3) Kesesuaian jenis kelamin (agreement of
gender). Contoh: Rina is my sister. She
is beautiful.
4) Kesesuaian jumlah (agreement of
number). Contoh: He has a car
5) Kesesuaian hubungan antara subyek
dan predikat kata kerja. Contoh: The
books are on the table.
Fungsi atau kegunaan kalimat simple
present tense yaitu:
1) menyatakan suatu peristiwa/kejadian
yang terjadi pada saat sekarang (realita).
2) menyatakan suatu kegiatan atau aktifitas
yang dilakukan secara berulang-ulang
(repeated actions atau habitual actions).
3) menyatakan suatu peristiwa yang
merupakan kebenaran umum (general
truth), yaitu suatu peristiwa yang
dianggap benar oleh sebagian
besar/semua orang.
4) menyatakan suatu kegiatan yang
terjadwal (scheduled actions).
METODE
Lokasi penelitian dilaksanakan di
32 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
SMA Negeri 2 Semarang, Jalan
Sendangguwo Baru No. 1 Semarang. Subjek
penelitian adalah siswa kelas 1 SMA Negeri
2 Semarang. Sample penelitian diambil
secara acak (random sampling) dari tiap-tiap
kelas (20% dari
jumlah siswa/populasi). Teknik
pengumpulan data dalam penelitian
menggunakan tes tertulis dan tes lisan. Pada
tes tertulis, peneliti menggunakan instrumen
tes tertulis yang berupa soal-soal bahasa
Inggris tentang kalimat simple present tense.
Soal tes tertulis dalam bentuk pilihan ganda
(multiple choice) dan isian (essay). Dalam
soal essay, siswa diminta menterjemahkan
kalimat-kalimat simple present tense yang
masih ditulis dalam bahasa Indonesia ke
dalam bahasa Inggris. Penilaian soal tes
hanya berkisar pada kesesuaian subyek
kalimat dengan predikat
/ kata kerjanya. Pada tes lisan, siswa
(responden) diminta membuat kalimat
sederhana simple present tense. Tes
dilakukan guna mengetahui sampai sejauh
mana penguasaan siswa terhadap materi
simple present tense serta prakteknya secara
lisan. Juga guna mengetahui kesalahan-
kesalahan yang dibuat oleh siswa berkaitan
dengan materi tersebut. Teknik analisis data
menggunakan deskriptif kualitatif. Data
yang didapat dianalisis secara kualitatif yang
dikumpulkan dalam bentuk kata-kata
daripada dalam bentuk angka. Pendekatan
deskriptif dilakukan untuk mencari dan
menjelaskan penyebab dan jenis kesalahan-
kesalahan tersebut berdasarkan klasifikasi
kesalahan gramatikal (grammatical
classification of errors).
HASIL DAN PEMBAHASAN
Pada pertemuan pertama, peneliti
membagikan soal try out kepada siswa. Soal
try out dibagi menjadi 3 bagian. Bagian
pertama siswa melengkapi kalimat dengan
mengisi kata-kata yang sudah tersedia.
Bagian kedua, siswa membuat kalimat
simple present tense dengan menggunakan
kata yang sudah tersedia.
13
Pada bagian ketiga siswa menerjemahkan 7
kalimat bahasa Indonesia menjadi kalimat
bahasa Inggris dan kemudian mengubah
kalimat-kalimat terjemahan menjadi kalimat
negative dan interogative. Berikut ini adalah
kalimat jawaban siswa yang belum benar:
Bagian 1:
Jawaban salah: Every morning Nana wake
up at five o’clock, when her alarm ring.
Jawaban benar: Every morning Nana wakes
up at five o’clock, when her alarm rings.
Jawaban salah: She go to school with her
brother.
Jawaban benar: She goes to school with her
brother.
Pada contoh jawaban di atas, siswa
belum memahami penempatan kesesuaian
antara subjek dan predikat (kata kerja).
Siswa masih menjawab sesuai kata dasar.
Siswa belum mengubah kata kerja sesuai
dengan subjeknya.
Bagian 2:
Soal: Anwar …. (not / drink) coffee very
often.
Jawaban salah: Anwar not drink coffee very
often.
Jawaban benar: Anwar does not drink coffee
very often.
Soal: What time …. the banks / close) in
Indonesia?
Jawaban salah: What time does the banks
close in Indonesia?
Jawaban benar: What time do the banks
close in Indonesia?
Soal: Where …. (Nyoman / come) from? He
is Balinese.
Jawaban salah: Where is Nyoman come
from? He is Balinese.
Jawaban benar: Where does Nyoman come
from? He is Balinese.
Dari jawaban di atas, siswa belum
memahami pola kalimat positif, negative,
dan interogatif simple present tense. Pola
kalimat positif simple present tense adalah:
S + V 1 (s/es) + ………atau S + to be (am,
is, are) + ………misalnya pada kalimat: It
take me an hour to get to work. Jawaban
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa
yang benar adalah: It takes me an hour to get
to work. Jawaban yang benar sesuai dengan
pola kalimat positif simple present tense.
Pola kalimat negative simple present
tense adalah: S + do / does NOT + V1 + ….
atau S + to be (am, is, are) NOT + ….
contoh soal di atas adalah: Anwar …. (not /
drink) coffee very often. Jawaban yang salah
dari siswa adalah: Anwar not drink coffee
very often. Seharusnya jawaban yang benar
adalah: Anwar does not drink coffee very
often. Sedangkan pola kalimat interogatif
simple present tense adalah: Do
/ does + S + V1 + ….? atau To be (am, is,
are) + S + ….? Contoh soal di atas adalah:
What time …. (the banks / close) in
Indonesia? Dan Where …. (Nyoman / come)
from? He is Balinese. Jawaban salah dari
siswa adalah: What time does the banks close
in Indonesia? Dan Where is Nyoman come
from? He is Balinese. Jawaban yang benar
seharusnya adalah: What time do the banks
close in Indonesia? Dan Where does
Nyoman come from? He is Balinese. Dari
jawaban-jawaban yang diberikan siswa
terlihat bahwa siswa belum memahami pola
kalimat positif, negative, dan interogatif
simple present tense. Siswa masih
mengalami kesulitan menempatkan pola
kalimat tersebut sesuai antara subjek dan
predikat.
Pada bagian 3, siswa diminta
menerjemahkan kalimat bahasa Indonesia
menjadi kalimat bahasa Inggris yang benar,
kemudian siswa mengubah kalimat
terjemahan itu ke dalam kalimat negative
dan interogatif. Berikut adalah contoh
jawaban siswa:
Soal 1: Sinta seorang dokter gigi yang
ramah. Dia selalu tersenyum kepada setiap
pasiennya
Jawaban salah: Sinta is nice dentist. She
always smile for every her patient. Jawaban
benar: Sinta is a kind dentist. She always
smiles to each her patients.
Soal 2: Dua ekor kupu-kupu terbang di
taman bunga. Mereka mencari madu.
14
33
Jawaban salah: Two butterfly fly on the
garden. They want for honey.
Jawaban benar: Two butterflies fly at the
flower garden. They look for honey.
Kemudian jawaban-jawaban itu diubah
menjadi kalimat negative dan interogatif.
Jawaban salah negatif: Sinta isn’t nice
dentist. She never smile for every her
patient.
Jawaban benar: Sinta isn’t a kind dentist.
She does not smile to each her patient.
Jawaban salah interogatif: Does Sinta nice
dentist? Does she always smile for every
her patient?
Jawaban benar: Is Sinta a kind dentist? Does
she always smile to each her patient?
Jawaban salah negatif: Two butterfly does
not fly on the garden. They don’t want for
honey.
Jawaban benar: Two butterflies do not fly at
the flower garden. They do not look for
honey.
Jawaban salah interogatif: Does two
butterfly fly on the garden? Do they want for
honey?
Jawaban benar : Do two butterflies fly at the
flower garden? Do they look for honey?
Dari jawaban-jawaban di atas, terlihat
siswa masih belum memahami pola kalimat
positif, negative, dan interogatif. Mereka
belum memahami kesesuaian antara Subjek
dan kata kerja.
Pada pertemuan ke dua, peneliti
menjelaskan materi simple present tense.
Pada pertemuan ketiga, peneliti memberikan
test pengumpulan data. Pada saat
mengerjakan test ini, siswa sudah
memahami pola kalimat positif, negative,
dan interogatif. Berikut adalah hasil analisis
test pengumpulan data.
Soal test dibagi menjadi 3 bagian.
Bagian pertama siswa melengkapi 10
kalimat dengan mengisi kata-kata yang
sudah tersedia. Bagian ke dua siswa
menjawab 5 pertanyaan dan membuatnya
menjadi kalimat interogatif. Pada bagian
ketiga siswa membuat karangan singkat (75
– 100 kata) tentang kegiatan mereka sehari-
34 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
hari dari pagi sampai malam, dari hari senin
sampai hari minggu. Siswa membuat
karangan menggunakan pola kalimat simple
present tense. Berikut adalah hasil jawaban
siswa.
Bagian 1:
Soal : The earth …. around the sun.
Jawaban benar : The earth goes around the
sun.
Soal : The sun …. In the east.
Jawaban benar : The sun rises in the east.
Soal : Vegetarians…. meat.
Jawaban benar : Vegetarians do not eat
meat.
Dari jawaban yang dibuat siswa,
terlihat bahwa siswa sudah memahami pola
kalimat positif, negative simple present
tense.
Bagian 2:
Soal : Elly’s sister play badminton too. Ask
Elly.
Jawaban benar : Does your sister play
badminton, too?
Soal : You want to know what Elly’s brother
does.
Jawaban benar : What does your brother do?
Soal : You want to know how often Elly goes
to the cinema.
Jawaban benar : How often do you go to the
cinema?
Dari jawaban di atas, terlihat bahwa
siswa sudah memahami pola kalimat
interogatif simple present tense. Siswa sudah
dapat membuat kalimat interogatif secara
benar.
Bagian 3: Siswa diminta membuat
sebuah tulisan singkat mengenai kegiatan
mereka sehari-hari. Berikut ini adalah hasil
tulisan singkat siswa.
I wake up at 4.30 every morning. After
that I go to bathroom and go to mosque to do
perform subuh prayer. Before come to my
home, I hope in God. I always help my
mother in the kitchen every morning. Next I
go to bathroom to bath. Then I breakfast in
the dining room. I check my book / schedule.
I leave my home at 6.30
15
and go to school with my brother. I arrive at
6.45 in the school and enter in my
classroom. Usually I receive many
homework from my teacher. Seldom, I
receive small test without given know before
it. Before coming to my home I go to mosque
beside my school. I perform noon prayer.
After that I come to my home with my
brother. I arrive in the home at 14.30 and I
soon go to dining room to lunch with my
family. Next I sleep in my room. After that I
go to bathroom to bath and soon to perform
ashar prayer. Then I watch television with
my sister. When maghrib time, I go to
mosque to do perform maghrib and join
Islam study until 19.30 and I perform Isya
prayer. I come to my home and study until
21.30. before going to bed, I watch TV with
my brother and my family until 22.00 and
soon go to my bed room.
Dari contoh tulisan yang dibuat siswa,
peneliti dapat melihat bahwa siswa sudah
memahami pola kalimat simple present tense.
Dari ketiga bagian test pengumpulan data,
terlihat bahwa terjadi peningkatan
pemahaman siswa dalam membuat kalimat
positif, negative, dan interogatif simple
present tense. Pada test try out, hanya 12 dari
42 siswa (30%) yang menjawab dengan
menggunakan pola kalimat simple present
tense secara benar. Namun pada saat test
pengumpulan data 32 dari 42 siswa (65%)
sudah menjawab menggunakan pola kalimat
simple present tense secara benar. Sebelum
dijelaskan materi pola kalimat simple preset
tense, hanya 30% siswa yang membuat pola
kalimat simple present tense secara benar.
Setelah diberi penjelasan, 65% siswa
membuat kalimat dengan menggunakan pola
kalimat simple present tense secara benar.
Oleh karena itu dapat dikatakan bahwa telah
terjadi peningkatan 35% pemahaman pola
kalimat simple present tense di antara para
siswa.
Pada pertemuan ke empat, peneliti
mengadakan test wawancara. Melalui test
wawancara, siswa sudah dapat menjawab
pertanyaan yang diajukan dengan
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa
menggunakan pola kalimat simple present
tense secara benar. Berikut ini adalah hasil
test wawancara:
T : What is your name?
J : My name is Glar.
T : Where do you live?
J : I live at Kangguru 3 no 26,
Semarang.
T : How many brothers and sisters do
you have?
J : I have two brother and one sister.
T : Where do your parents work?
J : My father work as civil servant.
My mother work as housewife.
T : Please tell me about your daily
activities.
J : I wake up 5 o’clock in the
morning. Then I go to bathroom and take a
bath, I have breakfast. After that I check my
books and go to school with my brother. I
arrive school at 6.45 then I enter my room.
I study until 1.30. I go home and I arrive at
1.45. I have lunch at dining room and then I
take a rest until 4 o’clock. After that I take
a bath and I play with my brother. Then I
have dinner and I study until 21.30. After
that I watch TV until 22.30 and then I go to
sleep in my bedroom.
Kesalahan umum yang sering
dilakukan siswa ketika menjawab
wawancara adalah incomplete application
of rules. Seperti yang dikatakan
Sattayatham and Honsa, Jr (www.asianefl-
journal.com/March_08_as&sh.php),
incomplete application of rules adalah
kesalahan intrabahasa yang mungkin terjadi
ketika seorang pembelajar merespon secara
mendadak dari suatu kalimat pertanyaan
yang ditujukan kepadanya. Contoh dari
incomplete application of rules adalah: how
many brothers and sister do you have?
Jawabannya: I have two brother and one
sister. Jawaban yang benar seharusnya I
have two brothers and one sister. Pada kata
brother kurang huruf s. contoh lainnya
adalah: Where do your parents work?
Jawabannya adalah: My father work as civil
servant. My mother work as housewife.
16
35
Jawaban yang benar seharusnya: My father
works as civil servant. My mother work sas
housewife. Pada kata work kurang huruf s.
itulah yang disebut sebagai incomplete
application of rules.
Untuk menjawab pertanyaan no 3,
berdasarkan definisi Sattayatham and
Honsa, Jr , kesalahan-kesalahan yang sering
dibuat para siswa termasuk dalam jenis
kesalahan overgeneralization dan
incomplete application of rules. Maksud
dari overgeneralization adalah suatu
penggunaan strategi pola tata bahasa yang
telah tersedia untuk digunakan dalam
situasi yang baru. Sedangkan maksud dari
incomplete application of rules, kesalahan
ini terjadi bilamana pola tata bahasa yang
menyimpang (deviant structure) dijadikan
sebagai dasar dalam menyusun semua
kalimat dalam bahasa target (bahasa asing
yang diucapkan). Sedangkan incomplete
application of rules adalah kesalahan
intrabahasa yang mungkin terjadi ketika
seorang pembelajar merespon secara
mendadak dari suatu kalimat pertanyaan
yang ditujukan kepadanya. Contoh dari
incomplete application of rules adalah:
After she have breakfast, she check her
books, seharusnya After she has breakfast,
she checks her books.
SIMPULAN DAN SARAN
Simpulan
1) Test tertulis dilakukan sebanyak dua
kali yaitu pada saat try out dan
pengumpulan data. Melalui tes tertulis
pada try out, hasil penelitian
menunjukkan bahwa siswa belum
memahami bagaimana membuat pola
kalimat positif, negative, dan interogatif
secara benar karena siswa belum diberi
penjelasan tentang materi simple
present tense. Hanya 12 dari 42 siswa
(30%) yang dapat membuat pola
kalimat secara benar. Sedangkan test
pengumpulan data diadakan setelah
siswa diberi penjelasan tentang materi
simple present tense. Pada hasil test ini,
36 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

32 dari 42 siswa (65%) dapat membuat Honsa, Jr: 2008. Journal of Medical
pola kalimat positif, negative, dan Students’ Most Frequent Errors at
interogatif secara benar. Oleh karena Mahidol University, Thailand
itu, telah terjadi peningkatan sebesar (www.asianefljournal.com/March_08
35%. _as&sh.php).
2) Pada test wawancara, kesalahan umum Azar, Betty Schrampfer. 1999.
yang sering dilakukan siswa adalah Understanding and Using English
incomplete application of rules Grammar (third edition). Jakarta:
maksudnya adalah kesalahan Binarupa Aksara.
intrabahasa yang mungkin terjadi ketika Chen, Li-Ling. 2006. Journal of The Effect
seorang pembelajar merespon secara of L1 and CAI on Grammar
mendadak dari suatu kalimat pertanyaan Learning: An Error Analysis of
yang ditujukan kepadanya. Taiwanese Beginning EFL Learners'
3) Kesalahan-kesalahan yang sering dibuat English Essays (www.asian-efl-
para siswa termasuk dalam jenis journal.com/pta_January_06_pk.php).
kesalahan overgeneralization dan Hewings, Martin. 1999. Advanced
incomplete application of rules. Untuk Grammar in Use. England:
meminimalkan terjadinya kesalahan- Cambridge University Press.
kesalahan tersebut, siswa diberi teks Krohn, Robert. 1998. English Sentence
sederhana tentang tenses, kemudian Structure (third edition). Jakarta:
siswa diminta untuk membuat kalimat Binarupa Aksara
lain dengan mengubah subjek dan kata Norrish, John. 1983. Language Learners
kerjanya. and Their Errors. London: Macmillan
Press.
Saran Nurgiyantoro, Burhan.2000. Statistik
Sejalan dengan hasil penelitian yang Terapan untuk Penelitian Ilmu-ilmu
diperoleh, maka diberikan saran antara lain: Sosial. Yogyakarta: Gadjah Mada
Bagi guru SMA sebaiknya siswa diberi University Press.
penjelasan yang jelas mengenai tenses Handayani, Trisakti. 2002. Konsep dan
sehingga siswa dapat memahami secara Teknik Penelitian Gender. Malang:
benar aturan-aturan dalam tenses. Universitas Muhamadiyah Malang.
Sebaiknya guru juga dapat memberikan Rakhmat, Jalaludin. 2000. Metode
teks sederhana dan menarik mengenai Penelitian Komunikasi. Bandung:
tenses dan meminta siswa mengembangkan Remaja Rosda Karya.
teks tersebut dengan cara membuat kalimat Richard, Jack. C. 2001. Error Analysis.
lain yang sesuai dengan materi. England: Longman Group Ltd.
Bagi siswa hendaknya siswa Richard, Jack. C. 2002. Error Analysis
melakukan banyak latihan dan pemahaman Perspectives on Second Language
mengenai tenses secara benar. Siswa Acquisition. London: Longman Group
sebaiknya sering membaca, menulis dan Ltd.
berbicara dalam bahasa Inggris sehingga Sugiarto. 2003. Teknik Sampling. Jakarta:
siswa dapat lebih memahami aturan-aturan Gramedia.
dalam tata bahasa Inggris (khususnya Unaradjan, Delet. 2000. Pengantar Metode
tenses) dan mengaplikasikan dalam aktifitas Penelitian Ilmu Sosial. Jakarta: PT.
berkomunikasi sehari-hari. Grasindo.

DAFTAR PUSTAKA
Anchalee Sattayatham and Somchoen

17