CHAPTER I

INTODUCTION
This chapter presents the general account of present study. It covers
background of research, reason for choosing the topic, problems of the research, aims of the
research, contribution of the research, and clarification of term.
A. Background of the Research
Language is a system of speech sounds, which implies orderly arrangement
of the signaling units used by language (Ramelan, 1!"1#$. These are not put
together at random but they have to be arranged according to a certain definite
pattern.
%nglish is an international language and it is very widely used by million of
people through out the world. &hen the people in this world of different nationalities
meet, %nglish is often the only common link between them. %nglish is commonly
used in science, technology, business, knowledge, education, etc.
In Indonesia, %nglish is regarded as one of the foreign languages. %nglish
has been taught and learned as a school sub'ect. %nglish has been taught from
%lementary (chool level until university. %nglish has become compulsory sub'ect
from )unior *igh (chool level until university.
Though %nglish has been taught as one of compulsory sub'ects, it is a fact
that many students face problem in comprehending their te+tbook, in using good
1
grammar or carrying out communication. The students think that learning %nglish is
difficult. It is not surprising because every language has its own system of rules.
,Language is a system which is based on rules and language is ac-uired from its
system. /homsky in 01ies (12"!!$. The system of rules of %nglish is different
from that of Indonesia because every language has its own grammar.
%nglish is felt difficult to be learned for students because the language
system between Indonesia and %nglish is different. %nglish language has four skills,
they are reading, speaking, listening, and writing. %nglish language also has
elements3 there are structure or grammar, vocabulary, pronunciation, and spelling.
Learning the skills and the elements of %nglish language is not easy. This is the one
factor of the reasons why this sub'ect is unsatisfactory. 4ased on the observation
when the writer was in teaching practice many students still got difficulties and
confused in learning structure or grammar. It is known that from many %nglish
structural features, the tense is the most difficult component to learn. It is very
complicated. The biggest problem is how to make sentences in right tense. To make a
tense a correctly, firstly students should know the structure and the meaning of the
tense.
5+ford Learner6s 7ocket 8ictionary (19"1#!$ defines that grammar is rules
for forming word and making sentences. (imple present tense is one of the %nglish
tenses a part of grammar. 01ar in :undamental of %nglish ;rammar (1<"<$ says
that (imple 7resent Tense is verb which are used for events or situation that e+ist
always, usually, or habitually in the past, present, and future.
!
In %nglish language, there are 1! kinds of tenses. 5ne of them is (imple
7resent Tense. (imple 7resent Tense has been taught from ;rade (i+ at %lementary
(chool until grade nine at )unior *igh (chool. (imple 7resent Tense has its own
rules and also different from one of tense to another. =any students still get
difficulties and confused in making (imple 7resent Tense. It is because they do not
really master the tense. They also do not know the rules and the system of (imple
7resent Tense. Their Indonesia tense are still reflected in their %nglish tense and
make their %nglish tense ungrammatical and difficult to understand.
=ost of language users think that writing skill is the most difficult one,
moreover for the beginner write whose mother tongue is not %nglish. The real
situation now shows that most language learners can not write well because they are
lack of writing competence. =ost of their writing or a piece of writing is not easy to
understand. &riting, as we know, is more comple+ than grammar, so they usually
make mistake in spelling or grammar.
4ased on the fact and the e+planation above, the writer is interested in
studying the (tudent6s /ompetence of >sing the (imple 7resent Tense in &riting at
the :irst ;rade (tudents of (=7 ?egeri 1 Rawalo in 0cademic @ears !AA B !A1A.
B. Reason for Choosing the Topic
There are several reasons why the writer chooses
1. It is very interesting for the researches because grammar is a basic knowledge of
%nglish.
!. (imple present Tense is one kind of %nglish tenses should the mastered by
<
students. This matter make the students get confused. They are supposed to make
many errors in making sentences using (imple 7resent Tense.
C. Pro!e" of The Research
4ased on the fact above the problems of this study are"
1. *ow good is the students6 competence in using (imple 7resent Tense in writing
by the first grade students at (=7 ?egeri 1 RawaloC
!. &hat kinds of errors are made by the students of using (imple 7resent Tense in
&ritingC
D. Ai"s of The Research
This research is aimed at"
1. :inding out how good the students6 competence of using (imple 7resent Tense in
writing.
!. :inding out the common errors that the first grade students of (=7 ?egeri 1
Rawalo made in the use of (imple 7resent Tense in writing.
E. Contriution of The Research
0fter doing this research, the writer e+pects that result of this research will give
valuable contribution for the students and the teacher.
1. :or The (tudents
To understand their competence in (imple 7resent Tense in writing, so they can
reali1e their weakness and study hard about it.
!. :or The Teachers
D
The teacher can anticipate the problems when they teach structure and give more
e+planation about structure especially (imple 7resent Tense.
#. C!arification of The $e% Ter"s
The key terms are clarified as follows"
1. (tudy
In advanced Learner6s 8ictionary the word study means the activity of someone
or group in learning or gaining something to get knowledge. (*ornby,
19"11#E$
!. (tudents6 /ompetence
a. student
Student is person who is studying at a college, polytechnic, boy or girl
attending school. (*ornby, 19"11#E$
b. /ompetence
Competence means person6s knowledge of his language of the mastery of
system of rules of his language. (Ramelan, 1!"D2$
<. >sing
In the new 5+ford 8ictionary the word Using means"
,%mploy for a purpose as instrument or material" put into apparitions..
D. (imple 7resent Tense
01ar in :undamental of %nglish ;rammar (1<"<$ says that (imple 7resent
Tense is verb which used for events or situations that e+ist always, usually, or
habitually in the past, present and future.
9
9. &riting
&riting in this research is guided writing, where the students are asked to make
some sentences based on instruction and picture provided.
2
CHAPTER II
THEORETICA& RE'IE(
This chapter will cover some theories related to this study. This discussion
focuses on definition of grammar, the importance of learning grammar, tense system as one
of the learning problems, some potential problem in learning simple present tense, simple
present tense, writing, type of writing test and error analysis.
A. Definition of )ra""ar
7eople were born an individual and social human. 7eople can not live
without the other people. To communicate with the other people in this life needs a
language. Through a language can communicate and cooperate with others. %very
language has its own grammar as a rule. To understand the communication with the
other people must use a language grammatically. It is because grammar is an
important rule in language.
These some definition of grammar which have the same meaning in principle
that is Frule6"
&ebster (1E2"D!1$ stated that grammar is the study or science of the usages
of a language, the forms and synta+ of its words.
In different way, &ebster in &ebster6s online 8ictionary state that grammar
is the science which treats of the principles of language, the study of form of speech,
and their relations to one another, the art concerned with the right use and application
E
of the rules of a language, in speaking or writing.
*ornby (1#"9D!$ state that grammar is study or science of rules for
forming word and combining them into sentence.
0ccording to %astman in 8;I %astman, grammar is branch of linguistic
dealing with the form and structure of word (=orphology$ and their interrelation in
sentences ((ynta+$. The study of grammar reveals how language works.
:rom the definition of grammar above, it is clear that grammar has many
definitions. 4ut basically the definition of grammar has the same point of view that
grammar is a set of language which shows to deliver a message and produce a good
sentence. (o, that the learners will understand the meaning of the message and the
sentence correctly and can use the grammar well in speaking and writing.
B. The I"portance of &earning )ra""ar
The ob'ective of %nglish language teaching in secondary school is to develop
the students6 %nglish skills, which cover reading, listening, speaking and writing
skill. Those skills are supported by language elements such as structureBgrammar,
vocabulary, pronunciation and spelling. *owever the skills and the language
elements are not taught separately, but in an integrated way. ;rammar is the basic of
learning language. &ithout grammar, it will be difficult to catch meaning.
%very language has its own grammar especially %nglish. %nglish grammar is
a set of rules by which people speak and write. The language classroom is a place
where learners receive grammar systematically, which is provided with opportunities
for practicing the new features of the language. To use a language properly, we have
#
to know the grammatical structure of the language and their meanings. The grammar
must be learnt, so that while using a language both speaker and listener or writer and
reader can understand the message that is conveyed by each of them. (ometimes,
misunderstanding occurs between speaker and his speaking partner or the writer and
reader which caused by the composition of sentences having incorrect grammatical
pattern.
0lthough, grammar is not the first priority of the teachingGlearning goals in
%nglish teaching, it does not mean that grammar is not necessary and important to be
learnt. =c Hay in ?unan (11"19D$ says that the primary purpose of instruction on
grammar is to help our students use %nglish correctly and appropriately. It will make
a fluent communication with other easily.
C. Tense *%ste" as One of the &earning Pro!e"s
Tense is part of %nglish language and very important. Tense has its own
system which different from another language. :rom this difference of system many
people who learn tense of %nglish language find difficulties. If we want to learn tense
correctly and easily, we must understand the system of that tense. 4eside that we
must also know the form and the meaning of the tense it self. 0fter we know the
system, form, and the meaning of tense, it is easily for us to use tense either spoken
or written.
In this section the %nglish tense are describe completely. 0ccording to
=as6ud (1#" !2$, tense which related with time are kinds, are there 7resent, 7ast
and :uture. &hile tense which related with the perfectness level are D kinds, there are

7resent, 7rogressive, 7erfect and perfect 7rogressive. (o there are 1! of tense.

D. *o"e Potentia! Pro!e"s in &earning *i"p!e Present Tense
%very language has it6s own system and rule. %nglish language has many
systems in making sentence. It is very different from the system of Indonesian
language. 4ecause of that it makes some problems for students to make sentence in
%nglish language.
1. (ub'ect I 7redicate
The (ub'ect is the person, thing or idea that the sentence is about. (*all,
1<"!1$.
The predicate is a word which e+plains the sub'ect. (=as6ud, 1<"<$.
In %nglish, a sentence must have a predicate (verb$. If there is no verb, so it
must have au+iliary verb.
(entence contains a sub'ect and predicate (verb$. 4ut it depends on the
sub'ect. In (imple 7resent, if the sub'ect is third person singular (*e, (he and It$, the
verb will be added by JesBGs. :or other sub'ects (I, @ou, &e and They$ the verb is
used without JesBGs.
a. %+ample for sub'ect the third person singular (*e, (he and It$
*e usually does it well.
(he loves me so much.
It depends on your opinion.
b. %+ample for sub'ect I, @ou, &e and They
I know the answer.
1A
@ou always come late.
&e practice %nglish everyday.
They study hard.
:or the e+ample above, we know that there are difference on the use of verb
between the third person singular and the others of the third singular. It never
happens in Indonesia language. It makes confused the students and they often forgot
to add JesBGs in verb for sub'ect the third person singular when make (imple 7resent
Tense.
!. 0u+iliary Kerb
0u+iliary verb is used together with another verb to e+press the meaning
especially in grammar.
The kind of au+iliary verb"
a. To be, To do, To have
b. =odal au+iliaries " can, may, must, ought, shall, will, could,
might, had to, should and would.
c. (emi J modal " to need, to dare and used.
The au+iliaries to be, to do, to have are"
1. To be " is, am, are, was, were and been.
!. To do " do, does, did and done.
<. To have" have, has, and had.
In this research, the writer discuss about (imple 7resent Tense, so the
au+iliaries for (imple 7resent Tense are"
11
a. To be " is, am and are.
b. To do " do and does.
c. To have " have and has.
These are the functions of au+iliary verb"
1$ Linking (copulative$ Kerb
Linking verb is an au+iliary which is used to combine sub'ect and
predicate. The au+iliary verbs which are used as linking (copulative$ verb
are" to be (is, am and are$.
%+ample" Ice is cold.
I am a student.
&e are very happy.
:rom the e+ample above, ,is, am and are. are used as ordinary verb
which used as linking (copulative$ verb, i.e. verb which used to combine
sub'ect and predicate.
!$ To do" do and does.
a$ /an use as usual verb which has meaning ,perform.
(menger'akan$.
%+ample" I do my homework every night.
b$ /an use as au+iliary verb in interrogative form.
%+ample" 8oes he do his duty wellC
8o I do my homework every nightC
<$ *ave" have and has.
/an is use as usual verb which has meaning ,posses. (mempunyai$.
1!
%+ample" I have a new computer.
*e has beautiful house.
&e have a funny dog.
4y knowing the function of au+iliary verb, we can use it well when make
(imple 7resent Tense.
The following table shows us clearly e+planation about au+iliary verb
Person Au+i!iar% 'er of *i"p!e Present Tense
*ingu!ar,
I
@ou
(he B *e
P!ura!,
&e
@ou
They
0m 8o *ave
0re 8o *ave
Is 8oes *as
0re 8o *ave
0re 8o *ave
0re 8o *ave
It is clear that au+iliary verb is, does and has only used for the sub'ect the
third person singular sub'ect. There is no in Indonesian language. 4ut in using it
many students still get confused and forget it.
<. The other some potential problems in Learning (imple 7resent Tense is using
adverb.
The (imple 7resent Tense is often used with adverbial of time, adverbial of
1<
place, adverbial of fre-uency, etc" as follow"
a. 0lways.
%+ample" I always get up at E o6clock.
b. >sually.
%+ample" ?ita usually go to school on foot.
c. 5ften.
%+ample" They often come to my house.
d. (ometimes
%+ample" Kina sometimes comes late.
e. ?ever.
%+ample" (he never comes late.
f. %very afternoon.
%+ample" ;ilbert and his brother play football every afternoon.
g. 0t night.
%+ample" =y sister goes to bed at night.
h. 5n (aturday.
%+ample" =y mother goes to supermarket on Saturday
i. Twice a week.
%+ample" >mar go to swim twice a week.
'. %very week.
%+ample" I go to my grandmother house every week.
0dverbial of place is placed before adverbial of time. If predicate in a
1D
sentence is not verb (nominal sentence$, so it has to use to be (is, am and are$ as
au+iliary verb B linking verb.
%+ample" I am a student.
(he never comes late.
They are in the class.
Ice is cold.
4ut many students still do not understand the use of adverb in (imple 7resent
Tense. They do not pay attention to the sentence when that sentences using adverb
and au+iliary verb. (o, many students still make mistakes in making (imple 7reset
Tense.
E. *i"p!e Present tense
*ornby (1#"1<!D$ e+plain that tense is any of the form of a verb that may
be used to indicate the time of the action or state e+press by the verb, the present,
past and future. In the ;lolier International 8ictionary (1#1"1<!E$, it is stated that
tense is any of inflected forms in the con'ugation of a verb that indicate the time
(past, present or future$.
:rom the definitions of tense above, it is clear that there are three main
tenses" 7resent, 7ast and :uture tense. In each tense there are four tense, i.e." (imple,
/ontinuous, 7erfect and 7erfect /ontinuous.
In this research, the writer 'ust will discuss (imple 7resent tense.
19
-. The #or" of *i"p!e Present Tense.
The 0ctive Koice of (imple 7resent Tense is as follows"
-. PO*ITI'E
I B @5> B &% B T*%@ I Kerb 1 I 5b'ect
*% B (*% B IT I Kerb 1 I sBes I 5b'ect
%+ample" I work hard.
@ou always come late.
&e practice %nglish everyday.
They study hard.
*e gets up at E o6clock.
(he studies from # to
/. NE)ATI'E
I B @5> B &% B T*%@ I 85 ?5T I Kerb 1 I 5b'ect
*% B (*% B IT I 85%( ?5T I Kerb 1 I esBs I 5b'ect
%+ample" I do not know the answer
@ou do not speak :rench.
&e do not practice %nglish everyday.
They do not study hard.
*e sometimes does not understand me.
(he does not love me at all.
0. INTERRO)ATI'E
85 I I B @5> B &% B T*%@ I Kerb 1 I 5b'ect
12
85%( I *% B (*% B IT I Kerb 1 I esBs I 5b'ect
%+ample" 8o I pass e+amC
8o you know the answerC
8o we practice %nglish everydayC
8oes he do his duty wellC
8oes she hate meC
8oes it matterC
The interrogative 7atterns are"
1. @es B ?o Luestion or (hort 0nswer.
a. Luestion " 8oes (arah like coffeeC
(hort answer " 1es2 she does.
b. Luestion " 8o =r. and =rs. 0llen like teaC
(hort answer " No2 the% do not.
c. Luestion " *ave you any moneyC
(hort answer " %es2 I ha3e.
d. Luestion " *as she a carC
(hort answer " No2 she has not.
In the short answer above" 1es2 she does mean 1es2 *arah !ikes coffee2 No2
the% do not mean No2 4r. and 4rs. A!!en do not !ike tea, 1es I ha3e mean 1es2 I
ha3e an% "one%, No2 she has not mean No2 she has not a car.
Ha3e 5 has in negative and interrogative form can use do.
%+ample" 8o you have any moneyC
8oes she have a carC
1E
I do not have any moneyC
(he does not have a carC
Remember"
In the (hort answer, the answers are"
1es, I a"
@ou, we and they are
*e B she B it is
I, you we and they do2 ha3e
*e B (he B It does has
?o, I a" not
@ou, we and they are not
*e B (he B It is not
I, you we and they do not 5 do not ha3e
*e B (he B It does not 5 does not ha3e
!. Luestion word B *ow I ( I Inf.
&hen use the Luestion &ord, the Luestion &ord uses before Do 5 Does.
DO 5 DOE* 6 * 6 '
1#
&here
&hat
8o
8o
8oes
8o
8oes
you
your friends
/hrist
your parents
this word
work
live
play
liveC
=eansC
in the morningC
near hereC
TennisC
(pelling :inal 7s and 7es"
1. :inal Gs not Ges is added to most verbs.
%+ample" *appen *appens
0nswer 0nswers
!. =any verb and in Ge. :inal Gs is simply added.
%+ample" *ope *opes
&rite &rites
<. :inal Ges is added if the verb ends in Gch, Gsh, Gs, G+, or G1.
%+ample" &ash &ashes
:i+ :i+es
D. :inal Ges is added if ends by vocal Go.
%+ample" 8o 8oes
;o ;oes
9. If a verb ends in a consonant I Gy, change the Gy to Gi and add Ges.
%+ample" (tudy (tudies
1
Try Tries
2. If a verbs in a consonant I Gy simply add Gs.
%+ample" 7ay 7ays
4uy 4uys
Kerb do not change if it is to be ahead of can2 cou!d2 "ight2 "ust2 sha!!2
shou!d2 8i!!2 8ou!d2 do2 does and did although the (ub'ect He2 *he and It.
/. The Use of *i"p!e Present tense.
0ccording to 01ar (1<"<$, the use of (imple 7resent tense as follows"
a. To e+press daily habits or usual activities.
%+ample" I usually eat lunch at the cafeteria.
b. To e+press general statements of fact.
%+ample" 4abies cry
c. >sed for events or situations that e+ists always, usually or habitually in
the past, present and future.
%+ample" the sky is blue.
The other uses of (imple 7resent Tense are"
a. To state something happens now.
%+ample" =ary sings beautifully.
b. /an be used as 7resent 7rogressive Tense if the certain verb can not be
used in 7resent 7rogressive tense3 e.g." believe, agree, consider, e+pect,
like, know, prefer, remember, wish and want
%+ample" I love you.
!A
c. /an be used to state future time.
%+ample" I arrive in /hina on :riday.
(=as6ud, 1#"!2$
The (imple 7resent Tense is used to talk about things in general. &e are not
thinking only about the present. &e use it to say that something happens all the time
or repeatedly or that something is true in general. It is not important whether the
action is happening at the time of speaking.
%+ample" The earth revolves around the sun.
(=urphy, 1#9"D$
a. To show actions that already been planned, especially when they refer to
travel.
%+ample" *e leaves (ingapore in the morning and arriving at *ongkong
in the same day.
b. :or an e+clamatory sentence.
%+ample" *ere come our friendsM
c. 0fter clauses of time like Fwhen6 and Funtil6 or condition Fif6 and Funless6
to show a future action.
%+ample" If you are not careful, you will fall into the pond.
(Luah, 1<"!9$
a. To e+press commands or re-uest.
!1
%+ample" 7lease let me know how you get along.
b. To e+press future time with a future time adverbial.
%+ample" (he leaves ne+t week.
c. &hen used with the verb do, shows emphasis.
%+ample" 8o write to herM
(%. &ishon N =. 4urks, 1#A"1A$
#. (riting
-. The Definition of (riting
&riting is one of the important language skills, which is used indirectly in
communication.
It can be used as a means of communication to convey message by using
written language or symbols. It is able to function as a way of recording spoken
language. (o, if spoken language is a system of symbols and writing representation or
symbol of language (Ramelan, 1!"1D$.
&hen people write, people communicate their ideas by means of
conversational symbols that ate traced, incised, drawn, or other wise formed on the
surface or some material such as bamboo, papyrus, stone, metal and paper.
4arli 4ram (19"E$ states that to write means to try to produce or reproduce
written message. 0ccording to Laner (1#1"1$ writing is a way of making meaning
from e+perience for us and for others. It serves as the most available and the most
compelling way because the outcome, visible language, is a satisfyingly permanent
record of thought and feeling.
!!
The writing skill is comple+ and difficult to teach, re-uiring mastery not only
of grammatical pattern but also of the rule of the writing such as high degree of
organi1ation in the development of ideas and information, choosing the vocabularies,
and sentence structure to create a style which is appropriate to sub'ect matter.
/. The Princip!e of Eng!ish (riting
4efore we write, we need to determine what to write, we should have
something meaningful to convey. To put forward our message successfully, it is
necessary for the writer to understand the principle of writing. Troyka (1E9"!EA$
declares that there are si+ principle of writing, namely"
1. 7lanning
It concern with the ability to gather ideas and think about a focus. There
are seven ways to gather ideas for writing, those are"
a. Heeping an idea book.
b. &riting in a 'ournal.
c. :ree writing.
d. 4rainstorming.
e. >sing the 'ournalist6s -uestion.
f. =apping.
g. Hnowing when to read for writing.
!. (haping
(haping is the way to organi1e the material3 making the transition from
gathering ideas to drafting an essay into a logical structure.
<. 8rafting
!<
8rafting means getting into sentences and paragraph. In the writing
process, drafting is necessary for it helps to write order ideas.
D. Revising
Revising means the ability to evaluate the draft. &e access the first draft
and decide when improvements are needed. This process continues until it
in better.
9. %diting
%diting is the technical correctness that focuses on surface feature3 we pay
attention to the correct grammar, spelling, punctuation and the correct use
of capitals, number, italic and abbreviations.
2. 7roof Reading
7roof reading concerns with the checking of typing error. &e have to
make sure that our writing is accurate and clean transcription.
0. The Process of (riting
&riting process is a process which writer begins to write down their ideas on
paper, which is valuable aid to the whole learning process (0nn Raimer, 1#<"1!$. In
reality students sometimes complains as they often do about how difficult it is write a
second language. They do not only talking about the difficulty in finding the words
and using the correct grammar but also in finding e+pressing ideas in a language
target.
In this section there are several steps of the writing process as following"
!D
a. :ind %nough Topic
&hen we want to write, we must get what topic will be written. 0nn Raimer
(1#<"1D$ in their book Techni-ue in Teaching &riting says that a good topic is
seldom e+plored beyond the one composition that students write.
The topic is usually taken from several things such as e+perience, book
which is ever read their interest, etc. then the students can e+plore the sub'ects as
fully as possible what they are interested. They will develop their ideas from it. In
other words, finding enough topics means dOfinding a few e+cellent topics of interest
to students and building a whole series of assignment around them.
b. The 7rocess of /omposing
The writing of composing involves the student in manipulating words in
grammatically correct sentences and linking those sentences (*eaton, 1E9"1!E$. 0
student who wants to get good writing also attends situation, which can be used as
inspiration of their writing composition. It is provided with necessary stimulus and
information re-uired for writing. (ituation composition used to give easy for students
in presenting with a specific situation and conte+t in writing.
*eaton sated the e+ample of situation composition that can be used in writing
as the following"
1. Read a letter or a te+t.
!. Read a conversation.
<. Read a table containing information.
D. Read information conveyed in the form of a simple graph or histogram.
9. The stimulus for a situational composition may be taken from of note.
!9
2. The stimulus for a situational composition may from pictures.
(*eaton, 1E9"1!$
0fter the have situational composition, they will get an idea to write.
c. The 7rocess of Improving
&hen a student has known all e+perience of writing, then he begins to
improve his writing. It is shown in grammatically correct sentences and good
composition of writing. The other important thing is responding positively to the
strength of a student6s writing in building up confidence in the writing process.
*eaton also suggests variety necessity for writing good process into four
mains as follows"
a$ ;rammatical skills " the ability to write correct sentences.
b$ (tylistic skills " the ability to manipulate sentences and
use language effectively.
c$ =echanical skills " the ability to use correctly those convections
peculiar to the written language, e.g." punctuation,
spelling.
d$ )udgment skill " the ability to write in an appropriate manner
for a particular purpose with a particular audience
in mind, together with an ability to select, organi1e
and order relevant information.
(*eaton, 1E9"1<#$
4ased on the e+planation above, the beginning writers such as students
usually face difficulty in starting. 0ctually they should reali1e what they think first,
!2
then put it down on paper. They should not e+pect that word they put on paper will be
perfect right way.
9. The Re:uire"ents of Eng!ish (riting
In %nglish, to put forward meaningful and well formed written message is
necessary for helps the readers understand the writer6s thought. &riting skill is often
considered to reflect someone B writer6s level education. &hen we write %nglish we
must check to make sure that we do not make any of the grammar mistakes. 4arli
4ram (19"99G92$ declare that there are seven re-uirement of wellGformed writing,
namely"
1. /oncord
a. &e should make sure that we use the masculine and feminine
pronoun correctly.
%+ample" =y sister goes to school.
b. &e should make sure that we use the correct singular and plural
verbs pronouns.
%+ample" ,Things which interferesP.
c. &e should make sure that we use the correct forms of the nouns after
the following words.
1$ One, a, an, each, another and every, are followed by countable
singular noun.
%+ample" (he buys one book.
!$ Two, three, etc3 many, these, those and a few, are followed by
!E
countable plural nouns.
%+ample" two books, many books.
<$ That and this, are followed by countable and uncountable singular
nouns.
%+ample" This book, that house.
D$ Much is followed by uncountable noun.
%+ample" I do not have much money.
!. :inite verbs
&e should make sure that every simple sentences and the principle
(main$ clause in every comple+ sentence each contain a finite verb.
%+ample" (he happy.
<. Tense
&e do not change the tense from present to past or from past to present
unless we have a good reason
%+ample" There are many people in the room.
D. Kerb ;roup
&e should make sure that the verb in -uestions and negative
constructions have the correct form.
%+ample" (he does not allow.
9. 0rticles
a. If we use singular countable noun, we should make sure that we put
a or the or similar word before the noun.
%+ample" *e buys a book.
!#
b. If we use uncountable noun, we should make sure that we do not put
a before the noun.
%+ample" *e gives me a useful information.
c. If we used the name of person, town or country we should make sure
that we do not put a or the in front of it
%+ample" *e lives in the 0merican
2. 7unctuation
&e should use a capital letter at the beginning of every sentence, a full
stop at the end of every statement and a -uestion mark at the end of
every -uestion.
%+ample" write this paper by myself.
a. &e should use capital letter to begin name of person, town or
country.
%+ample" =y home town is Cilacap.
b. &e should make sure that we use the possessive apostrophe
correctly.
%+ample" That is my father!s car.
E. (pelling
a. &e should make sure that we use there, their, then and than
correctly.
b. &hen a word ends in p, t, d, m, n, l and s short vowel in its final
syllable the consonant should be doubled when the suffi+es Gable, Ged
!
and Ging are added. &hen the final syllable contains a long vowel the
consonant should be doubled.
c. If we use word that spell sound "i# " with the letter i and e, we should
use this rule for their order.
). T%pes of (riting Test
4oth sub'ective and ob'ective test can be constructed to evaluated students6
competence in writing skill. The sub'ective writing test can be form the writing of a
composition or essay writing. 0 composition is the ability to write a short
composition based on ideas that have been prepared (0le+ander, 1#D$. %ssay
writing, on the other hand, involves far more than the production of grammatically
correct sentence3 it demands creativity and originality, since it is generally intended
not only to inform but also to entertain (*eaton, 1E"1!E$.
=eanwhile there are many kinds of ob'ective test of writing based on
*eaton6s e+planation in his book F&riting %nglish Language Test6. *e categori1es
type of ob'ective test of writing into several points of view. They are"
1. 5b'ective tests of writing" reference, linkage and e+pansion.
T%pe -, 4u!tip!e7choice ite"s, rep!ace"ent.
In each of the following e+ample the test is re-uired to replace the
underlined word with the correct option.
T%pe /, 4u!tip!e7choice ite"s, co"p!etion.
T%pe 0, Co"position ite"s.
!. 5b'ective test of writing" mechanic, i.e. evaluated in the use of
<A
punctuation and spelling.
$unctuation
%+ample" 7ut the correct punctuation and capital letters.
Spelling
The test is re-uired to select the word which is incorrectly spelt,
H. Error Ana!%sis
Learning is an effort to get new changes entirely as an individual e+perience
to make an interaction with their environment ((lamento, 1#3 !$
(unoco (1#"D$ states that mastering the second language is a process that is
clearly unlike first language learning in its trial and error neuter. In learning process
there must be mistake that is done by the learners (Richards, 12"9$. It is inevitably
that learners, in learning the second language will make some errors and mistakes
about the use of language rules because the rules of their mother tongue are different
from the target language.
In Indonesian, %nglish is a foreign language which is studied by students.
%very language has its own systems and rules that are different from any other
language. 4ecause of the different in the system and rules of language, many students
often make errors.
4efore we come to the discussion of error analysis, it is better for us to know
the different meaning between ,mistake. and ,error.. The word error and mistakes
refer to what is not in accordance with truth, accuracy, right or propriety. =any
e+ample error and mistake may be used interchangeably. Richards (1ED"!9$ states it
<1
will be useful therefore here after to refer to errors of performance as mistakes,
reserving the term error to refer to reconstruct his knowledge of the language date.
*e argues that ,mistake. refers to of performance and it is unsystematic, while
,error. refers to error of competence and it is systematic.
0ccording to Tarigan (19"E9$, that mistake means ,kekeliruan. and error
means ,kesalahan.. *e e+plains that mistake refer to errors of performance (e.g.
wrong pronunciation, words se-uence, intonation, etc$. =istake usually occurs when
the language users do not pay full attention because of feeling tired, sleepy, etc in an
interaction, so they forget how to use the correct language system or rules, that in
fact, they have understood well or known it before. &hile error refer to errors of
competence (e.g. wrong application of language grammar, language function, etc$.
%rrors occur because the language users really have not understood or even do not
know at all the language system or rules or grammar should be applied in that
interaction.
8iscussing about the kind of errors, there are two types of errors, namely"
1. Interlingual error
It is an error that is caused by the first language (mother tongue$
interference towards the target language being learned.
%+ample" I use new shoes.
The learner uses ,use. for all kinds of things that he uses.
!. Intralingual error
It is an error, which is caused by the difficulties, which are
e+perience by the learner because of the target language itself. *ere,
<!
there is no interference of mother tongue to target language, so they are
called LI independent errors.
((elingker, 1E1, Tarigan, 19" 1E1$
(Richard, 1E1, Tarigan, 19"#9$ e+plain the causal factors of intralingual
errors are"
a. 5ver generali1ation
Richard (1#9$ in Tarigan (19"#2$ states that over
generali1ation is the creation of one deviant structure in place of two
regular structure. It happens whenever the students e+plain a norm of
the target language grammar not in the right position, but to the wrong
language item.
%+ample" *e is walks
It is occurs
(There are to be and present verb in one sentence.
b. Ignorance of rules restrictions
It means that there are some applications of rules to the
inappropriate conte+t. It happens whenever the students do not know
the simpler norm of the target language.
%+ample" This is not fit to drink it
This is the king6s horse which he rides it every day.
(The learner uses ,it. twice and ignores the rule restrictions of the
ob'ect use$.
<<
c. Incomplete application of rules
It means that rules which are needed to produce acceptable
utterances. It happens whenever the students do no apply the complete
norm of the target language of a certain language item.
%+ample" &ill they soon be readyC @es, they soon are ready.
(The answer should be ,@es, they will soon be ready$.
d. :alse concept hypothesi1ed
It means that false understanding to differentiate the concept of
the target language usage. It happens whenever the students have
wrong concepts or system of language.
%+ample" *e is speaks.
(The learner has understanding that ,is. used to state a present event
by ignoring the other rule restrictions$.
0ll mention above is made for the first time because of the errors of the
students learning strategies and the teaching learning process.
%rror analysis is a produce that is usually used by the researcher and the
teacher, which consist of collecting sample, identifying the errors in sample,
clarifying the error itself, classifying the error according to the causes and evaluating
the error (%llis in Tarigan, 19"2#$.
There are the aims of error analysis"
1$ To determine the order of material items this will be given to the students in
the class.
<D
!$ To determine the order of stress, e+planation and e+ercise of given material
items.
<$ To plan e+ercise and remedial teaching.
D$ To choose test items to measure the students6 comprehension.
(Tarigan, 19"2$
0ccording to Kan %k in ?ababan (1<"1<E$, there are some steps of error
analysis, as follows"
a$ Identifying the error
The teacher should be sensitive in recogni1ing the type and form of errors
made by students.
b$ 8escribing errors
;enerally, errors can be described as errors in addition, omission, substitution
and coding words.
c$ Reconstructing the form
The teacher should reconstruct the wrong sentences made by students
become correct sentences.
d$ /larifying the errors
The teacher should looks for the causal factors of errors based in the
categories errors.
e$ %valuating the errors
It is done by analy1ing the data -ualitatively.
f$ 0voiding the errors
<9
The teacher should make a remedial e+ercise for the students. The remedial
e+ercise deal with the errors made by the students both structural and non
structural form.
There are some of more common errors found on students6 writing"
1$ ;rammatical %rrors
;rammatical errors are the most errors that is found on students6 writing.
!$ =isspelling and miscellaneous type (e.g. e+tra spaces between words,
words broken by e+tra spaces, missing words, repeated words, etc$.
<$ (tyle
In students6 writing, we often see that are too long paragraph and B or
paragraph with only one sentence. 0ctually, it should average 1AAG!AA
words and should generally contain at least three sentences.
CHAPTER III
<2
RE*EARCH 4ETODO&O)1
This chapter will cover methodology to this study. This covers method of
research, place and time of the research, population, techni-ue of collecting the data
and techni-ue of analy1ing data.
A. 4ethod of Research
0s a manner or a way which taken in the investigation, a method is
considered as an important thing. Research method refer to general strategy followed
in gathering and analy1ing the data necessary for answering the -uestion at hand,
because the investigation can be 'ustified if the investigator uses the right method.
0ccording to ?a1ir (1"91$, research method directs the researcher about the
se-uence how an investigation can be done.
In this study, the method that used is descriptive. It means that the student6s
studies are designed to get information concerning the current status of phenomena.
They are directed toward determining the nature of a situation as it e+ist it time of
study (8onald, 1E!"!#2$.
B. P!ace and Ti"e of the Research
The research conducted in the first year students of (=7 ?egeri 1 Rawalo on
<E
=ay.
C. Popu!ation
7opulation means a total number of groups consisting of sub'ect, which ha
predictable characteristic of features (?a1ir, 1"<!9$. &hile 0rikunto (1#"1A$
states that a population is the whole research sub'ect. In addition to this, 4est
(!AAD"1<$ states that a population is any group of individuals that have one or more
characteristic in common that are of interest to the researcher.
In this study the writer took population of the first year students of (=7
?egeri 1 Rawalo academic year !AAB!A1A.
1. (ample
(ample is a small proportion of population selected for observation and
analysis (4est, !AAD"1<$. &hile 0rikunto (1#"1A$ states that sample is a part of
population, which is representative to be researched. In determining the si1e sample
that should be taken, 0rikunto (!AA!"11E$ suggested that
f total number of population is less than %&& sub'ects, it is recommended
to take all the members of the population, then, if the number of the
research sub'ects is more than %&&, it is enough to take %&()%*(, +&()
+*( or more.
It means that not all the numbers of the population are taken. 0 good
sample is the representative of the population from which is be selected.
In this research the writer took 19Q of the total population.
Therefore, the numbers of sample were D! students from the whole class the first year
students of (=7 ?egeri 1 Rawalo academic year !AAB!A1A.
<#
!. (ampling
=ohammad 0li (1#E"2A$ states that the techni-ues of sampling are a
techni-ue or way to obtain a representative sample from population. In order to get
the D! samples out of !#< students, random sampling is used in this research.
In this case the writer uses the way of lottery. The use of this method
is easier because of the fact that it does not need difficult procedures to follow.
The procedure of taking the sample is as follows"
1$ =aking list of all students.
!$ ;iving ordinal number codes for all sub'ects.
<$ &riting all those codes for each student in small piece of paper.
D$ Rolling the paper putting them in a bo+
9$ (haking the bo+ and taking pieces of paper. =atching the
number on the paper with the number on the list. The name that
is matched is a sample (=ohammad 0li, 1#9"2!$.
D. Techni:ue of Co!!ecting the Data
:or the data collection, the writer used written test as an instrument. The test
is used to measure the students6 competence in using (imple 7resent Tense in writing
that sub'ective test. The sub'ective test consists of guide writing using picture and
making some simple present sentence. The score of sub'ective test depend on the
impression and opinion at the time scoring (*ening, 1#EG19$.
The writer uses test for collecting data of students6 writing achievement, with
criteria as of writing as follow"
1. /ontent (the idea that is e+pressed$
!. 5rgani1ation
<
<. Kocabulary
D. Language mastery (grammar$
(?urgiantoro, !AA1"<A#$
The test is constructed to measure the student6s mastery of (imple 7resent
Tense in their writing. %very aspect related the writing has scored !9 points, so the
total score is 1AA. The category of student6s score"
A !9 R bad B low
!2 9A R fair
91 E9 R good B high
E2 1AA R e+cellent
The type of test as shown on the table below"
?o Type of test (core
I
II
;uide writing using picture
=aking 9 simple present sentences
1 1AA
1 1AA
E. Techni:ue of Ana!%;ing Data
1. 8escription of the 8ata 5btained.
To know the individual students6 competence, the writer used the
percentage score formula as follows"
7 R + 1AA Q
&here"
7" 7ercentage of correct answer
:" :re-uency (number of correct answer$
?" ?umber of all items
((uharsimi 0rikunto, 11$
DA
The number will be presented in table of this kind"
?o ?ame of students : ? 7Q
!. /ategori1ing the student6s score
The level of category of individual respondent will determine using
categori1ation as follows"
a. Kery good if #1QG1AAQ of the answer are correct
b. ;ood if 21QG#AQ of the answer are correct
c. :air if D1QG2AQ of the answer are correct
d. 4ad if !1QGDAQ of the answer are correct
e. Kery 4ad if AQG!AQ of the answer are correct
(0rikunto, !AA!"2E$
<. 0naly1ing the error are made by the students
The percentage of incorrect answer will use the formula
7 R + 1AA Q
&here"
7" The percentage of errors made
:" :re-uency of incorrect answer for each item
(*ow many respondents do a certain item incorrectly$
?" ?umber of respondents (sample si1e$
D1
(=ohammad 0li, 1#9"1#D$
The result will be presented in a table of this type"
?o Kariant
(any incorrect answer$
: ? 7Q
:rom this guiding principle, the writer concludes that if DAQ o students tested
did done one certain problem, they had done test successfully and if EAQ or more
failed in the tested, they done the test unsuccessfully.
(core /riteria
/ontent
!EG<A
Kery good" /omplete information, substantive, complete in
developing writing, relevant with the problem.
!!G!2
;ood" %nough information, there is not substantive there is
not developing in writing and problem.
1<G12 4ad" There is not content and problem.
5rgani1ation
1#G!A
Kery good" :luently in e+pressing, clear in e+pressing the
idea, complete, well organi1ation, logic and cohesive.
1DG1E ;ood" Less in fluently, un organi1ing but clear in the main
idea, limited in supporting material, logic but un complete.
D!
1AG1<
:air" ?ot fluently, un regular idea, un logic in developing
idea.
EG 4ad" ?ot communicative, un organi1ing
Kocabulary
1#G!A Kery good" /orrect in a word choice, mastery in word from.
1DG1E
;ood" (ometimes, un correct in choosing the word but it
does not disturb the meaning.
1AG1<
:air" Limited in using word, often make a mistake in
vocabulary, and it can make changes the meaning.
EG
4ad" 4ad in choosing the word, less in vocabulary, un
valuable.
Language
!!G!9
Kery good" %ffective in comple+ construction, only few in
language mistake.
1#G!1
;ood" (imple construction but effective, few mistake in
comple+ construction, there is a mistake but it does no
change the meaning.
11G1E
:air" (erious mistake in sentence construction, un clear
meaning.
9GE
4ad" ?ot mastery in syntactical construction, many
mistakes, not communicative, un valuable.
D<