ERROR ANALYSIS ON SIMPLE PRESENT TENSE MADE BY EIGHT GRADERS OF SMP 8 MUHAMMADIYAH BATU
| Main Author: | Diana, Rury Erma |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38532/1/INTRODUCTION.pdf http://eprints.umm.ac.id/38532/2/CHAPTER%20I.pdf http://eprints.umm.ac.id/38532/3/CHAPTER%20II.pdf http://eprints.umm.ac.id/38532/4/CHAPTER%20III.pdf http://eprints.umm.ac.id/38532/5/CHAPTER%20IV.pdf http://eprints.umm.ac.id/38532/6/CHAPTER%20V.pdf http://eprints.umm.ac.id/38532/7/APPENDIX.pdf http://eprints.umm.ac.id/38532/ |
Daftar Isi:
- Error is a very natural process which is experienced by the students. it plays role as feedback in learning, moreover, learning second language. by experiencing error, the leaner’s acquirement of the language can be identified. Then, the teachers can correct their teaching for improvement. This study analyzed error in grammatical aspect made by the Eight Graders of SMP 8 Muhammadiyah Batu. The objectives of this study were to investigate the kinds of grammatical errors of using simple present tenses in writing descriptive text made by the eight graders of SMP 8 Muhammadiyah Batu and describe the most dominant errors of using simple present tenses in writing descriptive text made by the eight graders of SMP 8 Muhammadiyah Batu. The design of this study was descriptive qualitative because this study focussed on errors of using tenses in writing descriptive text made by the eight graders of SMP 8 Muhammadiyah Batu which the data were collected in the form of words or pictures rather than numbers. This study used document as the research instrument.The results of the finding showed that the students have errors in using simple present tenses which could be categorized into: 1) false concepts hypothesized; 2) incomplete application of rules; and 3). ignorance of rule restriction. Meanwhile, the most dominant error was false concepts hypothesized which included misinformation, omission, addition and improper ordering. In conclusion, the students had still false concept about the target language. They were still confused with adding or omitting. They also still had misinformation about the target language that they had false in concept and had improper ordering.