ERROR ANALYSIS IN USING TENSE AUXILIARY MADE BY THE EIGHT GRADERS AT SMP MUHAMMADIYAH 8 BATU
| Main Author: | POTRADINATA, SIHAB LAPOTO ADE |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2011
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/30924/1/jiptummpp-gdl-s1-2011-sihablapot-22470-INTRODUC-N.pdf http://eprints.umm.ac.id/30924/2/jiptummpp-gdl-s1-2011-sihablapot-22470-BAB%2BI.pdf http://eprints.umm.ac.id/30924/ |
Daftar Isi:
- Tense auxiliary is one of the difficult grammatical components in learning English as English for Second Language (ESL) / English Foreign Language (EFL) because the students found some difficulties in determining it in sentences. The students forgot to add "be" when they used auxiliary. Based on the consideration above, it is important to analyze the type of errors and the frequency of the errors made by the eighth graders in using tense auxiliary at SMP 8 Muhammadiyah Batu. This study used a descriptive research design because it was basically aimed at describing the errors made by the eighth graders in using tense auxiliary. The population of this study was the eighth graders; 30 students were taken as the sample of this study by using proportional random sampling. The data were obtained from the results of the test on tense auxiliary. After collecting and analyzing the data, it was found that the number of errors made by students in using tense auxiliary was 346 errors. They were 67 (19.36%) errors in omission. It was divided into 31 (46.27%) errors of simple deletion by using "be" and 36 errors (53.73%) omission of past participle (Verb III) in present perfect:-ed. The next type of errors made by students was addition errors amounting 77 (22.25%) errors. Namely, double markings in using"be" amounting 24 (31.17%) errors, addition of regular past tense amounting 32 (41.66%) errors, and simple addition amounting 21(27.27%) errors. Then, misformation errors amounting 129 (37.28%) errors which was divided into 75 (58.14%) errors in misformation in determining verb III after using of have and 54 (41.86%) errors in misformation in determining verb III after using of has. The last type of errors made by students was misusing errors amounting 73 (21.11%) errors. Namely, 24 (32.88%) errors in misusing of using "be", 30 (41.10%) errors in misusing of using have/has, and 19 (26.02%) errors in misusing of using will/shall. Based on the percentage of each type of errors made by students, it was found out that the highest frequency of the errors was misformation errors (37.28%) in which misformation in determining verb III after using have was the most dominant errors amounting 54 (41.86%) errors.