CHAPTER I

INTRODUCTION

A. The Background of the Research

In the context of language learning, it is impossible that students never

make errors in their learning process. In fact, it is very normal and unavoidable to

make errors. Errors happen to be the very common part of Second Language

Learning. Dulay (1982:138) says “making errors is an inevitable part of learning.

People can not learn a language without first systematically committing errors”.

Errors in language learning are acceptable process, it is something unavoidable

since it is a natural process which reflect various stages in language development

of language learning. According Sompong (2008 : 6) error is unique to humans,

and error analysis is the process of determining the incidence, nature, causes and

consequences of unsuccessful language. It is supported by Corder (1991:217)

“Error is a systematic deviation made by learners who have not yet mastered the

rules of the second language”. In other words, errors are considered as

characteristic of second language learning, when unsuccessful process appears

due to the lack of knowledge of correct rules of second language.

Focusing on writing skill, writing in the students’ second language can be

something difficult for students, whereas the students often write in their first

language in schools. Therefore, in the process of teaching and learning English,

writing skill tends to be the most complicated and difficult skill for the students of

any level of education.

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It is supported by Gorell and Laird in Anwar (2014:25) stating that writing

is complicated because the writer needs to do everything at once. The writer

produces words, sentences, paragraphs, and extended compositions all at the same

time; words must be spelled, sentences punctuated, and paragraphs unified. In

other words, writing is one of crucial skills in English which produce some

components in writing at once with the correct spelling, punctuation and

paragraph. Writing can make us to express anything in a paper, writing can help

us to remain and express our idea by our own words. In addtion, Heffernan and

Lincoln (1986:3) state:

Writing then, is a way of communication you must consciously learn. And

part of what make it hard to learn is that written words usually has to
express your meaning in your absence have to speak all by themselves...
But in writing you have to communicate without facial expression,
gestures or body English of any kind. You have to speak with words and
punctuation alone.

The opinion above is supported by James (1980:7) :

Writing is not easy. An experienced writer will often labor over a single
paragraph for more than an hour- not counting the thought and research
that went on before the actual writing.

Regarding to those opinions, it can be said that writing is not an easy work

in conveying ideas as the nonverbal communication because it takes a long time.

When writing, the writers express feelings and ideas into words, word into

sentence, sentence into paragraph, and it needs hard thinking to produce it at the

same time. Writing requires thinking, and thinking is always complicated and

hard. Therefore, it needs accuracy to make writing well order because the

information or idea which is delivered to the readers is easy to be understood.

Related to writing itself, Wikipedia (2011) states that there are some types of

genre such as narrative, descriptive, exposition, recount ect. Each of them has
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their own characteristics and linguistics feature. Primarily to narrative text, it tells

the events and actions that happen in the past. Moreover, simple past tense is one

of the crucial components of narrative’s linguistics feature that may be the

difficult work in English where the students have to conjugated verb tense, that is

the way to change the verb to communicative past action.

Ideally, in Syllabus of 2013 Curriculum of SMA N. 1 Tuhemberua states

that writing is included as one of the skills that should be taught to the students.

The core competence expects the students are capable in understanding, applying,

analyzing, and evaluating factual, conceptual, procedural, and metacognitive

knowledge based on the students’ curiosity about the science of arts, and culture

technology humanities with humanitarian, national, state, and civilization-related

causes phenomenon and events, and applying the procedural knowledge to

specific area of study in accordance with their talents and interests to solve the

problem. Meanwhile, basic competence expects the students to analyze the social

functions, text structures, and linguistic features in narrative text either in written

and oral form according to the context of its use. As well as, related to the

students’ achievement in learning especially in English subject of tenth grade of

SMA Negeri 1 Tuhemberua, the school has determined the Minimum

Competence Criterion (MCC) that should be reached by the students is 65. The

students should be able to pass the MCC as the indication of the students’ success

in learning.
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Based on the observation and interview that were done by the researcher

on November 20th 2018 in SMA N. 1 Tuhemberua, the researcher had found many

problems related to the teaching learning process particularly in writing skill. The

MCC that had been decided by the school could not be achieved by the students.

In writing a narrative text, the students were not able to fulfill the requirements

needed for writing narrative. Focusing on grammar, it was found that students of

tenth grade confused to understand simple past tense and it was found some errors

made by the students in their narrative writing. First, they did not know the verb 2

form, when they made a sentence in simple past tense, they always used verb 1.

Second, they did not know the form and the usage of simple past tense. Third,

they still had lack of knowledge about the differentiation of irregular and regular

past simple verb form.

Thus, making errors during the process of second language learning is

considered as a process that may happen and it is acceptable thing. Sompong

(2014: 114) states errors tell the teachers how far toward the goal learners have

progressed and consequently, what remains for learners to learn. Second, errors

provide researchers with evidence on how language is learnt or acquired, what

strategies or procedures learners are employing in their discovery of the language.

The making of errors is a strategy employed both by children acquiring their

mother tongue and by those learning a second language. Errors can be accepted as

a kind of learning activity in learners. Hence, the teacher should be aware of this

problem and correct to avoid them making errors by analyzing what students are

doing. To analyze which errors as performance deviation or competence deviation

is very difficult. It needs the deep analysis to give the classification of errors.
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Errors analysis is very important because the researcher wants to identify

the errors made by students of using simple past tense in writing narrative text and

the factors that influence their errors. According to James (1998:1) “Error analysis

is the process of determining the incidence, nature, causes, and concequences of

unsuccessful language”. Additionally, the aims of error analysis according to

Richard et al. (2002:105) first, to identify strategies which learner use in language

learning, in terms of the approaches and strategies used in both of teaching and

learning. Second, to try to identify the causes of learners’s error, that is

investigating the motives behind committing such errors as the first attempt to

eradicate them. Third, to obtain information on common difficulties in language

learning as an aid to teaching or in the preparation of the teaching materials.

Therefore, it is important to classify and describe the students’ error for gainning

the information about grammatical error as well as causes made by the students.

So, it will make easier for deciding the continued learning process.

Regarding to the explanation above, those were the reasons why the

researcher wanted to analyze students’ narrative writing. Therefore, the researcher

conducted the Qualitative Research entitled “AN ERROR ANALYSIS ON THE

USE OF SIMPLE PAST TENSE IN WRITING NARRATIVE TEXT AT THE

TENTH GRADE OF SMA NEGERI 1 TUHEMBERUA IN 2018/2019 ”.

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B. Focus of the Research

The focuses of the research are :

1. What types of errors are made by the tenth grade students of SMA Negeri 1

Tuhemberua in using simple past tense in writing narrative?

2. Why do the tenth grade students of SMA Negeri 1 Tuhemberua make errors

in using simple past tense in writing narrative?

C. The Purposes of the Research

The purposes of the research are to analyze the types of errors and find out

the sources of errors made by the tenth grade students of SMA Negeri 1

Tuhemberua in using Simple Past Tense in writing narrative.

D. Significances of the Research

The significances of the research are:

1. For the researcher, as a tool and way to enrich his knowledge and experience in

analysing the students’ error and its causes through error analysis.

2. For the students, by conducting the research, it shows the students about errors

that they have made, so they are able to minimize misunderstanding about the

use of simple past tense in narrative text.

3. For the teachers, it will improve the teachers’ ability and knowledge for

looking the best and suitable components of teaching writing in the class such

as strategy, material, media ect.

4. For other researchers, this research can be used as references and a source of

improvemnet in doing research in the same field in the future.

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E. Limitation of the Research

In order to investigate the problem more accurately and correctly, the

researcher conducted the research by using test and interview to find out the errors

and its sources in using simple past tense in writing narrative text of the tenth

grade students of SMA Negeri 1 Tuhemberua in Academic Year of 2018/2019.

F. Definition of the Key Terms

The definition of key terms in the research as follows:

1. Error Analysis

Error analysis is the study of errors made by second and foreign language

students in order to find out the types and causes of error itself as well as the

common difficulties of students in their writing.

2. Writing

Writing is an activity to express writer’s idea, thought, and feeling on a

paper by using their ourown language.

3. Narrative Text

Narrative text is a text which tells about the story or event that happens in

the past time with the purpose to entertain the readers.

3. Simple Past Tense

Simple past is one of the tenses that isused to show an action or activity in

the past time without indicating any connection with the present.
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G. Research Method

In the research, the researcher conducted descriptive qualitative method,

qualitative method relies on text and image data. According to Gay and Airasian

(2000:11), descriptive research used to describe, investigate and study cause

effect, descriptive research is the research involves collecting data in order to

answer questions about the current status of the subject or topic of study and it can

also measure what alreay exists. As well as, Moleong (2003:3) adds that a

qualitative research deals with a kind of research which does not use statistic

procedures in analyzing the data. In a qualitative research, the researcher tends to

prior in accurate explanation to analyze and present what have been found. In

other words, qualitative is a research design where the researcher collects and

presents the data with using description and accurate explanation. The procedures

of descriptive qualitative are collecting data, arranging data and interpreting the

data.

In addition, Robbert and Knopp (2006:274) state that qualitative research

is an approach to social science research that emphasizes collecting descriptive

data in natural setting, uses inductive thinking, and emphasizes understanding the

subjects point of view. Natural means that qualitative research is done in there all

setting as a direct source of data. Moreover, in qualitative research the researcher

does not build any hypothesis to be proved or disproved, but accent the

researcher’s idea. The research gives the description about the phenomenon and

the situation which exist at the time of the research. The written result of the

research contains the quotations from the data to illustrate and substantiate the

presentation.
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1. Research Approach and Type

The approach used by the researcher to conduct the research was inductive

approach with the aim of finding the meaning that originates the facts with an

approach to make observation, recording all facts holistically scientific with the

observed problem. Futhermore, there were two types of instruments used in the

research. First, the researcher gave a test to the students to make a narrative text.

From this, the researcher knew the errors made by students in narrative writing

focusing in using simple past tense. The second, the researcher conducted the

interview to the English teacher as well as the students in getting the deeper

information about the sources of errors made by the students.

2. The Setting of the Research

The place of the research was SMA Negeri 1 Tuhemberua, located in

Silimabanua village, Tuhemberua Subdistric, North Nias Regency. The researcher

chose this location because of the MCC that had been decided by the school could

not be achieved by most students. So, the researcher intended to search what

causes of such problem in that school.

3. Research Data and Informant

The data of the research indicates the types of data that shoud be collected

and analyzed by the researcher. According to Hatch (2002:53), the qualitative data

for the study are video tapes of classroom activity, participation observation field

notes, notes from informal interviews, transcripts of formal taped interviews, and

unobtrusive data such as school records, reports, program descriptions, material

from children’s cumulative folders, photographs, and teacher and student-made

artifacts. In other words, the data and informant are selected purposefully that help
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the researcher to understand the problem and the research focus that have been

formulated.

So, the data sources were narrative text written by the students and also the

transcrips of formal interview of the English teacher and students and it was

completed by photos. The test was distributed to 30 students of class X MIPA 1 of

SMA Negeri 1 Tuhemberua as the informant. The researcher chose class X MIPA

1as the sample of the research because it was suggested by the English teacher

because most of the students had the low score in writing narrative text.

4. Procedures of Collecting Data

In collecting the data,the researcher used test of narrative writing and

interview. Creswell (2014:239) states that the data collection of qualitative

research consists of some procedures as follows : identify the purposefully

selected sites or individuals for the proposed study, a related topic would be the

number of sites and participants to be involved in your study, indicate the types of

data to be collected, collecting information through unstructured or semi

structured observations and interviews, documents, and visual materials, as well

as establishing the protocol for recording information. Regarding to the theory

above, the researcher followed these procedures. The researcher identified the

informant of the research namely Class X MIPA 1 of SMA Negeri 1 Tuhemberua,

deciding the number of participants that consists of 30 students, the types of data

that should be collected were narrative writing and transcrips of interview, as well

as the researcher collected the data through test of narrative writing and interview.

Therefore, in collecting narrative writing, the researcher had prepared the

blueprint of test narrative writing. Then, the researcher gave the blank paper to the
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students and gave time to the students to write a narrative text based on the

provided blueprint. After collecting students’ narrative writing, the researcher

analyzed it in order to get the types of errors and formulated the questions at once

used in interview depending on the types of error made by the students. Then, the

researcher conducted interview to the students in obtaining the reason why the

students make errors in using simple past tense of narrative text based on the

questions list prepared by the researcher.

5. Technique of Analyzing Data

The technique of data analysis which used by the researcher in the

research was qualitative analysis technique which function is to describe and

interpret the result of qualitative data. In analyzing the data, the researcher had

followsed some procedures based on the theory of Corder (1974) in Ellis (1994:

48), as follows :

a. Identification of errors, it requires the determination of elements in the

sample of the students’ writing which deviate from the target in some way.

b. Description of errors, it involves specifying how the forms by the students

differ from the target form. The errors are specified in some classifications

such as omission, addition, misformation, misordering.

c. Explanation of errors, it analyzes the cause of errors made by the students by

considering the description of errors.

d. Evaluation, it involves the analysis of what effect the error has, on whoever is

being addressed and making possible correction.

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The similar concept of analysing the data stated Gass and Selinker

(2008:103) that consists of six steps:

1) Collect data. Although this is typically done with written data, oral
data can also serve as a base.
2) Identify errors. What is the error (e.g., incorrect sequence of tenses,
wrong verb form, singular verb form with plural subject)?
3) Classify errors. Is it an error of agreement? Is it an error of irregular
verbs?
4) Quantify errors. How many errors of agreement occur? How many
irregular verb form errors occur?
5) Analyze source. The researcher analyzes the source of errors based on
the findings. Why the students made errors?
6) Remediate. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.

Thus, the researcher adopted those steps which started from identification

of error, description of error, explanation of error and evaluation of error. In

combining the data from both instruments test and interview, for the first, the

researcher explained the errors made by the students as the result from the test.

As well as, the researcher explained and classified the causes of errors made by

the students in writing narrative based on the data from interview work. Thus, by

comparing and integrating each other, the researcher took the conclusion through

interpretation.

For getting the quantitative data, it was described in the table of percentage

and formula by Annas Sudjono (2010) in the journal of Mulyono (2016:69) to

have the frequency and percentage of error as follows:

P = F X 100%
N
Notes: P: Percentage

F: Frequency

N: Number of cases (total of frequency)

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6. Checking the Validity of Data and Research Findings

As the defenition of validity is determine the accuracy of result and

intended data. Validity is one of the strengths of qualitative research and is based

on determining whether the findings are accurate from the standpoint of the

researcher, the participant, or the readers of an account (Creswell, 2014:225). In

checking the validity and research findings, the researcher used four criterions as

folows :

a. Credibility

According to Holloway and Whecler in Anney (2014:276), credibility is

defined as the confidence that can be placed in the truth of the research findings. It

establishes whether the research findings represent possible information drawn

from the participants’ original data and is a correct interpretation of the

participants’ original view. In the research, the researcher used triangulation

method by integrating three data sources namely test of narrative writing, the

result of teacher’s interview and students’ interview as well as it is completed by

photos.

b. Transferability

Transferability refers to the degree to which the result of qualitative

research can be transfered to other contexts with other respondents, it is the

interpretive equivalent of generalizability. According to Bitsch in Anney

(2014:276) in tranferability, the researcher facilitates the transferability judgment

by a potential user through thick description and purposeful sampling. In other

words, when the researcher provides a detailed, clear, sistematic description of the
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research, so it will encourage the readers for deciding the application of that

research to other contexts as well as it facilitates the tranferability of the research

c. Dependability

According to Bitsch in Anney (2014:278), dependability refers to stability

of finding over time, it involves the participants evaluating the findings and the

interpretation and recommendations of the study to make sure that they are all

supported by the data received from the informan of the research. In addition,

checking dependability can be done by auditing the process of the research by

independent or adviser. The researcher has to show all the process of the research

activities in the field and the obtained data to the adviser.

d. Confirmability

Confirmability refers to the degree to which the results of an inquiry could

be confirmed or corroborated by other researchers (Baxter and Eyles in Anney

(2014:279). Confirmability is concerned with establishing that the data and

interpretations of the findings are not figments of the inquirer’s imagination, but

are clearly derived from the data. The result is obtained from the process.

e. Procedures of the Research

In conducting the research, the researcher had conducted some procedures

to obtain the result as follows :

a. The researcher asked permission to the principal of SMA Negeri 1

Tuhemberua to do the research.

b. The researcher decided the informant and the number of informant of the

research.

c. The researcher prepared the blueprint and instrument of the research.

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d. The researcher made the schedule with the English teacher of SMA Negeri 1

Tuhemberua to conduct the test.

e. The researcher came to school and made a cooperation with the English

teacher in giving test to the students.

f. After collecting the data, the researcher analyzed the students’ narrative text

in getting the types of errors.

g. The researcher formulated the questions used in interview in obtaining the

causes based on the students’ error.

h. The researcher conducted interview to get the information about the causes.

i. The researcher analyzed the data and classified the causes based on the

students’ answer.

j. The researcher checked the validity of the research.

k. The researcher took the conclusion and made interpretation of the research.
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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Error

a. Definition of Error

In a language process, it is a common acceptable thing in order to learn a

language, most of the students, both native and non-native make errors in their

learning process. Futhermore, learning a target language is a process which

involves making errors. Eventhough, any students attempting to avoid making

errors is impossible. People cannot learn language without first systematically

committing errors (Dulay, 1982: 138). Error arises when the learner has a lack of

knowledge in learning target language as well as affected by the interference of

the learner’s mother tongue as well as the lack of knowledge of learners in the

certain linguistic elements. According to Brown (2007 : 258), “An error is a

noticeable deviation from the adult grammar of native speaker, reflects the

competence of the learner. ”Therefore, errors come from the learners’ competence

in learning and unacceptable in real grammar of the language. Sometimes, errors

can be caused by the interference of the learner’s mother tongue or the lack

knowledge.

Learner’s errors are indicated by both of the state of the learner’s

knowledge, and of the ways in which a second language is learned. Sentences

containing errors would be characterized by systematic deviancy.

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In addition, Richard (1974:124) states:

Error is a study of errors made by the second and foreign language

students. Error may be carried out in order to find out how well someone
knows a language, to find out how a person learns a language, and obtain
information on common difficulties in language learning, as an aid in
teaching or in the preparation of teaching materials.

To sump up, errors can not be separated of langauge learning. Error is an

activity to identify, classify, interpret or describe the errors made by the students

in writing and it is carried out to identify the ability of the students and to obtain

information on common difficulties faced by the students. Students’s errors is the

target source of the researcher’s intention of the research.

b. Types of Error

In conducting the error analysis research, the researcher should propose

some classisfication of error depending on the location of error made by the

students based on the theory. To know the type of error needed in the process of

analyzing. Krashen (1982: 154-162) proposes that errors can be classified into

four types, they are:

1) Error of Omission

Omission errors are characterized by the absence of an item that must

appear in a well-formed utterance. Omission errors occur when an element of the

sentence that could be presented is omitted or by absence of an item that must

appear in a well-form utterance and it often occurs in form of morpheme.

2) Error of Addition

Addition errors are the opposite of omissions. They are characterized by

the presence of an item which should not appears in a well-formed utterance.

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There are three types of addition errors, they are:

a) Double marking, two items rather than one are marked for the same feature. For

example:

a) He doesn’t knows my name.

b) We didn’t went there.

b) Regularizations, a marker that is typically added to a linguistic item is

erroneously added to exceptional items of the given class that do not take a

marker. For example sheeps and putted are both regularizations in which the

regular plural and past tense markers –s and –ed respectively, have been added

to items which do not take marker.

c) Simple additions, if an addition error is not a double marking or regularization,

it is called a simple addition.

3) Error of Misformation

Misinformation errors are characterized by the use of the wrong form of

the morpheme or structure. While in omission errors the item is not supplied at all,

in misinformation errors the learner supplies something, although it is incorrect.

Example:

a) The dog eated the chicken.

It should be: the dog ate the chicken

b) I doesn’t know him.

It should be: I don’t know him.

4) Error of Misordering

Errors of misordering are characterized by the incorrect placement of a

morpheme or group of morphemes in an utterance.

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Example:

a) He is all the time late. All the time is misorder.

b) What daddy is doing?

Similarly, Corder (1981:36) states that there are some classification of the

errors, they are:

1) Omission
Error of omission is where some element is omitted which should be
presented. In other word, omission errors occur when learners omit
necessary items from an utterance.
2) Addition
Error of addition is where some element is present which should not be
there. It is the opposite of omission error. Learners do not only omit
element which they regard as redundant but they also add redundant
element.
3) Selection
Error of selection is where the wrong item has been chosen in place of
the right one.
4) Misordering
Error of ordering is where the elements presented are correct but
wrongly sequenced.

Regarding to those opinion above, the researcher will classify the students’

error into four types namely : Omission (The absence of an word/item), addition

(The presence of an item/word that must be appear), misformation (Choosing the

wrong item in the right place), misordering (The items presented correctly but

wrongly sequences).

c. Sources of Error

In conducting the research, it is quite important to know the source of

errors made by the students. In other hand, the researcher will classify the

components that effected the students in making error. According to Hourani

(2008:42), the students’s error commonly caused by the language transfer of the
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student itself. There are two major sources of students’ errors; they are

intralingual transfer and interlingual transfer.

1) Interlingual transfer

Interlingual tranfer is a strategy that used by the beginner with combine

mother tongue and second language. It means that the students tried to mix their

language when they practiced English as a their second language. Moreover, the

effect of this method the beginner felt difficult to organize their language in

writing. Then, the beginner made a errors language in their writing.

2) Intralingual Transfer

Intralingual transfer is errors factor that made by the students because the

target language that the students studied was different with their mother tongue.

Moreover, the learner felt confused with the structural of second language.

Consequently, the learner made errors in their writing.

In addition, Ellis and Barkhuizen (2005:65) classify the source of errors

into two categories as follows :

1) Interlingual transfer
Interlingual transfer means interference from learners’ mother tongue.
The clearest proof of mother tongue interference is when L1
nonstandard features get transferred to L2.
2) Intralingual transfer
Intralingual transfer means the transfer which occurs within the target
language itself. For example, an English language learner produces an
utterance like the following: *He goed to the market two days ago.

Based on the theories above, it can be said that students’ error in language

learning caused by interlingual transfer where the students are affected by the

students’ first language in their learning of second language while intralingual

transfer affected by lack of students’ knowledge of target language. Another

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opinion, it is proposed by Brown (1980:174), classify some categories of the

source of students’ error as follows :

1) Interlingual error

Interlingual transfer is also known as the native language transfer because

the errors are caused by the learner’s first language. The beginning stages of

learning a second language are especially vulnerable to interlingual transfer from

the native language or interference.

For example,

I breakfast and then I go to the zoo yesterday.

The sentence supposed to write, I had breakfast and then I went to the zoo

yesterday. The sentence supposed to write, I had breakfast and then I went to the

zoo yesterday.

2) Intralingual Transfer

Intralingual transfer is the main factor in learning second language. In

this stage, the errors come from the partial learning rather than the transfer itself.

Intralingual errors occur as are result of students’ attempt to build up the

concepts and hypotheses about the target language from their limited experience

with it and the have a low understanding and knowledge about the target

language. Learners may commit errors due to this reason in many ways.

Example: “She goed to the market”

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For the example above proves that overgeneralization or negative in trilingual

transfer is done by the learner because the learner over generates the rules in

wrong concept.

3) Context of Learning

Context of learning is the source of error that comes from the teacher, the

situation in the class, and also from the textbook. Context refers, for example, to

the classroom with its teacher and its material in the case of school learning or

the social situation in the case of untutored second language learning.

4) Communication Strategies

Students must have their own strategies in language learning to

enhance their message across, but these techniques can be the source of errors.

Communication strategies caused by the learners’ learning techniques.

Regarding to the theory above, there are some sources that may lead

errors in learning target language namely interlingual tranfer, intralingual transfer,

context of learning and communication strategies.Those sources may come from

the interference of native language to the target language, the lack of

competence of the target language, the learning environment and personal

learning strategies. In the research,the researcher will identify and explain those

sources based on the students’ answer in interview.

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d. Error Analysis

Error analysis is a tool to help the researcher to check the grammatical

errors made by students especially using tenses in narrative text. According to

Hourani (2008: 16),” Error analysis is an essential source of information to

teachers. It provides information on students' errors which in turn helps teachers

to correct students' errors and also improves the effectiveness of their teaching”.

In addition, Brown (1980: 164) states that second language learning is a process

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

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

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

in turn from various forms or feedback on those errors. In other words, error

analysis is very important because the researcher would to the types of errors done

by students of using past tense in writing narrative text and the factors that

influence their errors. Errors is very usual in writing paragraph or essay. Thus,

errors analysis is needed by teacher to correct the student’s essay by identifying

the kinds of errors made by the students.

According to Brown (1980: 166), the fact that the learners do make errors

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

of the system operating within learner, led to a surge of study of learners‟ errors,

called error analysis. It means that, it is possible for students to make error in

learning second language, because it expects the learners to learn from their own

mistakes. As a facilitator of transferring second language, the teacher realizes that

the errors which are made by the learner in language learning process should be

analyzed carefully because with this analysis, the teacher can identify the difficult
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areas that are faced by the students, so it can be used in making decision about

learning materials and strategies. In summary, error analysis as a tool to help the

researcher to identify and describe the students’ error and its causes in narrative

text in order to know how well the students learn the target language.

e. The Procedures of Error Analysis

The Procedures of error analysis is very necessary and important. Without

procedure, analyze error will not correct and clear. Therefore, the researcher needs

to know about the procedures of error analysis. There are some procedure of error

analysis which come from some linguistics experts. According to Corder (1974)

in Ellis (1994: 48), there are some steps in error analysis research, they are:

1) Collecting of sample of learner language.

2) Identification of errors

3) Description of errors

4) Explanation of errors

5) Evaluation of errors

Similarly, there are many kinds of procedures in error analysis proposed

by Gass and Selinker (2008:103) that consists of six steps:

1) Collect data. Although this is typically done with written data, oral
data can also serve as a base.
2) Identify errors. What is the error (e.g., incorrect sequence of tenses,
wrong verb form, singular verb form with plural subject)?
3) Classify errors. Is it an error of agreement? Is it an error of irregular
verbs?
4) Quantify errors. How many errors of agreement occur? How many
irregular verb form errors occur?
5) Analyze source. The researcher analyzes the source of errors based on
the findings. Why the students made errors?
6) Remediate. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.
 25

Regarding to those opinion above, the researcher takes a conclusion by

adopting those procedures used in conducting the research as Corder (1981:45)

says that the practical aspect of error analysis is its function in guiding the

remedial action that we must take to correct an unsatisfactory state of affairs for

learner or teacher. It is suggested to all teachers to adopt it in order to examine the

progress of second language learning as follows:

1) Collecting the sample of the students’ language.

The first step of analyzing errors is collection of sample. In this step, the

researcher must decide a number of students which is being sample for the

research. Then, they will be given regular examination in order to get data.

2) Identifying Errors

In this step, In this step the researcher must identify error from data

collection. For identifying error, the researcher must compare the sentence

that was produced by students to the correct sentence in the target language.

For examples,

Iman writted a letter yesterday ,(In this sentence, the error is found in using

the simple past tense verb. Exactly, it should be wrote).

3) Describing Errros

After identifying errors, the next step is description of errors. In this step, all

errors that have been identified, then they would be classified into the types

of errors. There are four descriptions of errors such as : Omission, Addition,

Missordering and Misformation.

 26

4) Explaining Errors

This step will explain why errors occur. This explanation concerned on the

sources of errors. From example above, the researcher may consider that the

student above does an error in using –ed (regular verb) instead of using

irregular verb whether because of interlingual transfer/overgeneralization,

ignorance of the rule restriction, incomplete application of rules, or false

concept

5) Evaluating Errors

In this step, the researcher must decide the criteria of errors which will be

corrected because some errors can be considered more serious than other. The

aim of evaluating errors is to distinct which errors will be corrected so the

learner, which made an error, will not be stress of getting correction.

2. Writing

a. Definition of Writing

Writing is very popular in English learning activities. Every people must

know about writing. Moreover , writing is a part of skill in English that must be

mastered by everyone. Therefore, writing is an activity where someone can

express an idea or opinion on the paper. Besides, we can share information or

knowledge to the reader. According to Gelb (1952:12), writing is clearly a system

of human intercommunication by means of conventional visible marks, but it is

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

not the same thing as what we do. Writing began at the time when man learned

how to communicate his though and feeling by means of visible signs,

 27

understandable not only to himself but also to all other people more or less

initiated into the particular system.

Writing is a complex activity. Writing is a difficult subject, especially for

students. Heaton (1989: 135) states that writing is complex and difficult to teach

and also to learn, requiring mastery not only of grammatical and theoretical

devices but also of conceptual and judgmental elements.

Halliday in Nunan (1991: 84) states that writing evolves in society as a result of

cultural changes creating communicative needs which cannot be readily met by

the spoken language.

Starting at the theories above, it can be taken a conclusion that writing is a

part of skill in English learning activities and has a different characteristic with

other skills. Writing composed of sentences that have a important meaning for the

reader as well as writing needs organizing idea to share the information for the

reader. Therefore, the writer make the reader easy understanding the content from

paragraph and the purpose of the text was made by the writer.

b. Writing Process

In writing process, one writer follows the sequence of some activities in

order to achieve well-organized or writing. According to Harmer (2004: 4), there

are four main elements in writing process:

1) Planning

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

place, they have to think about purpose of their writing since this will influence

not only the type of text the wish to produce, but also the language they use and

the information they choose to include. Secondly, they have to think about the
 28

audience, they are writing for, since this will influence not only the shape of

writing, but also the choice of language. Thirdly, writer has to consider the

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

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

2) Drafting

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

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

the text. This first ‘go’ at a text is often done on the assumption that it will be

amended later. As the writing process proceeds into editing, a number of drafts

may be produced on the way to final version.

3) Editing

In writing, the way to revise and improve the first draft is called editing.

Editing is essential part of preparing a piece of writing for public reading or

publication. In editing, the writers check grammar, spelling, punctuation, diction,

sentence structure, and accuracy of supportive textual material such as quotations,

examples atc.

4) Final Version (Final draft)

Final revision is the last stage of writing. Once writers have edited their

draft, making the changes they consider to be necessary, they produce their final

version. This may look considerably different from both the original plan and the

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

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

To sum up, the processes of writing include some steps suc as planning

where the writer needs to plan what she or he will write, drafting where the writer
 29

must use the idea that he or she generated in the planning as a guide, editing

where the writer checks all the components of his/her writing, final draft where

the writer produces the final revision.

c. Elements of Writing

According to Haris (2001: 306) a good writing must express good

characteristic as follows:

1) Content: writing must convey the main idea or an attentive reader should be

able to grasp the writer purpose. The substances of the writing; the idea

expressed.

2) Form: writing should contain logical or associative connection and transition

which clearly express the relationship of the ide described.

3) Grammar: writing should adhere to the rules of grammar related to the tenses

with the sequence of time, the employment of grammatical forms and

syntactic pattern.

4) Style: writing should engage its reader through original insight and precise.

The choice of structures and lexical items to give a particular tone or flavor to

the writing.

5) Mechanic: writing must use good spelling, punctuation, and tidy and clean

writing.

Thus, the elements of writing consists of content, form, grammar, style,

mechanic. One writer should insert these elements in writing. All these elements

may indicate the good writing.

 30

d. Types of Writing

According to Huy in Journal (2015:54), there are some classifications of

writing as follows:

1) Exposition

Exposition is one of four rhetorical modes of discourse, along with

argumentation, description and narration. Exposition is used for speech. The

purpose of exposition is to provide some background and inform the readers

about the plot, character, setting and theme of the essay, story or motion

picture.

2) Argumentation

Argumentation is the interdisciplinary study of how humans should, can, and

do reach conclusions through logical reasoning that is claims based, soundly

or not, on premises. Argumentation text refers to the arts and sciences of civil

debate, dialogue, conversation, and persuasion. It studied rules of inference,

logic and procedural rules in both artificial and real world setting.

3) Description

Description is one of four rhetorical modes (also known as modes of

discourse). It is also the fiction writing mode for transmitting a mental image

or the particulars of a story. Description text gives the expanation or more

information of an object.

4) Narration

Narration is some kind of retelling, often in words (though it is possible to

mime a story), of something that happened (a story). Narration recounts

events, perhaps leaving some occurrences out because they are from some
 31

perspective insignificant, and perhaps emphasizing others. Narration thus

shapes history (the scene of events, the story of what happened).

Based on the explanation the researcher concludes that types of writing

text consist of exposition writing, argumentation writing, description writing and

narration writing. In the research, the researcher used narrative as the material that

was written by the students.

e. Simple Past Tense

Simple past is tense that explains the accident that happened in the past

time. Futhermore, simple past used regular and irregular verb or they can use verb

be (was, were). According to Anwar (Betty 2010:32) ”simple past is a tense that

began and finished in the past. It means that, simple past explains the accident that

start and end in the past and the accident did not discussed again today. Simple

past tense is a tense that often used in writing narrative texts as Douglas et al

(1999:456) states:

Past tense most commonly refers to past time via some past point of
reference, especially in fictionally narrative and description, where the use
of the past to describe imaginary past happening is a well- established
convention.

The students need to understand the structure and how to use it correctly in

writing a narrative text. Additionally, Martin (2010:219) proposes the definition

of simple past tense as follows :

Simple past is one of the tenses we use to refer to completed events, states
or actions. We choose the simple past when we consider that the event,
state or action took place within a finished period of time, such as last
week, at the weekend, etc. In telling stories and describing what happened
in the past we use the past simple as a time anchor – to establish the key
time frame of events.
 32

Based on those opinions, it is concluded that simple past tense is a kind of

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

indicate activities or states in the past, without indicating any connection with the

present. Moreover, simple past tense is one of the tense used in narrative text that

should be analyzed by the researcher in the research.

f. Forms of Simple Past Tense

According to Broukal (2011: 148) simple past tense in regular verbs is

formed by adding -ed to the infinitive.

1) Pattern of regular verb:

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

b) The same form is used for all persons.

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

carried).

d) Verbs end in one consonant + vowel + consonant (one syllable verbs),

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

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

f) Verb end in vowel + consonant and stress is on the first syllable (two

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

g) Verbs end in vowel + consonant and stress is on the second syllable (two

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

h) The negative of regular and irregular verbs is formed with did not (didn’t)

and the infinitive.

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

+infinitive.
 33

j) Negative interrogative:

1) The rules about doubling the final consonant when adding ing apply

also when adding ed

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

adding ed

3) But y following a vowel does not change.

2) Irregular verbs

Many common English verbs change form, rather than add ed. There is a

little pattern to be found in these changes and verbs of similar spelling in the

infinitive may take quite different forms in the past (think-thought, drink-drank,

etc.).

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

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

burn/burned/burnt)

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

common.

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

cut.
 34

In addition, simple past tense consists of two forms namely verbal form

and nominal form. Each form has its own stucture and formula as Robert

(1970:23) proposes the formula of simple past tense as follows :

Table 1

THE FORMULA OF SIMPLE PAST TENSE

Formula Examples
Positive Form :
 S + Verb-2 (past tense)+ O The teacher came to the class
 S + be (was/were)+ O I was a stamp collector

Negative Form :
 S + did + not + infinitive + O The teacher didn’t come to the class
 S + be (was/were) + not + O I wasn’t a stamp collector

Interrogative Form :
 did + S + bare infinitive + O Did the teacher come to the class
 be (was/were) + S + O Was I a stamp collector

In the research, the researcher focused in the forms of simple past tense as

the rules or indicators of analysing the students’ error in using simple past tense.

Thus, if it was found a deviation or error that is not suitable with the forms, and it

would be considered as the students’ error.

g. The Use of Simple Past Tense

According to Martinet (2014: 127), there are some functions of simple past

tense :

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

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

asked about “when did you meet him?”, or when the action clearly took place
 35

at a definite time even though this time is not mentioned “the train was ten

minutes late”. Sometimes the time becomes definite as a result of a question

and answer in the present perfect “where have you been?”

2) The simple past tense is used for an action whose time is not given but which

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

a period of time now terminated.

3) The simple past tense is also used for a past habit: He always carried an

umbrella. They never drank wine.

4) The simple past is used in conditional sentences, type 2. (For use of the unreal

past after as if, as though, it is time, if only, wish, would sooner/rather).

5) We use simple past to talk about events, actions or situations which happened

in the past and are now finished. We always have to say (or imply) when the

action happened, so we often use time references like yesterday, ago, last

summer.

From the uses of simple past tense that have been mentioned before, it can

be said that simple past tense is used to show or state the events or actions that

happen in the past and it does not have a connection with the present time.

h. The Difficulties in Simple Past Tense

Many students usually have some difficulties in forming simple past, they

are confused about regular and irregular form because they do not memorize all of

the verbs changing. According to Thornbury (2001:46), “typically, learners go

through four, possibly five, stages in their acquisition of these forms:” as follows:

1) They use the one form for both present and past eat (eating)

2) They start to produce correct past forms of are

 36

3) They attach the regular past ending to the verb eated

4) They may even produce a mixture of regular and irregular ated

5) They consistently produce the correct form ate

In other words, many students have some difficulties in forming simple

past tense especially in forming irregular verb. Such difficulties are mostly faced

by the students in using simple past tense. To produce the correct form, they need

to analyze the changing of the verb. Sometimes they over generalized the rule by

adding –ed at the end of the verb which can cause an error.

i. Narrative Text

Narrative text is a famous text in English learning activity. According to

Mark and Anderson (2011: 164) ”A narrative text usually focuses on specific

participant or character, describe certain events or phenomenon in detain”. It

means that narrative text explained a phenomenon that have been finished in last

time with including figures and the character that supported them in the story. A

narrative relates a series of events, real or imaginary that happened in the past, in

an organized sequence. It purposes to entertain the readers. It is supported by

Alred, et al., (2009:339), “Narrative is the presentation of a series of events in a

prescribed (often chronological) sequence”. Furthermore, Roy (2012:8) asserts

that writing narrative explains how something happened, it communicates the

writer’s idea in a creative way. Writing narrative is certainly creative, imaginative,

and also requires hard work and specific skill to be done well. Thus, narrative

provides human interest and entertainment, spark our curiosity, and draw us close

to the storyteller. In addition, narratives can create a sense of shared history,

linking people together, and provide instruction in proper behavior or moral

 37

conduct. In the research, narrative text is the material used to conduct error

analysis.

j. Constructing Narrative

In constructing narrative text, there are some generic strutures that should

be followed. It is important to write a narrative text in good sequence and well

order. According to Anderson (2003: 12), there are some generic stucture of

narrative text:

1) Orientation

Every story, no matter how simple, needs an orientation. In which the

narrator tells the audience about who is in the story, when the story is taking place

and where the action is happening.

2) Complication

It is set off a chain of events that influences what will happen in the story.

This is the part of the story where the narrator tells us about something that will

begin a chain of events. These events will affect one or more of the characters.

The complication is the trigger.

3) Sequence of events

Where the characters react to the complication. Here the student provides a

record of all the important activities that happen on the excursion. The events can

be told in chronological order (the order in which they happen) or with flashback.

4) Resolution

In which the character finally short out the complication. Resolution is a

element of the narrative text where the character in store find out the solution

about the conflict. This element also tell the reader about the ending of the story.
 38

5) Coda

It provides a comment or moral based on what has been learned from the

story (an optional step). If there is no moral or special message, the narrative ends

at the resolution.

In addition, Knapp and Watkins (2009:227) state some specific

organizations of narrative text, namely:

a) Orientation, tells the audience about who the participant, when the
story take place and where the action is happening.
b) Complication, sets of a chain of event.
c) Resolution, an ending or closing of the story. It consits of a moral
values or advice.

Based on the opinions above, it is concluded that the generic stucture of

narrative text consists of orientation (the beginning of the story/participants),

complication (the series of events), resolution (the ending of the story).

k. Grammatical Feature of Narrative

There are some grammatical features of narrative text according to

Watkins, (2005: 221):

1) When sequencing people and events in time and space, narrating typically

uses:

a) Action verbs

b) Temporal connectives

2) Recount and stories are typically written in the past tense unless quoting direct

speech; for example:

a) They were poor because their pig ate them out of house and home and

he didn’t share with the other animals.

b) His name was Bob.

 39

c) ‘You should go on a diet’ said Clarabelle.

3) In action sequences, mainly action verbs (underlined) are used, while in

reflections/evaluations, mental verbs (italicised) predominate; for example:

a) Bells were ringing, sirens screeching and people were running

everywhere.

b) Maria didn’t know what to do next. She thought about her mother and

wondered what was in her head.

4) Narratives often use action verbs metaphorically to create effective images; for

example:

a) It was a terrible argument.

b) Words were flying everywhere.

5) Narratives often use rhythm and repetition to create particular effects; for

example:

Riding. Riding. The boy went riding across the wintery moor, far away from

the strife of his unhappy home.

6) Play with sentence structure is another common feature of narratives. Often

sentences comprising one word or a short phrase are used to create poignant

effects; for example:

a) Anger, Silence. As the vengeful brother prowls the streets.

b) Rose slowly opened the old wooden door. Dark. There was nothing but

black.
 40

l. Language Features of Narrative

Watkins (2005: 230) assests some language features usually found in a

narrative are:

a) Using simple past

b) Time signal: last, a long time ago, once upon time

c) Time conjuction: when, then, suddenly

d) Specific character. The character of the story is specific, not general.

(Cinderella, Snow White, Alibaba, etc)

e) Action verbs. A verb that shows an action. (killed, dug, walked, etc)

f) Direct speech. It is to make the story lively. (Snow White said,”My name is

Snow White). The direct speech uses present tense.

In the research, the researcher focused on using simple past tense in

getting the errors made by the students.

m. Types of Narrative

In writing narrative text, it is important to know the types of narrative.

According to Fina and Georgakopoulou (2015:120), some types of narrative text

as follows:

a) Myth is the type of narrative text that referes to an ancient story often mean to

explain the mysteries of live or nature

b) Legend is a story that is based on fact but often includes exaggerations about

the hero.

c) Fable is a story teaches a lesson, often using animal characters that behave

like people. From the story, the readers are expected to take the lesson and

apply it in social life.

 41

d) Tale is the type of narrative that refers to imagery event, incident, case or

story.

e) Novel is representing character and action with some degree and realism.

f) Epic is an accident oral tradition.

g) Tragedy is dealing with tragic events and having an unhappy ending.

h) Drama is a film or book that is light and funny to entertain audiences or

readers.

i) Comedy is an entertainment which consists of jokes and sketch.

In the research, the researcher had limited the students in determining the

type of narrative writing. The researcher used legend story as the type of narrative

was written by the students.

The example of narrative text :

Snow White

Orientation
Once upon a time there lived a little girl named snow white. She lived with
her aunt and uncle because her parents were died.
Complication 1
One day she heard her Uncle and Aunt talking about leaving Snow White
in the castle because they both wanted to go America and they didn’t have enough
money to sake Snow White. Snow White did not want her Uncle and Aunt to do
this, so she decided it would be best if she ran away. The next morning she ran
away from home when her Aunt and Uncle were having breakfast. She ran away
into the woods.
Resolution 1
Then she saw this little cottage she knocked but no one answered, so she
went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from
work. They went inside. There they found Snow White sleeping. Then Snow
White woke up. She saw the dwarfs. The dwarfs said, “what is your name?” Snow
White said, “My name is Snow White.” Doc, one of the dwarfs, said, “If you
wish, you may live here with us. “Snow White said, “Oh could I? Thank you.
“Then Snow White told the dwarfs the whole story and finally Snow White and
the 7 dwarfs lived happily ever after.

Source : EnglishWorld.com Narrative Text Definition, Generic Structure,

Language Features, and the Example (Accesed on 13January 2018)
 42

B. Latest Related Research

As has been previously mentioned, this study aimed to analyze errors of

past tense done by students in writing narrative text. The researcher conducted a

research about Error Analysis especially in using simple past tense. Thus, the

researcher included previous study to support and strengthen the research.

Aminah, Kun.2016.”Error Analysis on the Use of Simple Past Tense in

English Narrative Text Written By the Students of SMKN 1 Tengaran in the

Academic Year of 2016/2017”. This research was about error analysis on the use

of simple past tense in English narrative text made by the students of SMKN 1

Tengaran in the academic year of 2016/2017. The result of this research showed

that there are four types of errors that occur; they are error of omission, error of

addition, error of misordering and error of misformation. From the data analysis

the researcher found that the most dominant error that occurs with the percentage

65.09% is error of misfromation with total 69 from 106 errors. Error of omission

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

Error of addition relates to the presence of an item that must not appear in well-

formed utterances. Error of misformation relates to the use of the wrong form of

the morpheme or structure. Error of misordering relates to the incorrect placement

of a morpheme or group of morphemes in an utterance.

Anwar (2014), An Error Analysis on the Use of Simple Past Tense in

Students’ Narrative Writing (A Case Study at First Grade Students of SMA Dua

Mei Ciputat)”. The objective of this study was to know and explain the most

frequent errors made by the first grade students of SMA Dua Mei Ciputat in

writing narrative focused on simple past tense. The classification of errors in this
 43

study is divided into four categories; they are omission, addition, misformation,

and misordering. The findings showed that there are 152 errors made by the

students. The most frequent errors made by the students in their narrative writing

was misformation which consists of 82 errors or 54%, it was followed by

omission with 40 errors or 26%. The next was misordering which consists of

21errors or 14%. And the last was addition with 9 errors or 6%.

Susanti (2017), with her research’s title “An Error Analysis on The Use of

Past Tense in Narrative Text”. The purpose of this study was to analyze of

student’s errors on the use of past tense in Narrative text based on the problem

that students felt confused about using past tense in their writing especially

Narrative text. The method of study was qualitative descriptive. The subject of

study, researcher chose 8 F class (2016/2017) in SMP Negeri 1 Candi, Sidoarjo.

The result showed that the reseacher found four types of errors : omission,

addition, misformation, misodering. Then, the researcher found the highest error

made by students is misformation with 52 % percentages. This problem

influenced by student felt confused to understand simple past because they did not

know the meaning and differences between regular verb and irregular verb.

Therefore, students claimed if they seldom to practice writing paragraph.

Based on the previous studies above, it made the researcher felt confident

that the procedures of error analysis could be applied to the students’ writing in

order to find the errors made by the students. Those researches hade shown their

own results which hade the similarity among them as well as with this research.

The results presented that the types of errors made by the students are omission,

addition, misformation, misordering with its own percentage. It can be a reference

 44

and guideline for the researcher both theoritical and practical in conducting the

research. In addition, related to the focuses of research the researcher found the

causes of the students’ error in using simple past tense that differed with the

previous studies above.

C. The Conceptual Framework

The research is set out from the problems found by the researcher from in

SMA Negeri 1 Tuhemberua where the students could not achieve the MCC

determined by the school. Focuses on writing, the students faced some problems

in order to increase their ability in writing narrative. In particular, the students

were not able to compose the narrative writing well as well as the students were

lack of understanding about tense. Hence, to identify the lack of the students, the

researcher conducted the qualitative research which aims to collect, arrange and

interpret the data. The researcher focused the research to analyze to students’ error

of students’ narrative writing.

To find the students’ erros, the researcher conducted the qualitative

research. Errors analysis is the way to identify the students’ error as reference for

the teacher in order to take a decision about material and strategy used to teach the

students in order to minimize the students’ error. In the research, the researcher

used two kinds of instruments. The first, test narrative writing in order to identify

the students’ error that had been made by two students and the second was

interview in order to identify the sources of error made by the students. After the

researcher collected the data, the researcher analyzed it through some steps

namely identification of data, description of data, explanation of data, and

 45

evaluation of data. After these steps, the result was described and interpreted. In

brief description, it is seen on the conceptual framework as follows:

Students of Tenth Grade

Of SMA Negeri 1
Tuhemberua

Writing Skill Simple Past

Narrative
Text Tense

The Researcher

Test Interview

Error Analysis

Students’ Error Collection Sources of Error

Identification
1. Omission 1. Intralingual
Description
2. Addition 2. Interlingual
Explanation 3. Context of
3. Misformation learning
4. misordering Evaluation 4. Communication
strategy

RESULT

Figure 1 : The Conceptual Framework of the Research

 46

CHAPTER III

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. The Result of the Test

Based on the research design, the researcher had conducted the test to the

students in answering the first focus of the research. Before the researcher going

to the subject of the research, the researcher validated the test with the internal

validators, they are the researcher’s lecturer (Mr. Kristof Martin E. Telaumbanua,

S.S, M.Pd) and two English teachers (Mr. Iman Syukur Telaumbanua, S.Pd and

Mr. Derma Polius Gea, S.S). They are considered as the experienced validators

because they teach English frequently, the sheets can be seen in Appendix 3a,

Appendix 3b, Appendix 3c. After the validators agreed the test, the reseacher

came to the field and took the data from the informants. In order to get the data of

the types of the stdents’ error in using simple past tense, the researcher asked the

students to write a narrative text especially legend story.

In doing the test, the researcher collaborated with the English teacher of

that school as well as observed and led the students during writing narrative text.

The test was conducted on Wednesday, 8 May 2019. After collecting the

students’ worksheets, the researcher conducted an analysis of the students’

narrative text based on the procedures of error analysis namely identification of

the errors (the researcher indentified the location of the error made by the

students), description of errors (the researcher classified the errors into four

categories : Omission, Addition, Misformation, Misordering), explanation of

 47

errors ( the researcher explained the errors of what causes of scuh errors) and

evaluation of errors (the researcher evaluated the errors and made possible

correction of error itself). The proses of errors analysis are presented in the form

of table, it can be seen in Appendix 5.

After analysing the students’ narrative text, then the researcher counted

the errors by using the table and calculated the number of types of error. Next, the

researcher processed the calculation of the result in percentage.

Table 2 The Recapitulation of the Students’s Error in Using Simple

Past Tense of Narrative Tetx

NO TYPES OF ERROR
NAME FREQUENCY
. OM AD MF MR
1. Student 1 1 1 12 1 15
2. Student 2 - 4 17 1 22
3. Student 3 3 - 15 5 23
4. Student 4 6 1 14 - 21
5. Student 5 2 2 8 - 12
6. Student 6 - - 11 - 11
7. Student 7 - 2 11 4 17
8. Student 8 2 - 14 1 17
9. Student 9 3 2 11 3 19
10. Student 10 1 3 10 2 16
11. Student 11 4 1 6 3 14
12. Student 12 1 - 9 6 16
13. Student 13 3 4 26 1 34
14. Student 14 4 1 11 4 20
15. Student 15 3 - 7 - 10
16. Student 16 3 1 6 4 14
17. Student 17 2 5 17 - 24
18. Student 18 1 5 9 3 18
19. Student 19 3 1 15 1 20
20 Student 20 1 1 12 - 14
21. Student 21 2 - 17 - 19
22. Student 22 2 1 17 3 23
23. Student 23 1 2 10 1 14
24. Student 24 1 3 6 3 13
25. Student 25 3 2 14 - 19
 48

26. Student 26 5 - 11 1 17
27. Student 27 1 2 8 - 11
28. Student 28 3 3 15 - 21
29. Student 29 5 2 9 1 17
30 Student 30 3 - 9 - 12
SUM 69 49 357 48 523

Percentage of Students’ Errors :

F
a. Omission P= × 100 %
N
69
P= × 100 %
523
P = 14 %

F
b. Addition P= × 100 %
N

49
P= × 100 %
523

P=9%

F
c. Misformation P= × 100 %
N

357
P= ×100 %
523

P = 68 %

F
d. Misordering P= × 100 %
N

48
P= × 100 %
523

P=9%

Based on the table of the students’ errors, it can be stated that :

 49

1. The errors of omission are 69 on percentage 14 %.

2. The errors of addition are 49 on percentage 9 %.

3. The errors of misformation are 357 on percentage 68 %.

4. The errors of misordering are 48 on percentage 9 %.

The research findings can be drew through the charts as follows :

400
357
350
300
250
200
150
100 69
49 48
50
0
Omission Addition Misformation Misordering

Chart 1 The Frequency of Students’ Error

Misordering Omission
9% 14%
Addition
9%

Misformation
68%

Chart 2 The Presentage of Students’ Error

2. The Analysis and Explanation of the Types of Error

 50

After presenting the research findings of the research, the researcher

formulated the sequence of types of errros and causes of errors on its high

frequency and low frequency. It can be seen from the table below.

TYPES OF NUMBER OF FREQUENCY OF

NO.
ERROR STUDENTS ERROR
1. MISFORMATION 30 357 (68 %)
2. OMISSION 27 69 (14 %)
3. ADDITION 22 49 (9 %)
4. MISORDERING 19 48 (9 %)

Table 4 The Sequence of the Number of Students and the Frequency of

Students’ Error in Using Simple Past tense

Regarding to the sequence of the Number of Students and the Frequency

of Students’ Error in Using Simple Past tense, it will be explained as follows.

a. Misformation

Based on the table above, the researcher found that most of the students

made error in misformation. There were 30 students made error with the total

error was 357 or 68 %. In other word, all the sample or students had ever made

the error in misformation. According to the theory of misformation that had been

discussed in chaper II, misformation are characterized by the use of the wrong

form of the morpheme or structure. After the researcher analyzed the data, it was

found that the students frequently made error in using verb 2 and to be was and

were. In this case, the students tended to use the verb 1 of every action of the

story and to be is and are in nominal form instead of using verb 2 and to be was

and were. For example, the student wrote “Her stepmother become a
 51

grandmother and give a poison to snow white”. The use of verb become and give

in the sentence above is considered error because that sencence should be “Her

stepmother became a grandmother and gave a poison to snow white” . Next, the

student wrote “Snow White is hungry”. The use of to be is isconsidered error

because the that sentence should be “Snow Wwhite was hungry”.

Besides that, the error also found where the students used verb by adding e

or ed in inappropriate verb (irregular) such as give, see, go etc. It happened

because of the students’ low understanding about regular verb and irregular verb.

For example, the student wrote “Cinderella goed to the party”. The use of goed

is considered an error because the sentence shoud be “Cinderella went to the

party”. Those cases were mostly found in students’ narrative text. Although, the

students had written their sentence in sequence but it was considered as error

because the use of verb 1 and to be present.

b. Omission

Based on the theory of omission, errors are characterized by the absence of

an item that must appear in a well-formed utterance. Omission errors occur when

an element of the sentence that could be presented is omitted or by absence of an

item that must appear in a well-form utterance and it often occurs in form of

morpheme or certain word in a sentence. The same things happened to the

samples or students after the researcher analized thei narrative text. The analysis

showed students’ narrative text showed that the were 27 students had ever made

error in omission with the total error 69 or 14 %. Omission error is claimed as the

second error that most students made.

 52

In omission error, it was found that the students often omitted word or

morpheme that should be written in well form sentence such as subject, to be,

verb, modals or auxilary etc. For example, the student wrote “Long time ago there

___ a girl named Cinderella”. In the sentence, the student did not write to be

“was” that exactly it should not be disappear in that sentence. Next example is

“when ___ arrived to home, her mother was angry to him”. In the sentence, the

student had missed to write subject “he” because in complete sentence, subject is

the important component. Besides that, sometimes the students wrote “Her

stepmother and sister went there but Cinderella ___ not go”. In the sentence, the

student omitted auxilary “did” that should be written in complete simple past

tense sentence. Those examples were the kinds of error made by the students in

omission type. Those error happened because of the lack of students’

comprehension in forming simple past tense and also the students had been

effected by Indonesia language where the students sometimes transtated their

sentence without considering about the rules.

c. Addition

In addition error, there were 22 students had ever made error with the total

of frequency was 49 or 9 %. Addition errors are the opposite of omissions. It is

characterized by the presence of an item which should not appears in a well-

formed utterance. In the students’ narrative text, the researcher had found that the

students wrote unnecessary words that should not be appear in well form simple

past tense. Sometimes, the students did double marking where two items rather

than one are marked for the same feature. For example, the student wrote “The

princed was danced with her”. In the sentence “was” was considered as
 53

unnecessary because to be “was” should not be used in verbal form of simple past

tense and the sentence should be “The prince danced with her”. Besides that, in

the student’s narrative text it was found some words written but it was considered

wrong in well form sentence. For example, the student wrote “The incense is

grow there is famous thoughout China”. The word “there is” was unnecessary

words and the right sentence is “The incense is grow famous thoughout China”.

d. Misordering

Errors of misordering are characterized by the incorrect placement of a

morpheme or group of morphemes in an utterance. It happened because the

students put some elements or words in wrong place. Error of misordering is

where the elements presented are correct but wrongly sequenced.

Based on the analysis of the students’ narrative text, it was found that there

were 19 students made errors with the frequency of error was 48 or 9 %.

Misordering error was less done by the students among of other types. Based on

the students’ narrative text, the students can select the right forms to use in the

right context, but they arranged them in the wrong order, for instance, adverbials,
 54

the form as a whole and adjectives, yielding errors as in: “One day, he was

fishing a fish very beautiful”. In the sentence, “a fish very beautiful” was

considered an error because the student wrote it in unwell form structure. But, the

right form is “One day, he was fishing a very beautiful fish”. The other example

is “They in the mountain area settled”. In the sentence, the student wrote some

elements in wrong place such as verb and adverb, and the sentence should be

“They settled in the mountain area”. The next example is “they tried to hide him,

but happened an eruption and Kusuma fell into the crater”. In the sentence,

“happened an eruption” is wrong structure, the student had misplaced subject and

verb. In right form the sentence should be ““they tried to hide him, but an

eruption happened and Kusuma fell into the crater”. In these cases, all the errors

mainly can be caused by the students’ lack understading about simple past tense

and also the students had translated their sentence in Indonesia language without

looked at the rules of forming simple past tense.

3. The Result of Interview

 55

In conducting the research, the researcher had conducted twice interview

to get the deep information about the students’ error and the sources of the

students’ error before and after giving the test to the students. The first in terview

was done on November, 20 2018 and it was directed to the Englsih teacher of that

school. The researcher the English teacher to get the information of the students’

condition in learning English especially the students’ ability and problem in using

simple past tense of narrative writing. Along with the first interview, the

researcher asked some questions to the English teacher related students’ error in

using simple past tense. The English teacher stated that there were some kinds of

erros made by the students and students’ ability in using simple past tense in

writing narrative text were considered low and also the English teacher stated that

most of the students’ errors were still effected by the students’ first language

namely Indonesia language and low understanding about English language, it can

be seen in Appendix 7. Those problems were the fundamental reasons of the

researcher continued the research by giving the test and interview to the students.

After analysing the students’ narrative text and the students’ error in using

simple past tense had been found, the researcher conducted the second interview

by formulating and creating the questions based on the types of errors made by the

students, the number of the questions that should be asked to the students depends

of the student’s errors itself. The second interview was conducted on Friday, 24

May 2019. The second interview aims to find the sources of why the students

made errors in using simple past tense in answering the second focus of the

research. Before conducting the interview, the researcher validated the all the

questions with the internal valuators, they are the researcher’s lecturer (Mr.
 56

Kristof Martin E. Telaumbanua, S.S, M.Pd) and two English teachers (Mr. Iman

Syukur Telaumbanua, S.Pd and Mr. Derma Polius Gea, S.S), it can be seen in

Appendix 4a, Appendix 4b, Appendix 4c. After the validators validated all the

questions means that all the questions are considered valid and can be used to get

the information about the sources of the students’ error.

In conducting the second interview, the researcher cooperated with the

English teacher to lead to the students in answering the questions. After collecting

the students’ interview sheets, the researcher analyzed and classified it into four

categories based on the sources of errors theory namely Interlingual, Intralingual,

Context of Learning and Communication Strategies. The researcher counted and

made the recapitulation of the cause of errors by using the table as follows :

Table 3 The Recapitulation of the Sources of the Students’ Error in

Using Simple Past Tense of Narrative Tetx

CAUSE OF ERRORS
NO
NAME Interl- Intral- Contex of
Communica
. -tion
ingual ingual Learning Strategies
1. Student 1 2 3 - -
2. Student 2 - 4 - -
3. Student 3 1 2 1 -
4. Student 4 - 5 - -
5. Student 5 1 3 - -
6. Student 6 - 2 - -
7. Student 7 2 2 - -
8. Student 8 3 5 - -
9. Student 9 - 4 - 1
10. Student 10 3 5 - -
11. Student 11 - 4 1 -
12. Student 12 1 6 - -
 57

13. Student 13 2 6 - -
14. Student 14 2 4 - -
15. Student 15 - 2 1 1
16. Student 16 4 2 - -
17. Student 17 3 1 - -
18. Student 18 - - - 6
19. Student 19 1 4 - -
20 Student 20 - 4 - -
21. Student 21 - 3 - -
22. Student 22 1 4 - -
23. Student 23 1 4 2 -
24. Student 24 1 4 - -
25. Student 25 1 2 2 -
26. Student 26 2 2 - -
27. Student 27 1 5 - -
28. Student 28 1 4 - -
29. Student 29 1 6 - -
30 Student 30 1 4 - -
SUM 35 106 7 8

TOTAL OF SOURCE 156

Percentage of the sources of Students’ Errors :

F
a. Interlingual P= × 100 %
N

35
P= × 100 %
156

P = 22 %

F
b. Intralingual P= × 100 %
N

106
P= × 100 %
156

P = 68 %

F
c. Contex of Learning P= × 100 %
N

7
P= × 100 %
156
 58

P=5%

F
d. Communication Strategies P= × 100 %
N

8
P= × 100 %
156

P=5%

Based on the table of the students’ errors, it can be stated that :

1. The cause of errors of interlingual are 35 on percentage 22 %.

2. The cause of errors of intralingual are 106 on percentage 68 %.

3. The cause of errors of Context of Learning are 7 on percentage 5 %.

4. The cause of errors of Communication Strategies are 8 on percentage 5 %

The research findings can be drew through the charts as follows :

120
106
100

80

60

40 35

20
7 8
0
Interlingual Intralingual Context of Communication
Learning Strategy

Chart 3 The Frequency of the Sources of Students’ Error

 59

Sales
Communication Strategy
5%
Context Interlingual
of Learn- 22%
ing
5%

Intralingual
68%

Chart 4 The Presentage of the Sources of Students’ Error

4. The Analysis and Explanation of the Sources of Error

In conducting the research of the analysis of students’ error in using

simple past tense, it is important also to explain the sources of errors that the

students make in narrative writing. Most of the sources of errors can be identified

through the identification stage based on analysis of the students’ answer in

interview activity. The type of error that has been known can lead the researcher

to the find many sources of the errors. By determining the sources of error, the

teacher will understand how the students make the errors. In the research, the

researcher had recapitulated the sequence of the sources of the students’ errors

based on the students’ answer in interview sheet and it had been clasified into four
 60

categories of source itself namely interlingual, intralingual, context of learning

and communication strategies. It can be seen in the table below.

SOURCES OF NUMBER OF FREQUENCY OF

NO.
ERROR STUDENTS SOURCES
1. INTRALINGUAL 29 106 (68 %)
2. INTERLINGUAL 21 35 (22 %)
CONTEXT OF
3. 5 7 (5 %)
LEARNING
COMMUNICATION
4. 3 8 (5 %)
STRATEGIES

Table 5 The Sequence of the sources of the Students’ Error in Using Simple

Past Tense

Regarding to the table, the sources of errors in using simple past tense

will be explained as follows.

a. Intralingual

Intralingual source was the source that effected most the students made

error in using simple past tense in writing narrative text. The research findings

showed that there were 29 students said that the errors were mainly effected by

intralingual with the frequency was 106 or 68 %. This result was claimed because

of the students’ answer in interview sheet. After analysing the students’ interview

sheets, the researcher found many kinds of reasons depended on the questions that

were directed to the students. There were some reasons why the students made
 61

error that had been proposed by the students such as : a) the students did not know

about the parts of simple past tense such as subject, verb, adverb and to be, b) the

students did not know how to form simple past tense, c) the students did not know

verb 2 and to be “was and were” of simple past tense, d) the students did not know

how to add “e or ed” in verb, e) the students did not know the use of simple past

tense, and f) they were less understanding and comprehension of simple past

tense. Those reasons were considered as intralingual factor because of the

students’ lack knowledge or limited experience of the target language and also the

fault concept of the students.

Compared to the theories that had been discussed in the previous chapter,

intralingual is the main factor of error in learning second language. Intralingual

transfer was error factor that made by the students because the target language that

the students studied was different with their mother tongue as well as Intralingual

errors occur as a result of learners’ attempt to build up the concepts and

hypotheses about the target language from their limited experience with it.

Regarding to the explanation above, the reality of the souces of students’ error

was in line with the theories. Consequently, the students made errors in their

writing.

b. Interlingual

The result showed that interlingual was the second source that effected

the students to make error in using simple past tense. There were 21 students had

said that they were mainly effected by interlingual with the frequency of souce

was 35 or 22 %. After analysing the students’ interview sheet, the researcher

found many kinds of reasons depended on the questions that were asked to the
 62

students. In the students’ interview sheet, the students wrote some reasons that

were considered as the interlingual factor such as the students made error

because of the effect of Indonesia language, the students had translated it into

indonesia language, the students’ narrative writing was the result of translation of

the first language. Due to those reasons, it can be concluded that the errors that

had been made by the students in using simple past tense also effeccted by

Indonesia language, the students’ first language as had been defined as

interlingual source.

Similarly, the theories had been stated that the students’ error in learning

the target language could not be separated with the first language. Before the

students know the second language, the students have been familiarized by the

first linguistic language system. As consequence, some of students’ narrative text

was the result of translation without considering the linguistic of second language

system.

c. Context of Learning

The research findings showed that context of learning was less effected the

students to make error. There were 5 students said that context of learning caused

the students’ error with the frequency was 7 or 5 %. In the students’ interview

sheet, the students said that error happened because of less explanation of the

English teacher who taught narrative text and there was not any explanation about

simple past tense in textbook used in teaching English. Due to these reasons, it

made the students commited to error because of less explanation about simple past

tense. Related to the theories, context of learning source is a source of error that

comes from the teacher, the situation of the classroom and also from the textbook
 63

The students often make error because of misleading explanation from the

teacher, the faulty presentation of the structure in textbooks, or the concept of item

that is memorized by drilling but it‟s not proper with the other context. Thus, less

explanation from the teacher and textbook as stated by the students in interview

sheet included as the context of learning source.

d. Communication Strategies

Regarding to the result of research findings, there were 3 students with

the frequency of source was 7 or 5 % commited to communication strategies

source. Communication strategies rarely effected the students to make error in

using simple past tense in writing narrative. In interview sheet, the students stated

that they forgot of simple past tense and also they did not learn at home about

simple past tense before doing the test. So, it made the students wrote some errors

in using simple past tense. Those reasons were consideres as communication

strategies source because Students must have their own strategies in language

learning to enhance their message across, but these techniques can be the source

of errors. Communication strategies caused by the learners’ learning techniques.

B. Discussion

1. The Common Response of the Research’s Problem

Regarding the focuses of the research that have been stated by the

researcher in chapter 1 namely the types of the students’ error and the sources of

the students’ error especially in using simple past tense in writing narrative text

have been successfully found and answered by the research findings. Based on

the analysis of research findings, the researcher had classified the types of the

students’ error, they are misformation type is the most error made by the students
 64

in using simple past tense where the frequency of error is 357 or 68 %, omission

with the frequency of error is 69 or 14 %, addition with the frequency of error is

49 or 9 % and misordering with the frequency of error is 48 or 9%. Beside that,

to find the source of such errors, the researcher also had classfied the students’

answer through interview sheet. It was found that intralingual source is the most

source of students’ error with the frequency is 106 or 68 %, interlingual with the

frequency is 35 or 22 %, context of learning with the frequency is 7 or 5 % and

communicative strategies with the frequency is 8 or 5 %. In other words, in using

simple past tense in writing narrative text, the students often make error and it

can not be separated with the effort of learning second language.

2. The Analysis and Interpretation of the Research Findings

Based on the data that had been presented in the previous tables and charts

as well as the explanation of the research findings, it could be stated that although

the students had written their narrative writing in a good generic structure, it did

not guarantee that the students were able to write it well grammatically,

particularly in using simple past tense. The research findings showed that almost

all the students ever made error in all types where misformation type was the most

frequently commited by the students which mostly indicated by the use of verb 1

and to be is and are. Omission was the second sequence of error commited by the

students and also addition was the third sequence of error whereas misordering

type is less commited by the students.

Furthermore, the sources of the students’ error was mainly effected by the

lack of understanding and comprehension about simple past tense which had been

classified as intralingual source. So, it will be a note for the teacher for improving
 65

the teacher’ strategy and material in teaching the students about simple past tense

as well as it become a real task for teacher to make his material clearly

understandable to the students. Additionally, interlingual still effected the students

in making errror, although it was acceptable thing because Indonesia language is

the first language used by the students but it can be treated equally with English

language. Compared to other sources, context of learning and communication

strategies were less effected the students in making error. Regarding to

explanantion above, it can be stated that the students’ error and its source can not

be separated. Intalingual, interlingual, context of learning and communication

strategies definitely influenced the students’ error such as omissiom, addition,

misformation and misordering.

3. The Research Findings versus the Latest Related Researches

Comparing to the latest related researches that had been stated in chapter

II, the research had the difference. The focus of the latest related researches

differed with the focus of the research where all latest related researches just

focused in finding the type of the students’ error in using simple past tense while

the research focused on the type and also the source of error. In other words, those

latest related researches just investigated the frequency of omission, misformation,

addition and misordering error made by the students with no special concern of its

source. In Contrast, although misformation type was same as the highst frequecy

type among of the latest related research and the research, the sequence of the
 66

result frequency of the latest related research especially omission, addition and

misordering was different with the sequence of result frequency of the research.

These sequence of result frequency of error types depended on the students’

competence and ability of the students in writing narrative text.

Beside that, the latest related researches had the differentiation with the

research in school level, year and informant of the research such as Aminah

(2016) with her research’s informant was Vocational School students and Susanti

(2017) with her research’s informant was Junior High School and Anwar (2014)

where his research was done at first grade of Senior High School. Thus, the

differentiation among the researches can be seen from the forcus, informant and

its result.

4. The Research Findings versus Theories

After getting the result of the research, the researcher compared it with the

theory of the research. In the students’ narrative text, it had been found the

students’ error and its source through interview sheet. Undoubtedly, students can

not learn language without systematically committing errors. All the theories had

been implemented successfully by the researcher by following the procedures of

error analysis to find out the types of error and its source. As Brown (1980:166)

stated that the fact that the learners do make errors and that these errors can be

observed, analyzed, and classified to reveal something of the system operating

within learner, led to a surge of study of learners’ errors, called error analysis.
 67

But, there was a theory contrasted the fact found by the researcher in the field.

Hourani (2008:42) mentioned that the students’ error caused by the language

transfer of the student itself. Based on the students’ interview sheets, it was found

that the students’ error was effected by the lack of students’ knowledge and the

teacher’ teaching strategy and the students’ strategy in learning. Thus, source of

the students’ error not only because of the transfer of language itself.

5. The Research Findings Implication

The research findings showed that error analysis has the significant

towards the analysis of the students’ error and souces of errors in using simple

past tense in wrting narrative. For the students, by conducting the research, it

shows the students about errors that they have made, so they are able to minimize

misunderstanding about the use of simple past tense in narrative text. This enables

the students to learn from their mistakes and lead them to increase their ability in

learning simple past tense.

Also for the English teacher, the research has some implication. The

research findings show the teacher the students’ progress in learning as well as the

erros that has been made by the students and its sources. It will improve and

encourage the teachers’ ability and knowledge for looking the best and suitable

components of teaching simple past tense in the class such as strategy, material,

media ect.

6. The Analysis of Research Findings Limitation

In conducting the research, the researcher had some limitations that the

research findings as follows :

 68

a. The researcher as a beginner realizes that there are many weaknesses in doing

the research.

b. Lack of students’ vocabulary. Some of them are not able constructing their

narrative text.

c. The students did not consider the process how to get the good result but they

just attempted to accomplish the activities, even though the result of it was

true or not.

d. The researcher has limited sources of literature about error analysis that make

the researcher can not produce the perfect research.

e. The limitation of the instruments used to collect the data. The obtained data is

still not perfect.

f. Because of the limited experince of the researcher about grammar, the

students’ narrative text can not be analyzed perfectly.

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Dealing with the result of the research from the writing test and interview,

it can be concluded that the students of X – MIPA 1 of SMA Negeri

1Tuhemberua still commited errors in using simple past tense in writing narrative.

The research findings that the research carry out indicate that the type of error that

mainly make by the students is Misformation with the frequecy of error is 357 or

68 %, Omission with the frequency of error is 69 or 14 %, Addition with the

 69

frequency of error is 49 or 9 %, and Misordering with the frequency of error is 48

or 9 %.

The research findings also indicate that the major source of error made by

the students in using simple past tense is Intralingual with the frequency of source

is 106 or 68 %, This source is effected by the less understanding and

comprehension of the students about simple past tense. The Second source is

Interlingual with the frequency of source is 35 or 22 %. This source is effected by

the interference of the students’ first language, Indonesia language. The third is

Context of Learning with the frequency of error is 7 or 5 % and the fourth is

Communication Strategies with the frequency of source is 8 or 5 %.

B. Suggestions

Based on the result of the research , the research gives some suggestions to

the English teacher and next researchers. For the English teacher, the English

teacher has to make the students aware of their mistakes by correcting them so the

students can learn from their mistakes. The teacher should improve their teaching

method by using effective teaching technique to make the students understand the

material better and reduce the errors in their sentence. The researcher also expects

the next researchers to conduct the same research to find out the types of errors

and its sources in using simple past tense in the future by making this research as

the reference on the same field. The next researcher are also expected to be able to
 70

cover the limitation about this research as well as the researcher hopes that the

next researchers can prepare everything as good as possible in doing research and

can follow up this research.

BIBLIOGRAPHY

Anney, Vincent N. (2014) Ensuring the Quality of the Findings of Qualitative

Research: Looking at Trustworthiness Criteria. Department of Psychology
and Curriculum Studies, P.O. Box 35048, School of Education, Tanzania.

Aminah, Kun.2016.”Error Analysis on the Use of Simple Past Tense in English

Narrative TextWritten By the Students of SMKN 1 Tengaran in the
Academic Year of 2016/2017”.A GraduatingPaper. English Department
State Institute For lslmic Studies (IAIN) Salatiga. Counselor :
SariFamularsih, S.Pd.I, M.A.

Anderson, M. & Anderson K. 2003. Text Types in English 2.South Yarra:

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