AN ERROR ANALYSIS ON SIMPLE PRESENT TENSE USED BY THE EIGHTH-GRADE STUDENTS IN WRITING DESCRIPTIVE TEXT AT SMP RADEN FATAH BATU
| Main Author: | Hernidita, Nuril Khaesaria |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38518/1/INTRODUCTION.pdf http://eprints.umm.ac.id/38518/2/BAB%20I.pdf http://eprints.umm.ac.id/38518/3/BAB%20II.pdf http://eprints.umm.ac.id/38518/4/BAB%20III.pdf http://eprints.umm.ac.id/38518/5/BAB%20IV.pdf http://eprints.umm.ac.id/38518/6/BAB%20V.pdf http://eprints.umm.ac.id/38518/7/LAMPIRAN.pdf http://eprints.umm.ac.id/38518/ |
Daftar Isi:
- English plays an important role in all aspects of national relationship with other countries in particular education. There are four skills which must be learned by the students. One of the skills is writing. Students have some difficulties in learning descriptive material due to the tenses. Students are confused how to apply tenses, in particular Simple Present Tense implemented in writing descriptive text. The objectives of this research are: 1) to know the types of errors made by the eighth graders in using Simple Present Tense in writing descriptive text at SMP Raden Fatah Batu, and 2) to know the way how the teacher helps the students to cope with the errors in using Simple Present Tense in writing descriptive text. In this research, the researcher used descriptive qualitative research. Data collection techniques used were interview and document. Instruments used to collect the data were interview guideline, tape recorder, and students’ writing task. The subject of this research was the eighth-graders of SMP Raden Fatah Batu as many as 32 students. Based on the research results, it can be concluded that there were 81 errors found from 32 written products made by the students in writing descriptive text. The highest frequency error was misformation as much as 47 errors. Then, omission errors as much as 20 errors, misordering errors as much as 13, the last was addition error as many as 1 error. In addition, there were three ways to cope students errors: 1) evaluating students’ error after they wrote in the form of paragraph, 2) having various activites to motivate students in the learning process, and 3) writing daily activity to build up their paragraph.