1

AN ERROR ANALYSIS ON THE USAGE OF VERB AUXILIARIES AMONG GRADE 9

STUDENTS IN THEIR ENGLISH WRITTEN ESSAYS

____________________

A Thesis Presented to the Graduate Education Faculty

St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte

______________________

In Partial Fulfilment of the Requirement for the Degree

Master of Arts in Education
Major in English

______________________

KIMBERLY M. DAYANAN
SEPTEMBBER 2022
 2

TABLE OF CONTENTS

Page

TITLE PAGE

CHAPTER

1 INTRODUCTION

Purpose of the Study 4

Research Questions 5

Theoretical Lens 5

Scope and Limitation of the Study 7

Importance of the Study 8

Definition of Terms 9

Organization of the Study 10

2 REVIEW OF RELATED LITERATURE

3 METHODOLOGY

Research Design 23

Research Materials 25

Role of the Researcher 26

Data Sources 27

Data Collection Procedure 28

Data Analysis 29

Trustworthiness of the Study 30

Ethical Consideration 33

REFERENCES
 1

Chapter 1

INTRODUCTION

The capacity to convey oneself through written language is a key skill not only for

academic writing but also for successful social and professional undertakings. Written

language is made up of numerous parts, as well as a combination of conceptual and

linguistic abilities (Penner-Williams et al. 2009; Pierangelo and Giuliani 2017).

Furthermore, effective understanding is made possible by correctness in voice and

writing. However, incorrect language or wording can obstruct communication. This study

is inspired by evidence from the classroom demonstrating how poorly students master

basic grammar, namely auxiliary verbs. The incorrect use of verb auxiliaries in both oral

and written phrases indicates a lack of competence in the English language.

Certainly, in Indonesia, Eliyawati (2018) carried out the same research. He

discovered that 81.2% of the 32 students in the research made mistakes when using the

verbs to be, to do, to have, and modal in their erroneous forms. Further, in Bulgaria

(2017), Bulgarian students continue to struggle with the right usage of auxiliary verbs. In

Nigeria as well, Alobo (2015), students show misunderstanding in the use of English

auxiliaries such as, students do not realize that "is" and "does" are singular verbs,

whereas "do" and "are" are plural verbs.

In the Philippines, according to Myra Caguete (2020), a Pinay English teacher

and educational YouTube creator, claims that students are confused about the use of

the verb auxiliaries specifically modal auxiliaries "can '' and "could" in terms of ability.

She also added that most Filipino students often misuse and interchange these two

terms. Additionally, according to Fr. Emeterio Barcelon (2015), stated in his paper

"Filipino Problems in English Grammar," 10% to 50% of the grammar errors made by

Filipino authors and speakers are related to the use of auxiliary verbs.
 2

According to my personal experiences, my Grade 9 students struggle with

correctly employing auxiliary verbs, such as removal of auxiliary verbs, particularly

grammatical morphemes; addition of primary auxiliary verbs such as double markings

and simple addition; and errors in modal auxiliary application. As a result, mastery of the

use of auxiliary verbs in essay writing is one of the least learned English competencies

among Grade 9 students at one of the schools in the Panabo City Division.

Moreover, according to a related study, Ginting (2018) her study revealed that

students misused primary auxiliary verbs. This is also supported by Inni Nihayah (2019),

who claimed that her research demonstrates that students commit errors in using modal

auxiliary verbs. However, none of the aforementioned research focused on the errors

that students make when using verb auxiliary in their written English essays. Since there

are not any studies that address this particular context and location of the study, I

believe it is urgent to conduct a thorough analysis of it so that English teachers,

especially in the Division of Panabo City, can discern the obstacles that prevent students

from learning how to use verb auxiliary effectively in their writing and how those errors

affect the composition of their written essays.

The objective of this effort is to demonstrate that an incorrect expression stays

incorrect regardless of who says or writes it. It is expected that after completing this

research, the correct use of auxiliary verbs will become so established in one's mind that

the correct version will occur spontaneously anytime one speaks or writes. As a result,

our young learners eventually become self-sufficient and productive citizens of our ever-

changing and advancing society.

Purpose of the Study 

The purpose of this qualitative research under error analysis is to identify,

analyze, and describe the auxiliary verb errors among grade 9 students in their English

written essays. Through exploring verb auxiliary, particularly its application to the
 3

students’ writing activities, reveals their errors and writing level. Thus, all errors will be

label into four categories of error and be explained why such error belong to that

category. Lastly, how these errors affect the composition of the written essay of the

students.

Research Questions 

1. What are the errors on the usage of auxiliary verbs found in the English written

essays of the Grade 9 students?

2. How do these errors on the usage of auxiliary verbs affect the composition of

English written essays of the Grade 9 students?

Theoretical Lens 

This study will hinge the error analysis framework of Stephen Pit Corder (1974)

who views that "A learner's errors are significant in that they give the researchers

evidence of how language is learnt or acquired and what strategies or procedures the

learner is employing in the discovery of the language." He also noted that students’

errors should be taken seriously as these errors show development features for

language learners.

In relation to this study, students have to acquire and that trying out language

and making errors are a natural and unavoidable part of learning process because

students’ errors are a very useful way of showing what they have and what they have

not learnt, so instead of seeing errors negatively as a sign of failure (by the teachers or

the students ) they should be seen positively as an indication of what we still need to

teach or learn. Further, errors are believed to be an indicator of the learner stages in

their target language development. With the errors learners committed, English teachers

or researchers can determine students’ competence of the language system and they
 4

also become keys to understand the process of second language learning and planning

the English lesson.

Furthermore, in his article “The significance of learners’ errors”, errors are

significant in three ways. First, they tell the teachers how far towards the goal the

learners have advanced and what remains for them to learn. Second, they provide the

researchers with evidence of how language is learned and what strategies the learners

are employing. Third, they are indispensable to the learners because making errors can

be regarded as a device they use to learn.

Concurrent to the theory above, I believed that error analysis can assist teachers

in detecting and analyzing students' errors, hence providing opportunities for growth.

Indeed, this approach will shed light on the learners' issues while also showing the

fundamental causes of these blunders. Teachers can also benefit from developing or

preparing techniques and measures to assist learners in overcoming obstacles and

improving their language skills. Furthermore, in agreement with Corder's view, Alobo

(2017) contends that errors are not only an inevitable but also, very importantly, a

necessary feature of learner language, without which improvement cannot occur.

More so, learners' errors found in the corpus only revealed incorrect or

insufficient language proficiency and made them aware of how well they had mastered

the principles of grammar and where they still needed to make improvements. With this,

Corder (1974) classifies the errors into four different categories namely: Addition,

Omission, Misinformation and Mis-ordering.

Addition refers to the appearance of elements that ordinarily would not exist in a

well-performed speech or in writing, which are the opposite of omission errors. Such as,
 5

“Go to with the flow.” An additional preposition “to” is added in the idiom in which it

should not be the case. Further, Omission occurs when a student omits necessary items

that must appear in the sentences. For example, language learners miss grammatical

morphemes far more commonly than content words, as in “John new student”, an

omission of the primary verb auxiliary “is”. Next, Misinformation refers to an erroneous

selection of words which should not be used. For example, the sentence “Do he go to

church?” the use of the verb “do”, which is in plural form, is erroneous for it does not

agree with the number of the subject in the sentence which is singular. Finally, Mis-

ordering refers to errors that are characterized by the incorrect placement of a

morpheme in an utterance or in the sequence of words in a sentence. For instance, “He

is all the time late”, “all the time” is mis-ordered.

On the other hand, according to the communicative effect taxonomy (Dulay et al, 1982), local errors

only affect a single element of the sentence and rarely hinder communication, but global errors affect the

sentence's entire organization and usually obstruct communication. Further, errors in the use of verb

auxiliary words have an impact on the essay's structure specifically error on the use of major constituents,

since students frequently miss placing the subject before the primary auxiliary verb and the modal auxiliary

verb. As a result, the sentence becomes ambiguous. Second, there is a misuse of grammatical morphemes

in which students omit or fail to include auxiliary verbs, making the sentences confusing. Moreover,

errors made by students while using verb auxiliaries might affect essay writing at the

sentential level (Runkati, 2013). These errors include run-on sentences, inappropriate

word order, poor subject-verb agreement, incorrect verb tense, sentence fragments, and

missing verbs. On the other hand, poor word choices, incorrect prepositions,

inappropriate articles, missing determiners, wrong pronoun usage, and conjunctions are

at the word level (Runkati, 2013).

Scope and Limitation of the Study

 6

The researcher will limit this research to solely focusing on the errors of the

students when employing auxiliary verb words in their writings and how these errors

affect the composition of English-written essays. This study will be carried out among

Grade 9 students who are formally enrolled in the school year 2022–2023 at one of the

secondary schools in Panabo City Division. The data collection will begin in September

2022 and last through November 2022.

Further, with 51 essays acting as my research materials, I will use Corder's error

analysis framework as a method of this study to uncover and analyze the errors, with a

focus on the omission, addition, misinformation, and incorrect ordering of auxiliary verbs.

Finally, how these errors affect the composition of the written essays of the students.

Importance of the Study

The following are the beneficiaries of this study:

To the students, this study will make them more aware of the mistakes they

make when using auxiliary verbs in their writing. Additionally, it makes them better

learners and enables them to assess and take charge of their own learning. It is

anticipated that the research findings will aid students in improving their writing skills.

Next, Teachers, this study will motivate them to help students who are having

trouble learning English by helping them apply verb auxiliaries correctly. It will offer

feedback for enhancing the teaching method and motivation for students to use auxiliary

verbs in English writing with more caution.

Also, School administrators, this research may help them understand and

address the linguistic demands of their students, which are proven to be among the most

important determinants in determining how well they communicate. May they use the
 7

analysis's findings as a springboard to better understand how students' writing abilities

develop and to work toward improving their academic English proficiency.

Similarly, the Department of Education officials, it is hoped that this study will

give them useful information so they can identify issues with students' writing and how

they can help both students and teachers by providing them with workshops and

seminars that will improve both their language and communication abilities in writing and

those of the students.

Lastly, Future Researchers, the study's findings can serve as a starting point for

further research on how to teach and learn English, particularly when using verb

auxiliary constructions in all writing assignments. Other researchers may attempt to do

the best investigation possible. In addition, they will develop the best new research while

continuing to conduct deeper research in the same area.

Definition of Terms

For a clearer and better understanding of the study, the following terms used

were defined operationally.

Error Analysis. Error analysis is a method used to document the errors that

appear in learner language, determine whether those errors are systematic, and (if

possible) explain what caused them (CARLA, 2021). In this study, it pertains to unveil

and analyze verb auxiliary usage errors in student essays produced in English, as well

as how these errors impact the composition of the essays. Additionally, the errors that

will be detected in the essay will be categorized in accordance with the categories of

errors, namely omission, addition, misinformation, and mis-ordering.

Usage of Verb Auxiliaries. Auxiliary verbs are classified into two types,

according to Alagbe, A.A. (2009): primary auxiliary verbs (be, have, and do) and modal
 8

auxiliary verbs (may, might, will, shall, should, can, could, must, and ought to). They are

known as helping or supporting verbs, although they are not the same thing. A primary

auxiliary can be used as both a lexical and a helping verb. The modal auxiliary cannot be

used as a lexical verb. They solely serve as auxiliary verbs (Hyland, 2004; Nurhadi,

2014). In this study, they serve as the foundation for understanding the data from the

research materials. This is the key focus and the source of the errors discovered in the

students' essays.

Essays of the students. An essay, according to Thoreau in Solihah (2017), is a

short piece of writing that is often written from the writer's point of view. Essays are

typically prepared in a formal academic style and are used to assess students'

understanding of a subject. In this study, the essays of the students are related to the

writing activities in the classroom, from which we might collect possible errors in the use

of auxiliary verbs. Furthermore, these 51 essays will be the basis of my research

materials.

Organization of the Study

This study will be conducted to analyze the verb auxiliary usage errors made by

Grade 9 students in their English-language essays. This study's proper and thorough

preparations are provided below.

Chapter 1 summarizes the study's main points. This chapter lists the study's

objective, research questions, theories that explain its emphasis, scope and limitation,

significance, and associated terminologies so that the reader can obtain a general idea

of what the study is about.

Chapter 2 the review of related literature to the study is the main topic of this

chapter. The accompanying research and publications defined and elaborated on the
 9

terms used during the course of the investigation. The background and related ideas

were made clear through the relevant literature. The citations confirmed the urgency of

starting this study right away.

Chapter 3 the approaches utilized by the researcher in conducting the study are

stated. This highlighted the procedure of carrying out the investigation. This included the

research design, research materials, the researcher's role, data sources, data analysis,

procedure, trustworthiness, and ethical considerations.

Chapter 4 discusses the results of the study based on the linguistic corpora

gathered which would shed light to the main purpose of the study. The segment wherein

the outcome of the study is presented and explicated.

Chapter 5 explains the basis of results and findings based on the various

linguistic corpora that will be documented and gathered within the research locale.

Relevance of these findings to the existence of the other previously studies conducted

by other researchers are also provided. The explanation of its implication in the practice

and further research to be conducted together with its concluding results will be also

given and stated.

 10

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter describes the theoretical framework, which comprises of error

analysis, writing, verb auxiliaries and review of related studies.

Error Analysis

1. Definition of Error Analysis

According to Dulay et al. as cited by Kusuma (2021), the Error Analysis (EA)

movement was an effort to account for learner errors that Contrastive Analysis (CA) or

behaviorist theory was unable to explain or anticipate, as well as to bring the area of

applied linguistics in line with the contemporary theoretical climate. It is connected to

Rustipa (2011) as cited by Kusuma (2020), who claimed that error analysis (EA) shows

that constraint analysis (CA) is incapable of foretelling the number of errors that have

occurred in the past because errors in CA are only seen as the product of linguistic

interference. This indicates that EA has been more effective than CA at applying

linguistics in a substantial way.

While, according to Brown (2000) as cited by Sudarso (2019), error analysis (EA)

is the study of a learner's errors, the fact that learners do make errors and that these

errors can be observed, analyzed, and classified to reveal something of the system

operating within the learner has led to a surge in study of learner's errors. Fortunately,
 11

the error might benefit the lecturer in the teaching and learning process because it

allows them to assess the students' grasp of the subject matter and come up with

solutions for their learning issues, particularly for those who make errors on their own.

Moreover, according to Richards et al. (2002) as cited by Wuiwui (2017), error

analysis is a task used to identify errors made in speaking and writing. The study of

errors committed by students of second and foreign languages is also known as error

analysis. Error analysis can be used to determine (a) how well someone knows a

language, (b) how someone learns a language, and (c) learn about common language

students with learning difficulties. This definition places an emphasis on the function of

error analysis.

It is clear from the explanation above that using EA is crucial when learning

English. This demonstrates the limitations of Constractive Analysis (CA), which only

considers errors as the result of linguistic interference. CA cannot predict the number of

errors in the past. It is a fact that students continue to make errors while learning English

as a second language or a foreign language. It will be simpler to analyze a person's

proficiency in English speaking and writing by employing and understanding error

analysis.

In relation to my study, according to Wibowo (2011:13) as cited by Agustin

(2018) the making of errors is a sign that students have not yet mastered the rules of the

language being learned. In addition, according to Brown (1978:164) as cited by Agustin

(2018) an error is a noticeable deviation from the adult grammar of native speaker

reflecting the inter language competence of learning. It is also supported by Taylor in

Alfiyani (2013:23) as cited by Agustin (2018) states that error analysis is the study and

evaluation of uncertainty in measurement. It can be concluded that error has important

 12

role in learning language. It identified error made by learner to obtain information and

common difficulties faced by someone in learning language.

2. Distinction between Error and Mistake

Some people perceive mistakes and errors differently. It no longer receives the

proper care, and it also has a negative impact on pupils' abilities to measure their

English language proficiency. As a result, in order to provide a thorough explanation, the

distinction between error and mistake must be carefully explained. Undoubtedly, when

they learn the English language, the students will make errors and mistakes.

According to Brown (2007) as cited by Sudarso (2019), learning is a process that

necessitates making mistakes. Making errors in judgment, computation, and assumption

is an essential part of learning. This indicates that students make mistakes or errors on

purpose. Further, in Cholipah (2014), Corder elaborates on the concepts of error and

mistake. He distinguishes between error and mistake, saying that although a mistake is

a careless performance slip brought on by exhaustion or enthusiasm and can therefore

be easily self-corrected, an error is a deliberate deviation made by students who have

not yet learned the rules of the L2. Because the mistake is a result of the students'

existing level of underlying competency, they are unable to remedy it on their own.

Therefore, it is possible to conclude that errors are related to students' lack of

competency, which indicates that students have not enough knowledge of the language

at all because they have not yet learned it and cannot self-correct it. While mistakes can

affect students' ability to work well due to things like exhaustion, a lack of focus and

motivation, carelessness, and other causes, they can also be self-corrected because

students are aware of the rules' terminology.

3. Causes of Error
 13

Norris divides the three categories of error causes—carelessness, first language

interference, and translation—in Sholihin and Haris (2020). The three categories of error

sources are carelessness, first language and translation. First, carelessness refers to a

lack of motivation. Many instructors would acknowledge that a student's lack of interest

is not necessarily their fault; it's also possible that the materials and/or presentation

method do not work for him. Second, first language refers to time and practice to learn a

language, whether it is your mother tongue or a foreign language. Hence, the old habits

will get in the way of the new ones while someone is trying to develop new ones. In

short, first language interference is the term for these errors' root causes. Lastly,

translation usually occurs because a student translates sentences or idioms from his or

her native tongue word for word into the target language. The most frequent source of

error is most likely this one.

4. Types of Errors

English teachers had noticed that the students may omit necessary any words,

add unnecessary ones, mis-form, and mis-order them. In consequence, Corder (1974)

distributes the error based on four categories. These are omission, addition,

misinformation, and mis-ordering. In omission, it is the absence of an item that must be

in the sentence is referred to as an omission. While addition refers to occurrence of an

item that should not appear in a well-formed sentence is referred to as an addition error.

On the other hand, mis-formation refers to the use of the wrong form of structure. Lastly,

mis-ordering comes from a crossing an utterance when a morpheme of them is

incorrectly placed.

5. Procedure of Error Analysis

 14

Corder in Ellis (2008) as cited by Kusuma (2020) infers five steps in conducting

error analysis. First, to collect a sample of learner language, the researcher needs to

collect a sample of student writing to provide the error analysis data. In this step, the

researcher may control the data by making specific sample. Second, to identify errors, in

this step, the researcher will have to compare between students’ sentence and native

speaker’ sentence in the same context. After that process, the researcher can identify

which part of students’ sentence is different from the reconstructed version. Third, to

describe errors, this step usually uses either linguistics taxonomy or surface strategy

taxonomy to describe the students’ sentence. Next, to explain errors, the researcher will

determine the sources of errors to find out why they have made such errors. Lastly, to

evaluate errors, this will be the supplementary step in this error analysis. It shows the

different errors with a view to decide which ones should receive instruction.

Writing

Writing has been defined by numerous experts. According to Brown & Lee

(2015), as referenced by Syabariah (2021), writing is a self-improvement activity

because it allows you to express how you're feeling and thinking right now. Another

linguist, Hyland (2004), points out that writing is one way to individually exchange

meanings. It implies that one of the ways someone can communicate is through the

written word, through writing.

Similar to this, Sumarsih and Sanjaya (2014) as cited by Sabaruddin (2019) that

writing is the ability to construct and arrange ideas in the proper order to transform and

express the purpose to the reader by presenting them on paper. It implies that

individuals can write their opinions or ideas down after arranging and structuring them
 15

using writing-related media. Hence, they can share and transform their ideas and

viewpoints with the individuals who read the writing, also known as the readers.

Furthermore, according to Eny Syatriana (2019) writing is a linguistic ability that

is used to communicate indirectly, rather than face-to-face with another person, through

a written medium. Indeed, one of the language skills that enables people to

communicate even when they cannot physically meet one another is the ability to write.

Some people who communicate via writing media are able to read the writer's ideas,

views, or sentiments directly from the writing medium. As a result, it facilitates better

communication between people.

However, according to Brown (2007), as cited by Syabariah (2021), writing is a

task that feels more challenging because it is complex and calls for a variety of skills,

including the ability to decide what to write, choose the most effective method of

expression, and organize thoughts into a text that readers can understand.

Finally, Fareed et al. (2016) as cited by Kusuma (2021) who claim that writing is

one of the productive English skills that EFL students in Indonesia should be proficient in

for written communication and academic writing purposes, such as letters, essays,

papers, articles, journals, projects, reports, theses, etc. Since, writing plays a crucial part

in language production. It means that as EFL learners, we must have a solid

understanding of writing itself. We can create essays, papers, journals, and other types

of writing more easily when we have strong writing skills. Indeed, the ability to write well

will be valuable to us in our academic writing.

Essay Writing

1. Definition of Essay Writing

 16

An essay, according to Thoreau in Solihah (2017), is a condensed literary work

that frequently expresses the author's point of view. Essays are typically written in a

formal academic style and are a good way to evaluate how well students comprehend a

topic.

Additionally, an essay has an introduction, a body, and a conclusion, according

to Oshima and Hogue in Sholikah (2017). The thesis statement, which includes a

precise topic and an explanation of how the essay will be organized, follows the general

statement in the introduction paragraph. Every subtopic is covered in the body. The

number of supporting sentences in a paragraph serves as the number of paragraphs

required to fully explain each subtopic. Chronological order, comparison, contrast, or a

combination of patterns could all be present in the body paragraphs. Readers are

recalled to the points made in the thesis in the conclusion paragraph. The important

points can be distilled, the thesis rephrased, and a concluding statement on the subject

can be made.

2. Types of Essay Writing

According to McWhorter in Solihah (2017), in her journal, there are five types

of essays which guide the students. First, a narrative essay uses storytelling to

accomplish a certain goal, which engages the reader and helps it convey its points. The

goal is to demonstrate how meeting the subject influences your decision to provide the

reader with a humorous anecdote about that subject. On the other hand, a descriptive

essay conveys a tale or topic in detail, appealing to the five senses. It allows readers to

clearly visualize the situation and feel as if they are there firsthand. Then, comparison

and/or contrast essay compares and contrasts two or more major subjects by

emphasizing similarities and/or differences. Further, a cause-and-effect essay

investigates what causes certain things to happen or why things are the way they are,
 17

the consequences of specific actions, or both. For example, students may wish to write

an essay about an incident that occurred and then explain how it affected their lives.

This will reveal the cause (the event) as well as the effect (how it affects their lives).

More so, an argumentative essay makes a claim and then provides instances and

evidence to back up that assertion. However, in this study, the researcher will use a

descriptive essay to evaluate the data from the students' error analysis on the usage of

auxiliary verbs in their essay writing.

Verb Auxiliaries

In writing complex, it is important to considering about the grammar of the

sentences, because it can divine the meaning of the sentences. Auxiliary verbs help

main verbs in a sentence to differ whether it is a main clause or sub clause. It helps to

express the aspect in the sentences. Auxiliary verbs also called helping verbs. Auxiliary

do not make up a verb phrase on their own but help to make up a verb phrase in

combination with a main verb. For instance, I am studying in my class is different with I

study in my class, by adding the auxiliary verb we can conclude that the first sentence is

still doing the study, while the second sentence we do not know whether it has been

done or not.

In the connection of the classification of auxiliary verbs, Alwasilah (2004:10) as

cited by Sinaga (2021) describes that auxiliary verbs are usually classified into two

types: (1) primary auxiliaries, and (2) secondary auxiliaries. Primary auxiliaries include:

to be, to have, and to do. While secondary auxiliaries include will, shall, can, may, must,

should, would, could, might, dare, need, ought to, and have to. Furthermore, Frank

(2002) classifies the auxiliary verbs into three kinds, they are: (1) tense auxiliaries: be,

have, will, shall, (2) do auxiliaries, and (3) modals auxiliaries. Additionally, tense

auxiliaries perform a structural function only. “Be” occurs with the –ing present participle
 18

in the progressive forms of tenses, and with –ed past participle in the passive forms of

tenses. “Have” is used for the perfect tenses. “Shall and will” are used for the future

tenses. Furthermore, the “do” auxiliaries is accompanied by the simple form of the verb

(infinitive without to). It is used only in the simple present tense and in the simple past.

Finally, modal auxiliaries add to the verb a special semantic component such as ability,

obligation, possibility. Modal auxiliaries generally have no –s suffix for the third person,

and no infinitive or participle form. They have only two formal tenses, the present and

past, which are used with the simple form, the perfect form or the passive form.

Furthermore, primary auxiliaries are used to form the tenses of a sentence. It is

the one that changes when a time signal of tenses is added. Do auxiliary is used to

change the sentences into the forms of negative or interrogative. And the other one is

modal auxiliary. It is used to add the meaning of a verb complete. It shows ability,

obligation or possibility. Finally, modals are used without suffix –es for the third person.

Referring to above discussion, briefly, auxiliary verbs can be classified into the

parts as in the following description, first, “to be” for is, am, are, was, were, been,

second, “to do” for do, does, did, third, “to have” for has, have, had and lastly, and

“modal” for can, may, must, shall, will, would, should, might, ought to, need, dare, have

to.

In relation to my study, the most complicated part of communication is the verb.

There would not be a sentence without a verb since a sentence without a verb is called a

phrase. The function of the verb in an English phrase will impact its meaning, particularly

when it comes to the use of tenses. The auxiliary verb is a supporting verb that provides

full lexical meaning, structural meaning, or semantic coloring to verbs. 

 19

Consequently, one of the most difficult parts of language development is learning

how to use auxiliary verbs (Theakston & Lieven, 2005; Kusuma, 2021). An auxiliary verb

is employed to increase the meaning and intensity of a phrase. The majority of a

sentence's meaning in English is communicated by altering the main verb to reflect a

change in tense. However, there are only a maximum of five forms for English verbs,

such as the terms go, goes, going, went, and gone.

Thus, we may infer those auxiliary verbs are utilized as supporting verbs in

sentences since they will help another verb or main verb in making a statement clearer

in both meaning and intensity.

Review of Relevant Studies

Ariyanti & Fitriana (2017), the authors of the study, "EFL Students' Difficulties

and Need in Essay Writing," came to the conclusion that the students had significant

problems using proper syntax, cohesiveness, and coherence when writing essays. The

outcome demonstrates that grammatical errors are among the most common issues that

arise when writing. Ten collected essays were determined to have some grammatical

errors, according to Ariyanti & Fitriana (2017). The researchers found that students

frequently make mistakes with 1) tenses, 2) subject verb agreement, 3) personal

pronouns, 4) word order, 5) articles, 6) auxiliary verbs, and 7) sentence fragments. 

Similarly, Haris Dibdayaningsih & Hendra Sudarso (2019), "An Error Analysis of

Using Auxiliary Verb in Islamic Mathematical Complex Questions Made by Mathematics

Department Students," is the title of this descriptive and qualitative study. The following

auxiliary verbs are examined in this study: am, is, are, were, were, have, has, and had.

The study's findings demonstrate that the majority of students are unable to effectively

use auxiliary verbs in their writing.

 20

Moreover, Wuwuh Yunhadi (2017), according to Wuwuh's study on "Error

Analysis on the Auxiliary Verbs Made by Vocational High School Students," this study

employs a qualitative research methodology and focuses on the errors that the SMKN 1

Tenggarong students have made. The research's variable is errors with auxiliary verbs.

A test on auxiliary verbs is used to objectively measure the variable. The types of

common mistakes made with auxiliary verbs are divided into four categories based on

the research findings and objectives. The four types of errors include omission, addition

(double marking and regularization), misinformation, and other.

In conclusion, the researcher draws the assumption that grammatical errors

continue to be among the most common writing issues. One of the issues that frequently

appears in student writing is an auxiliary verb error. The students' inability to apply

auxiliary verbs like the primary ones is, am, are, was, were, has, had, had, do, does, etc.

is evident from the results presented above. Although students have previously learned

about writing, grammar, or structure, the researcher finds that students still make

mistakes in their writing.

In my study, the research that had mentioned above is differ from study because

it will unveil and analyze the students' errors in the usage of auxiliary verbs that will be

discovered in their essay writing. The researcher is also eager to learn what types of

errors and how these errors affect the composition of essay. After the completion of this

study, the researcher will expect that it will provide instructors, students, and future

researchers with knowledge or a valuable conclusion.

 21

Chapter 3

METHODOLOGY

This section describes the procedures that will be followed to carry out this

investigation. This chapter discusses the research design, research participants, the

researcher's role, data sources, the data collection process, data analysis, the study's

trustworthiness, and ethical considerations. 

Research Design

Johnson and Christensen (2012), cited by Kusuma (2021), claim that qualitative

research will be regarded as unique because it relies on the researcher collecting non-

numerical primary data (such as words and images) while serving as an instrument
 22

himself. For providing factual and detailed information, this made qualitative research

perfect. While qualitative research has a systematic technique, it is mostly dependent on

the creativity and interpretation of the researchers who collect, evaluate, and analyze the

data, according to Bryman (2008) as referenced by Kusuma (2021). It implied that no

other time or place would be able to conduct the same investigation and arrive at the

same conclusions. Additionally, Sugiyono (2017) asserted that this made qualitative

research natural. It indicated that the investigation typically employs realistic

explanations of the situation without altering it.

In the context of this study, I will use a qualitative approach.  Instead of using

numbers, the data will be gathered using words. Through this, I can collect descriptive

data from my corpora which are the verb auxiliary errors that students make when

writing essays in English. As a result, it provides a means of adequately addressing the

study's research question. Since it will gather, describe, and analyze data, this research

will specifically use qualitative research with descriptive methodology. This methodology

is efficient because it will present findings and explanation on the results of this linguistic

investigation.

Error analysis is the process of identifying, evaluating, and explaining a learner's

errors, according to Corder (1974). Khoshhal (2017) suggested that, considering that

students are learning English as a second language, the idea of recognizing the errors

made by second-language writers in English essays exposes their difficulty with

linguistic aspects. Furthermore, according to Zawahreh (2012), one of the most effective

methods for linguistic research that focuses on learner errors is error analysis. Error

analysis (EA) has consequently emerged as the main method for analyzing second or

foreign languages.
 23

In this study, I will employ the error analysis framework to characterize the

linguistic categories of errors made by Grade 9 students in their English-written essays,

specifically errors with the use of verb auxiliaries. The classification is based on Corder's

Error Analysis Framework (1981), which divides errors into four groups: addition,

omission, misinformation, and mis-ordering. This framework is unquestionably important

for this study since it will make it possible to spot grammar errors, particularly those

involving the incorrect use of auxiliary verbs in the essays of the students. Finally, the

factors that these errors have on the structure of students' writings will also be discussed

in this study.

In conclusion, the researcher will conduct a qualitative study on error analysis to

examine the errors committed by Grade 9 students, utilizing their writings as the corpus

of the study. The students have 60 minutes to complete their compositions, which must

a descriptive essay of about 500 words on a predetermined issue. The data will be

gathered from the students' writings, and all verb auxiliary errors that are taken from their

written essays will be recognized, examined, and categorized in accordance with their

type. Finally, the impact of verb auxiliary errors on the writing of the students' essays will

also be discussed.

Research Materials

According to Clarke and Braun (2013), the use of 51 essays is already a

significant amount of data to produce an effective analysis because the required range

of materials is 10–100. Hence, the sources of the materials/corpora are the Grade 9

students who are officially enrolled in one of the secondary schools in the Panabo City

Division for the academic year 2022–2023. The researcher randomly chooses the

students who will provide the research materials to collect a diverse range of data.
 24

There will be a health protocol orientation due to the COVID-19 pandemic issue

to make sure all the students are safe. Second, I will see to it that all the students use

the English language as their medium when writing their essays. Third, the essay should

be roughly 500 words long and written during their English 9 subject within the class

period of 60 minutes to obtain sufficient material for the analysis. The essay must then

be written in a descriptive style and must have an introduction, a body, and a conclusion.

In addition, a consent letter will be given to the students' parents or guardians

asking for their consent and permission to let their children participate in the conduct of

the study because the students are mostly minors. The students will also receive an

assent letter to make sure they are really interested in participating in the study and are

aware of what will be required of them. If all goes according to proposal, all the essays

will be collected between September and November of SY 2022–2023.

Role of the Researcher

Since I will personally perform a discourse analysis focused on error analysis, I

am the one who makes sure the research ethics commission approves the study,

facilitates students with their essay writing, and collects, encodes, and analyzes data as

the main data analyst in this research.

A multidisciplinary independent group called a research ethics committee (REC)

is tasked with examining studies involving human subjects to guarantee that their

welfare, rights, and dignity are safeguarded. To adhere to ethical standards, which is to

respect the dignity, rights, and welfare of my research participants, especially since they

are minors, I will comply with all the required documents needed for this study.
 25

In my role as an essay facilitator, I will let the English teacher know in advance

and ask permission to use her class time for the conduct of my research, and I will be

the one to assist the students during their essay writing. Before the conduct of the study,

I will make sure that the instructions are delivered clearly and that the students

understand them to guarantee that they will write what they intend to write.

In my capacity as a data collector, I will take on the role of the one who gathers

the corpora that will be used in this investigation. I must first compile the 51 corpora that

make up my research resources. Then, because they are minors, I will double-check

every name listed in the corpus to ensure that pseudonyms are used to shield the

students' identities.

As an encoder, from the obtained data, I will be in charge of encoding every

piece of crucial information. When encoding the entire corpus of data, I will use

additional caution. As a result, I will never alter the meaning or content of their writing,

nor will I modify the way it is organized. Thus, I will only look at the data that is pertinent

to my research. Finally, the researcher will keep the research materials employed in this

investigation.

To analyze the data that will be acquired, I will be acting in the role of an analyst.

With this, I will be the one to conduct the process of analyzing verb auxiliary usage

errors in the students' English-written essays. On the other hand, since descriptive

essays often include three paragraphs, it will never be simple for the researcher to

analyze errors. The researcher will next categorize all the errors according to Corder's

(1974) taxonomy of errors, which includes addition, omission, misinformation, and mis-

ordering. Finally, I will show the ways in which these errors affect the essay's

composition.
 26

Data Sources

A corpus, as defined by Park and Nam (2017) and cited by Adobas (2020), is a

collection of texts or transcriptions of spoken language that represent a specific function

of a language and can be used as the foundation for linguistic analysis and description.

As a result, corpus linguistics is one of the sources used to describe the structure and

purposes of languages as well as for a variety of applications, including natural language

processing in computer science and language teaching and learning in language

education.

I need to collect fifty-one (51) diverse essay entries from grade 9 students who

are officially enrolled in one of the secondary schools in Panabo City Division for the

academic year 2022–2023. These primary sources are one of the writing tasks that

students do for their English class, and they are free to write a descriptive essay on any

topic they choose as long as they use verb auxiliary verbs in their sentences. I will then

transcribe all the data to obtain the required information, and then, using error analysis, I

will analyze the data acquired. This will enable me to more fully understand the problems

with auxiliary verb errors and to devise a strategy for resolving them to improve the

students' competence in writing. Finally, to sustain and support this research study, I will

also use a review of numerous connected literary studies, books, journals, websites, and

articles.

Data Collection Procedure

Before starting the actual data gathering, I will need to seek permission from the

relevant offices in accordance with Creswell's (2013) recommendations. It is therefore

necessary to examine the contents of a certain body of materials thoroughly and

methodically during data collection in order to identify patterns, themes, and biases.
 27

The first step I need to take is to obtain a letter of endorsement and ask the Dean

of Graduate Education of St. Mary's College of Tagum, Inc. for permission to do the

research. Second, I will write a letter of authorization to the Panabo City Division office to

request permission and obtain approval. Once approved, I will proceed immediately to

obtain consent from the principal of the secondary public school where I have chosen to

conduct my research. It will be crucial in this step since the written work produced by

grade 9 students will serve as the foundation for my corpora. Then, as all of my essay-

writing participants are minors, I will make sure to send the consent letter to the

parents/guardians and obtain a copy of it back along with their approval. Finally, since

the students are the focus of this study, a letter of assent will be issued to them to

request their consent.

The researcher will go through a few processes in order to acquire the data. I

shall first approach the English instructor and request her permission to use her class

period for my research. Second, I will explain to the class the goals and methods of the

study. Following a brief briefing, I will ask the students to write a 500-word descriptive

essay that includes an introduction, body, and conclusion. When the students are

finished, I will collect their written work, which consists of 51 essays, and I will make sure

to safely collect the corpora—concerning the processes of the ethical considerations and

data privacy act—with the help of the English instructor, who also serves as the

students' adviser.

Based on Corder's Error Analysis Framework (1981), which divided errors into

four categories—Omission, Addition, Misinformation, and Mis-Ordering—I will

analyze and categorize the errors that students make while employing auxiliary verbs in

their essays. Additionally, I will discuss how these errors impact the quality of the essays

that students in grade 9 write.

 28

Additionally, I will ensure the accuracy of the data by working with a peer

debriefer, who I can seek for help in carefully analyzing the information obtained from

the students' writings. To ensure the accuracy and validity of the examined data, I will

make sure that the peer debriefer I select is a specialist in linguistics and language

structures.

Data Analysis

According to Khansir (2012), as referenced by Adobas (2020), error analysis is

one of the primary subjects in the field of second language acquisition research. Errors

are a necessary component of learning a language. Error analysis's primary goal is to

explain how learning happens by looking at the learner's output, which includes both

correct and incorrect utterances.

To analyze the collected data, I will employ Corder's Error Analysis Framework

(1981). I will thoroughly analyze the students' writings, and the analysis will result in the

identification of the essays' errors. The errors will then be classified according to the

framework's different kinds of errors, which are: errors of addition, errors of omission,

errors of misinformation, and errors of ordering.

These categorized errors are all from students' essays, which I shall read one by

one. As a result, I will assume that after reading their writings, I will have a thorough

understanding of the obtained data, which comprises the description of the transcript.

Furthermore, to do a reliable and valid data analysis, I must lay aside all my prejudices.

This is required to maintain the balance between subjectivity and objectivity according to

Cresswell (2003).
 29

In the context of my study, first, I will ensure that all the data is organized and

ready for analysis. With this, I shall transcribe each of the 51 essays individually to

analyze them one by one. Second, I will process and verify the acquired data in

preparation for data analysis. Then, I will identify the errors found in the students’

essays. Following that, all errors discovered in each essay will be thoroughly identified

and analyzed using the error analysis framework of Corder (1981) to classify errors into

four error categories: Addition, Omission, Selection, and Ordering.

Furthermore, the categorical errors that are discovered from the students' essays

will be reviewed and explained in terms of why the errors are classified as such. As a

result, any errors in the use of verb auxiliary in all essays will be thoroughly explained

and described. Finally, the implications of these errors in essay composition will be

discussed.

Trustworthiness of the Study

The degree of confidence in data, interpretation, and procedures employed to

ensure the quality of a study in a qualitative investigation is referred to as the study's

trustworthiness (Pilot and Beck, 2014). Furthermore, Lincoln and Guba (1985), as

referenced by Adobas (2020), emphasized that the dependability of research is vital

when determining its value. Guba (1985) argued that each qualitative research project

must address four aspects of study trustworthiness: credibility, transferability,

dependability, and confirmability.

According to Lincoln and Guba's (1985) definition of credibility, ensuring

credibility is one of the most crucial elements in building trustworthiness. According to

Lazar et al. (2007), referenced by Adobas (2020), this can be described as credible

knowledge that can be trusted to be accurate and correct.

 30

To establish credibility, the researcher will first confirm that the essays submitted

by students are written on the spot in the school to assure the authenticity of my

linguistic corpora. Furthermore, the researcher will find a qualified and experienced

linguist as much as possible a PHD in Linguistics who is particularly knowledgeable in

error analysis to serve as my expert debriefer in order to consult my data and the data

analysis of this study. Expert debriefing may broaden the researcher's vision by bringing

to light their experiences and perceptions regarding my study. As a result, the

researcher can use it to discuss alternate techniques, and others in a more supervisory

function may raise attention to problems in the suggested course of action. This

discussion would also serve as a testing ground for the researcher's evolving ideas and

interpretations, finally, probing from others may assist the researcher in recognizing his

or her own biases and preferences.

Additionally, Corder's Error Analysis Framework will serve as the foundation for

the analysis that is derived from the corpora (1981). The categories of errors listed in the

framework—namely, omission, addition, selection, and ordering—will be used to

specifically classify the errors that will be discovered in the writings of Grade 9 students.

Transferability. Merriam defines transferability as the extent to which the

conclusions of one study can be transferred to other settings. Lincoln and Guba (1994)

further support the notion that transferability is the obligation of the researcher to ensure

that sufficient contextual information is provided to enable the reader to replicate for

future use by other researchers.

To achieve transferability, I will employ Corder’s Error Analysis Framework

(1981) without bias for the results to apply to the other researchers. Then, I will use

coding for the data from transcription, together with an audit trail, to guide me through
 31

the step-by-step analysis process, which will be validated by an expert. Following that, I

will undertake a detailed evaluation of the various analyses that will be done. During this

process, I will go over the summary of the data analysis procedure as well as the

summary of the inquiry's results. As a result, the researcher will have more confidence in

applying the results and conclusions offered to other circumstances. Furthermore, it is

critical that a detailed description of the phenomenon under inquiry be supplied so that

other researchers can compare the instances of the phenomenon reported in this

research study with those that they have observed to occur in their own conditions.

Researchers can guarantee dependability by ensuring that the research

technique is rational, traceable, and properly documented (Tobin & Begley, 2004).

Furthermore, dependability is linked to the consistency of findings (Lincoln and Guba,

1985).

To address the dependability issue more directly, the processes inside the study

should be detailed, allowing a future researcher to replicate the work, if not necessarily

achieve the same conclusions. This level of detail in methodological descriptions also

enables future researchers to judge the extent to which suitable research techniques

are followed.

To further confirm the dependability of my research, I will carefully transcribe the

data and recheck it verbatim to make sure I did not miss any words from the students'

essays. Following this procedure, I will analyze the data, and the result will be verified by

a linguist specialist. Then, I will rely on submitting my work to my research adviser and

the panel members of this study, together with a dependent audit of the research

methodology. For the reason that they are far more knowledgeable and experienced

than the researcher in terms of qualitative research. Finally, my research adviser will
 32

carefully review, inspect, assess, and evaluate all that needs to be done for this study.

Consequently, the reliability of the findings' consistency can be inferred.

Confirmability. It describes a level of objectivity or the amount to which the

findings of a study will be determined by the data collected and the participants rather

than the researcher's prejudice, motivation, or interest. Additionally, a researcher must

show how the results are connected to the conclusion in a way that can be followed and,

as a process, duplicated to attain confirmability. To demonstrate the confirmability of the

study's data, an audit trail must be used in research (Guba, 1985; Moon et al. 2016).

Finally, the idea of confirmability, according to Patton (2004), is the qualitative

researcher's equivalent concern to objectivity

According to Lincoln and Guba (1984), groups of records may be included in the

audit trail to assure confirmability in the context of my study. As I analyze the data, I will

keep track of the topics that are special and remarkable. I will also list my opinions on

coding, explain why I think it is a good idea to combine certain codes, and describe the

themes that are based on the information I will acquire. As a result, they will evaluate my

study to assure its confirmability, completeness, and availability of auditable documents

using the established precedent in qualitative research and the assistance of language

specialists.

Ethical Considerations

The focus of this study is on Grade 9 students from a public secondary school in

the Panabo City Division, who will provide the corpora for the study. Furthermore, I

would ensure that preventive measures for COVID-19 are implemented so that all
 33

students are protected and safe while writing their essays. Finally, all the students'

needs will be fulfilled during the study.

In doing this research, I shall adhere to the ethical principles outlined in the

Belmont Report (1979). The Belmont Report aims to express "basic ethical principles" as

universal judgments that serve as a foundational rationale for the numerous ethical

prescriptions and assessments of human activities. Respect for persons, beneficence,

and justice are three core concepts that are widely acknowledged in our cultural tradition

and are particularly pertinent to the ethics of research involving human beings.

The first principle is respect for person. According to the Belmont Report

(1979), respect for persons necessitates both the respect of individuals' autonomy and

the protection of individuals with impaired autonomy. Furthermore, the moral rules of

informed permission and participant identity concealment are founded on the concept of

respect for persons.

In order to ensure respect for person, the protocol will be reviewed and

thoroughly checked by the Research Ethics Committee for the issuance of ethical

clearance. Also, I will need to secure the endorsement letter from the Dean’s Office and

approval letters from the division and principal’s office. Furthermore, I will need to also

secure the informed consent and informed assent since the sources of my corpus are

minors. A consent letter will be sent to the parents/guardians so they can decide whether

to allow their children to participate in the research study or not. On the other hand,

assent letters will also be given to the students considering that they are minors, and it is

the researcher's responsibility to determine whether the participants in the study are

willing to take part or not. I should also explain to them what they will be expected to

accomplish as part of the study. Additionally, I will accept any participant who decides to

refrain from taking part in the study because it is their choice whether to do so or not.
 34

Furthermore, by maintaining the privacy of personal information and safeguarding data, I

shall ensure that my participants are safe from identity theft and other potential harm,

especially given that they are still minors.

The beneficence principle, which asserts that treating others with a duty to do no

harm as well as a need to increase well-being, is the next ethical issue. This basically

means that researchers must address their participants with non-maleficence (The

Belmont Report Framework, 1976).

By ensuring that participant benefits are maximized, and participant dangers are

kept to a minimum, beneficence will be proven in this study. The results of the study

might help participants get the most out of their participation, especially when it comes to

tracking their writing skills currently. However, in order to reduce risks for participants, I

will make sure that their identity is never revealed, and that the confidentiality of the

information being gathered is maintained. As a result, participants are given the best

care and protection. Finally, future researchers will be permitted to conduct the study

and get support because of the advantages or opportunities that are beneficial for

society or more specifically, in the fields of language education.

Finally, the ethical principle of justice entails moral requirements for fair methods

and outcomes in the selection of research subjects; people should be treated equally,

and the risks and benefits of research should be distributed fairly based on the problem

or issue under investigation. As a result, the researcher's ethical role is to properly

spread the advantages and burdens of study The Belmont Report Framework (1976).

To ensure fairness in the recruitment of participants for my study, I will treat all

participants equally, regardless of their academic performance, the section they belong
 35

in, or even the state of their grades. Prior to the conduct of essay writing, I will make

sure that the students will be provided materials such as paper and pen. After the

conduct of the study, as for recognizing their participation in the study, the researcher

will give tokens to them. As a result, the study then yielded superior results due to ethical

concerns because the respondents were treated properly.

Furthermore, I will select a suitable location for my research that will benefit both

subjects and researchers. For example, the findings of this inquiry would assist the

teacher in conceptualizing activities that would help the students reinforce and enhance

their language skills in areas where they were determined to be poor.

In addition, RA no. 10173, commonly known as the Data Privacy Act of 2012, is

the state's policy to preserve fundamental human rights to privacy and communication

while ensuring the free flow of information to foster innovation and progress (NPC, 2012;

Adobas,2020).

In the context of my study, I will make sure to obtain the consent and approval

from the participants' parents/guardians by giving them a consent letter, which they can

read, examine, and become aware of before agreeing to the terms since the participants

are minors. I will also make sure to send them an assent letter for my participants to

understand what is expected of them and what they will be committing to and/or risking

during the conduct of the study. As a result, it complies with the demands made by RA

10173, also known as the Data Privacy Act of 2012, which safeguards the privacy of

every person while facilitating the free flow of information to promote innovation and

progress. This law will ensure the confidentiality of the participants' personal information

as well as the information of their parents and legal guardians.

 36

References

Adobas., (2020). Into The Looking Glass: An Error Analysis on The Essays Of The
Senior

High School Students.

Afifuddin., (2016). An Analysis of Students’ Errors in Writing Descriptive Texts. English

 37

Education Journal, 1 (7), 130-139

Agustin, M. (2018). An Error Analysis of Auxiliary Verbs Found on Students’ Consecutive

Interpretation. Batusangkar: IAIN.

Alagbe, A. (2009). The English Primary Auxiliary Verbs: A Linguistic Theoretical

Exercises. Ethiopia: African Research Review Vol. 3.

Alahmadi, N. S. (2014). Errors Analysis: A case study of Saudi learner’s English

grammatical speaking errors. Arab World English Journal, 5(4), 84–98

Ariyanti, A., & Fitriana, R. (2017). EFL Students’ Difficulties and Needs in Essay Writing.

Advances in Social Science, Education and Humanities Research

(ASSEHR), 158,111-121.Auxiliary verb. 2012. In Collins English Dictionary.

Retrieved form (Online), (http://www.collinsdictionary.com, accessed on

April,

8th 2020).

Cahyaningrum, Danik. (2014). Error Analysis On The Use Of To Be As

Auxiliary And Linking Verb In The Students’ Recount Text (A

Case of the 8th Grade Students of SMP N 19 Semarang in the Academic

Year of 2013/2014). Journal of English Language Teaching

Choironi, N., Sukirlan, M., & Suparman, U. (2017). An analysis of students’ grammatical

error in writing of descriptive text based on Surface Strategy Taxonomy at

second grade of SMAN 1 Pesisir Tengah Krui. U-JET: Unila Journal of

English

Teaching, 6(3), 1-8.

Cholipah. (2014). An Analysis of Students’ Error in Writing Recount Text (A Case Study

in Second Grade Students of SMP Trimulia Jakarta Selatan). Jakarta: State

Islamic University Syarif Hidayatullah Jakarta.

Damerik, M. (2010). Brief Description of English Primary Auxiliary Verbs. Publish

repository USU. AC. ID.

Djulaikah, S. (2016). Error Analysis On The Auxiliary Verbs Made By The Tenth Graders

Of Man 2 Samarinda. Lingua: Jurnal Bahasa, Sastra, Dan Pengajarannya,

 38

13(1), 103-114.

Dibdyaningsih. H & Sudarso, H. (2019). An Error Analysis of Using Auxiliary Verb in

Islamic Mathematical Complex Question made by mathematics Department

Students. SELL Journal. Vol. 4 No. 1-10.

Elmaida, E. (2020). An Analysis of Students ‘ability in Using Auxiliary Verb of Passive

Voice Sentences At Third Semester of Stkip Ypm. Elp (Journal of English

Language Pedagogy), 5(2), 28-34.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems,
Factors,

and Suggestions. Journal of Education and Social Sciences, 4(2), 81-92

Hasanah, U. (2020). A Study on Students'ability In Using Modal Auxiliary For Writing

Recount Text of Eleventh Grade At Ma Hasanah Pekanbaru (Doctoral

Dissertation, Universitas Islam Negeri Sultan Syarif Kasim Riau).

Hayat, M. (2015). Importance of the Usage of Multiple Auxiliary Verbs in English

Language

in the Corpus Approach / Group Learning of the Students of Bachelor Level

in District Kohat, 5(3), 221-228

Khoerunnisa, D. (2011). Improving Students Understanding of Modal Auxiliary Verb

“Will’

and “Would” by Using Contextual Teaching and Learning Method (CTL):

Jakarta

Kurniati Nurlaila, N. K. (2019). An Analysis of Students ‘difficulty in Using Modals at The

Second Semester Of the Eleventh Grade Of Ma Al-Fatah In The Academic

Year Of 2018/2019 (Doctoral Dissertation, Uin RadenIntan Lampung).

Latif, S. (2016). Error Analysis of Semester Ii Students Of English Education Study

Program In Using Assistant Verbs In Writing At Khairun University.

Education,

13(1).

Ma’mun, N. (2016). The grammatical errors on the paragraph writings. Vision: Journal
for
 39

Language and Foreign Language Learning, 5(1), 95-131.

doi:10.21580/vjv5i1862

Nihayah, Inni. (2011). Error Analysis on Using Modal Auxiliaries “Must” and “Have” of the

Second Grade Students of Junior High School at MTsN 1 Pandeglang”:

Banten.

Putri Rahayu, R. A. (2018). The Use of Song as Medium to Improve The Students
Auxiliary

Verb Mastery Among the Eight Grade Of The SMP Ma'arif 1 Metro (Doctoral

dissertation, IAIN Metro).

Sholihin & Haris, A. (2020). Error Analysis on Grammatical Aspects in The Students

Writing Essay (Case Study At The Fourth Semester Students Of English

Education Programme Of STKIP Taman Siswa Bima). Jurnal Bahasa dan

Sastra Budaya: Tamaddun Life, vol.19.

Solihah, D.K. (2017). Grammatical Error Analysis in The Fourth Semester Students’
Essay

Writing at University of Muhammadiyah Sidoarjo.

Surbakti & Silviana, R. (2016). An Analysis of Auxiliary Verb and Conjunctions Used in

The Jakarta Post Newspaper. (Online),

(http://repositori.usu.ac.id/handle/123456789/18507, accessed on March

20th 2020)

Yunhadi, Wuwuh. (2017). Error Analysis on the Auxiliary Verbs Made by Vocational High

School Students. Kutai Kartanegara. Thesis.