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AN ERROR ANALYSIS ON THE USE OF PRESENT PERFECT
AND PRESENT PERFECT CONTINOUS TENSE
(A Case Study at the Third Grade Student of SMP Muhammadiyah 17 Ciputat)
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher’s Training
In a Partial Fulfillment of the Requirement for the Degree of S.Pd (S1)
In English Language Education
By
Abdul Halim
108014000095
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1435 / 2014
AN ERROR ANALYSIS ON THE USE OF PRESENT PERFECT TENSE
AND PRESENT PERFECT CONTINUOUS TENSE
(A Case Study at the Third Grade Students of SMP Muhammadiyah 17 Ciputat)
A "Skripsi"
Presented to the Faculty of Tarbiya and Teachers Training
In a Partial Fulfillment of Requirement forthe Degree of S.Pd (Sl) '
in English Language Education
By:
Abdul Halim108014000D5
Approved by:
Advisor I
Ilrs. Nasrun Mahmud. M.Pd.NrP. 150 041070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UMYERSITY
JAKARTA
1435 Ht20t4
NIP. 1974078 20A003 2 001
ENDORSEMENT SHtrET
The Examination Committee of the Faculty of Tarbiyah and Teachers'
Training certifies that the "skripsi" (Scientific Paper) entitled srAN ERROR
ANALYSIS ON THE USE OF PRESENT PERFECT A}tD PRE,SENT
PERFECT CONTINUOUS TENSE/' (A Case Study at Third Grade of SMP
Muhammadiyah 17 Ciputat). written by Abdul Halim, student's registration
number 108014000095 was examined by the Committee on 17 Desember a014.
The "skripsi" has been accepted and was declared to have fulfilled one of the
requirements for the degree of "S.Pd" @achelor of Arts) in English language
Education at the English Department.
Jakafia, 17 Desember 2Al4
CHAIRMAN
SECRETARY
EXAMINER I
EXAMINATION COMMTTTEE
: Drs. Svauki-M,Pd.
tlrP. 19641212 199fi3 I 002
: Zaharil Anasy. M.Hum.
NrP. 1976fiW 20W101 002
: Dr. Ratna Sari Dewi M.Pd.
NIP. 19720s01 199903 2 013
EXAMINER II : I)rs. Svauki. M.Pd.
tlrP. 19641212 199rc3 I 002
'AcknowledgedBy
Dean of Tarbiyah and Teachers'
NtP. 19591020 198603 2 001
KETUENTERIAN AGAiIIAUIN JAKARTAFITKJl. lr H. J6,1& tlogt Cip/6lt 15112 //f6tata
FORM (FR)
No. Dokumen : FITK-FR-AKF08STgl. Terhit : 1 Maret 2010
No. Revisi: : 01
Hal 1t1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama : Abdul HalimTempat, Tanggal Lahir : Mojokerto,23 September 1987
NIM : 108014000095
Jurusan : Pendidikan Bahasa InggrisAlamat :Jl. Wijaya Kusuma no.27 Desa Mangelo Kecamatan
Sooko , Mojokerto - Jawa Timur
MENYATAKAI\I DENGAIT SESUNGGUHNYA
Bahwa skripsi yang berjudul 6An Error Analysis on the Use of PresentPerfect Tense and Present Perfect Continous Tense'(A Case Study at ThirdGrade Students of SMP Muhammadiyah l7 Ciputat Timur) adalah benar
hasil karya ilmiah saya sendiri di bawah bimbingan dosen:
1. Nama Panbimbing INIPJurusanlProgram Studi
2. Nama Pembimbing IINIPJurusan/Pro$am'Studi
: Drs. Nasrun Mahmud, M.Pd.: 150 041 070
: Pendidikan Bahasa Inggrs
: Ismalianing Eviyuliwati, M.Eum.: 19740723 200003 2 001
: Pendidikan Bahasa Inggris
Saya bertanggung jawab secara akadernis atas semua yang saya tulisdalam skripsi ini serta siap menerima segala konsekuensi apbila terbukti bahwaskripsi ini bukan hasil karya ilmiah saya sendiri.
Demikian surat pemyataan ini saya buat dengan sesungguhnya sebagai
salah satu syarat menempuh Ujian Munaqasah.
Jakart4 30 Sepember 2014Mahasiswa Ybs.
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I{IM. 108014fiXm95
iv
ABSTRACT
Abdul Halim, 2014, “An Error Analysis on the Use of Present Perfect Tense
and Present Perfect Continous Tense” (A Case Study at Third Grade
Students of SMP Muhammadiyah 17 Ciputat Timur), ‘Skripsi’, English
Education Department, the Faculty of Tarbiya and Teachers
Training, State Islamic University of Syarif Hidayatullah, Jakarta.
Advisors : 1. Drs. Nasrun Mahmud, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Key Words : Error Analysis, Present Perfect Tense and Present Perfect
Continuous Tense.
The objective of this study is to analyze the most frequent errors made by
the third grade students of SMP Muhammadiyah 17 Ciputat in using present
perfect tense and present perfect continuous tense. The classification of errors of
this study is Heidy Dullay’s classification. The subject of this study consists of 30
students of the third grade of junior high school which are taken by random
sampling.
The method used in this study is descriptive analysis method to describe
students’ errors and analyze the data by using formula: P=F/N x 100%,
P=Percentage, F=Frequency of errors made, N=Total of students’ errors. The data
were taken from the test; it was a sentence completion test.
The result of the error analysis process showed that students committed
error into three types: Omission, Addition and Misformation. The findings showed
that there are 195 errors made by the students. From the frequency of each error
types, Misformation was the error which most frequently produced by the students
in their using present perfect tense and present perfect continuous tense. In term
frequency, misformation which consists of 139 errors or 71.28% is followed by
omission with 31 errors or 15.89% The last is addition with 25 errors 12.82%.
Furthermore, the sources of error were overgeneralization resulting in 107 errors
or 54.87% and error encourage by teaching materials or method resulting in 88
errors or 45.13%.
v
ABSTRAK
Abdul Halim, 2014, “An Error Analysis on the Use of Present Perfect Tense
and Present Perfect Continous Tense” (A Case Study at Third Grade
Students of SMP Muhammadiyah 17 Ciputat Timur), ‘Skripsi’ , Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Pembimbing : 1. Drs. Nasrun Mahmud, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Kata Kunci : Analisa kesalahan, Present Perfect Tense and Present Perfect
Continuous Tense.
Penelitian ini bertujuan untuk menganalisis kesalahan yang paling banyak
dilakukan oleh siswa kelas tiga SMP Muhammadiyah 17 Ciputat dalam
penggunaan Present Perfect Tense and Present Perfect Continuous Tense..
Klasifikasi kesalahan yang digunakan adalah klasifikasi Heidy Dullay. Sumber
data dalam penelitian ini adalah 30 siswa SMP yang diambil dengan random
sampling.
Metode yang digunakan dalam penelitian ini adalah analisa deskriptif
untuk menggambarkan kesalahan siswa serta menganalisis data dengan
menggunakan rumus: P =F/N x 100%, P=Presentase, F=Banyaknya kesalahan
yang dibuat, N=Jumalah keseluruhan kesalahan siswa. Data diambil dari tes;
tesnya merupakan tes melengkapi kalimat yang kosong .
Hasil dari proses analisis kesalahan siswa menunjukan bahwa siswa
mengalami kesalahan dalam tiga tipe: omission, addition dan misformation.
Temuan menunjukan bahwa terdapat 195 kesalahan yang di lakukan oleh siswa.
Berdasarkan hasil dari perhitungan setiap kesalahan siswa, Misformation adalah
kesalahan siswa yang paling banyak di hasilkan oleh siswa dalam penggunaan
present perfect tense and present perfect continuous tense. Misformation yang
terdiri dari 139 kesalahan atau 71.28 persen, diikuti oleh Omission dengan 31
kesalahan atau 15.89 persen. Dan yang terakhir adalah addition dengan 25
kesalahan atau 12.82 persen. Penyebab dari terjadinya kesalahan siswa yang
terbanyak adalah overgeneralization dengan 107 kesalahan atau 54.87 persen dan
diikuti oleh error encourage by teaching materials or method dengan 88 kesalahan
atau 45.13 persen.
vi
ACKNOWLEDGEMENT
In the name of Allah the Beneficent the Merciful
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,
Lord of the world who has blessed the researcher in completing this ‘skripsi’
entitled “An Error Analysis on the Use of Present Perfect Tense and Present
Perfect Continous Tense” (A Case Study at Third Grade Students of SMP
Muhammadiyah 17 Ciputat Timur) Peace and Blessing be upon the Prophet
Muhammad SAW, his family, his companion, and his followers.
First of all, the writer would like to express his greet appreciation to his
supervisors, Drs. Nasrun Mahmud, M.Pd and Ismalianing Eviyuliwati, M.Hum
for their irreplaceable encouragement, great support, guidance, suggestions and
patience in correcting and helping him in finishing his “ skripsi”.
The writer would like to thanks to her beloved parents Anshorudin and
Ikah Kartika Sasi. This paper is proudly for you both. His family who always give
him supports and motivations to finish his research. Thank a lot for your support
and prays to him. May Allah bless you forever. Amen!
The researcher realized that without support and motivation from people
around him, he could not finish this ‘skripsi.’ Therefore, he would like to give his
deepest appreciation for:
1. All lecturers in English Education Department who always give their
motivation and valuable knowledge and also unforgettable experience during
his study at Faculty of Tarbiyah And Teachers Training of State Islamic
University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd, as the chairman of English Education Department.
3. Mr. Zahril Anasy, M. Hum, as the secretary of English Education Department.
4. Dra. Nurlena Rifa’I, M.A., Ph.D. as the Dean of Faculty of Tarbiyah and
Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.
5. Drs. Sayuti Sufriatna, M.Pd, as the principal of SMP Muhammadiyah 17
Ciputat who has allowed the researcher to do research at that school. Also, all
the English teachers for helping the researcher to do this research, and all the
vii
third grade students at SMP Muhammadiyah 17 Ciputat, especially 9D who
helped the researcher by doing the test given.
6. His beloved best friends of English Education Department for academic year
2008 and especially for Romina Gustiani who always keep his spirit up to
finish “skripsi”.
7. To any other persons who are named cannot be mentioned one for their
contribution to the researcher during finishing his “skripsi”.
Hopefully, this ‘skripsi’ can be useful to the readers, particularly to the
researcher. Also, the researcher realized that this ‘skripsi’ is far from being
perfect. It is a pleasure for her to receive constructive critics and suggestion from
anyone who read her ‘skripsi’ for valuable improvement.
Jakarta, 30 September 2014
The Writer
Abdul Halim
NIM. 108014000095
viii
TABLE OF CONTENTS
Page
COVER
ENDORSEMENT SHEET ................................................................................. i
ENDORSEMENT SHEET BY THE EXAMINATION COMITTE .............. ii
SURAT PERNYATAAN KARYA SENDIRI ................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK .......................................................................................................... v
ACKNOWLEDGEMENT ................................................................................. vi
TABLE OF CONTENT…. ...............................................................................viii
LIST OF TABLE................................................................................................. x
LIST OF APPENDICES .................................................................................... xi
CHAPTER I: INTRODUCTION
A. Background of the Study ........................................................ 1
B. Identification of Problem........................................................ 3
C. Focus of Study and Research Questions ................................ 3
D. Objective and Significance of the Study ................................ 4
CHAPTER II: THEORETICAL FRAMEWORK
A. Error Analysis ........................................................................ 5
1. Definition of Error ............................................................ 6
2. Procedures of Error Analysis ............................................. 7
a. Collecting of a Sample of Learner Language ............. 7
b. Identification of Errors ............................................... 9
c. Description of Errors................................................... 10
d. Explanation of Errors .................................................. 13
e. Evaluation of Error ..................................................... 16
B. Tense....................................................................................... 16
1. Meaning of Tense ............................................................. 16
2. Kinds of Tense.................................................................. 17
C. Present Perfect Tense ............................................................. 18
ix
1. Meaning of Present Perfect Tense .................................... 18
2. The Form of Present Perfect Tense .................................. 20
3. The Usage of Present Perfect Tense ................................. 27
D. Present Perfect Continuous Tense .......................................... 30
1. Meaning of Present Perfect Continuous Tense ................ 30
2. The Form of Present Perfect Continuous Tense ............... 32
3. The Usage of Present Perfect Continuous Tense ............. 47
F. Previous Studies ..................................................................... 39
CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of the Study................................................... 41
B. Data and Data Sources ........................................................... 41
C. Method of the Research .......................................................... 42
D. Instrument of the Research ..................................................... 42
E. Technique of Collecting and Analyzing Data ........................ 42
CHAPTER IV: RESEARCH FINDINGS
A. Data Description ..................................................................... 48
B. Discussion .............................................................................. 62
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion .............................................................................. 70
B. Suggestions ............................................................................. 71
BIBILIOGRAPHY ............................................................................................. 72
APPENDICES ..................................................................................................... 74
x
LIST OF TABLES
Page
1. Table 3.1: The Test Item Scheme……………………………………….43
2. Table 3.2: The Interview Item Scheme …………………………………44
3. Table 4.1: Number of Student’ correct and incorrect answer………….. 48
4. Table 4.2: Description of Students’ error in Omission in using present
perfect tense and present perfect continuous tense………………………50
5. Table 4.3: Description of Students’ error in Addition in using present
perfect tense and present perfect continuous tense………………………53
6. Table 4.4: Description of Students’ error in Misformation in using present
perfect tense and present perfect continuous tense………………………55
7. Table 4.5 : The Recapitulation of Error Types…………………………..60
8. Table 4.6 : Frequency of Error in the use of Present Perfect
Tense……………………………………………………………………..60
9. Table 4.7 : Total Frequency of in the use Present Perfect Tense and Present
Perfect Continuous Tense ……………………………………………….62
10. Table 4.8 : The Recapitulation of the Students’ Error…………………...63
xi
LIST OF APPENDICES
Page
1. Test Instrument ......................................................................................... 74
2. Answer Keys ............................................................................................. 76
3. Table of Students’ Errors Analysis ........................................................... 77
4. Transcription of Interview Questions…………………………………...107
5. Result of the Interview………………………………………………….108
1
CHAPTER I
INTRODUCTION
A. Background of Study
English language is one of the compulsory subject and also the first
foreign language that must be learnt by student at every level of school in
Indonesia. Based on 2006 Curriculum, the General Goal of English study of
second year of Junior High School is to develop communicative competence in
English both oral and written.
Based on the statements above, by learning English, the students are
expected to acquire some abilities; those are ability to listen, to speak, to read, and
to write English correctly. There are four basic skills that should be mastered by
the student, namely; listening, speaking, reading and writing. In order to master all
the skills, students need to learn language components which consist of
vocabulary, grammar, pronunciation, spelling and semantics.
Grammar is one of language aspects. There are many aspects discussed in
English grammar, one of them is tense. Tense is the verb form which shows
difference in time. Paul Roberts states that “no grammatical problem is more
difficult than that of tense”.1
One of the tenses that should be mastered by English learner is, “Present
Perfect Tense and Present Perfect Continous Tense”. Consequently, errors are
committed by the learners when they use these tenses.
Based on the writer’s experience when he conducted “Praktik Profesi
Keguruan Terpadu (PPKT)” in the Junior High School, he found that there were
many students who still got an error in understanding present perfect tense and
present perfect continuous tense. As can be seen in the following sentences:
* they has taught in this school in 1998
The sentence above shows that the student already used the correct usage
of present perfect but he selected the wrong form of present perfect tense. Since
1 Paul Robert, Understanding Grammar, (New York, Harper and Row, 1958),p.131.
2
“they” is plural, the sentence form should be “They have”. In addition, the student
missed the time signal “since” which should be used in present perfect sentence.
Another example is shown in the following sentence:
* we has been studied in two hours
The sentence above shows that the student already used the correct usage
of present perfect continuous but he selected the wrong form and usage of present
perfect continuous tense. The student used the form of present perfect not present
perfect continuous. Since “we” is plural, the sentence form should be “We have”.
In addition, the student missed to change verb into verb-ing “been studying” and
also the time signal “for” which should be used in present perfect continuous
sentence.
Because of those, learning English is not as easy as we may imagine. In
the fact, the student cannot avoid making errors. They are those parts of the
process of learning English. Also, errors are the inability of the students in using
rules of the components and elements of the second language. The student can
learn from their experience of making error to be a better one. The more they
make an error, the more feedback they got.
Generally, the students have not mastered any kinds of verb yet especially
the third form or past participle of irregular verbs that are used in present perfect
tense. Because irregular verbs must be memorized, this is why there are many
students who still make an error and mistake in learning present perfect tense.
Although there are some students who have already memorized the irregular verb,
but they still get mistake and error in expressing the time. While error and mistake
are two different things as define by some expert; Error cannot be self-corrected
by the student while mistake can be” 2The student still confused to distinguish of
Pesent Perfect and Present Perfect Continous Tense. Based on syllabus for third
grade in Junior High School, Present Perfect and Present Perfect Continous Tense
are type of tenses that must be mastered by the student of third grade Junior High
School. Even though they have learned it, but they still make some error in
2 E. Wilson and Julia M. Burks, Let’s Write English, Revised Edition, (New York: Litter
Educational Publishing International, 1980), p. 206
3
learning Present Perfect Tense and Present Perfect Continous Tense. Especially in
the use and form of present perfect tense and present perfect continous tense. The
researcher would like to conduct further research entitled “An Error Analysis on
the Use of Present Perfect Tense and Present Perfect Continous Tense” (A
Case Study at Third Grade Students of SMP Muhammadiyah 17 Ciputat
Timur)
B. Identification of the Problem
Based on the background of the study above, the researcher identifies
some problems:
1. Students get difficulties in mastering English.
2. Student often make inaccurate using of grammar.
3. Students committed errors in using present perfect and present perfect
continuous tense.
C. Focus of the Study and Research Questions
Based on the identification of the problem, the researcher limits the
discussion of the research only on concerning errors made by the students in
learning present perfect and present perfect continuous tense at the third grade of
SMP Muhammdiyah 17 Ciputat Timur. To specify this problem, the specific
research questions are formulated as follow:
1. What is/are the most error/s made by the students in using present perfect
tense and present perfect continous tense?
2. Why do the students commit errors in using present perfect tense and
present perfect continous tense?
4
D. The Objective and Significance of Study
As it has been stated in the statement of the problem, the general objective
of this study is to find out the evidences of the students’ error in learning present
perfect tense and present perfect continuous tense at SMP Muhammadiyah 17
Ciputat.
The objectives of the study are:
1. To find out the most frequent error made by students in using present
perfect tense and present perfect continous tense.
2. To find out the reasons why the students committed the errors in using
present perfect tense and present perfect continous tense.
The results of this study are expected to be useful for English teachers,
English learners, and further researchers. For English teachers, they are expected
to know how far the students comprehend about present perfect and present
perfect continuous tense and recognize not only the most type of error but also the
causes of errors in using present perfect and present perfect continuous tense
made by the students. For English learners, this research may help them to use
present perfect and present perfect continuous tense in right pattern. This research
may also be a reference for the future study related to present perfect and present
perfect continuous tense.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
The study of learners’ errors and analysis are called error analysis.
According to Brown, “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, led to a surge of study of learners’ errors, called error
analysis.”1
Making errors is unavoidable for a learner because error is natural part of
language learning process. Learner can’t learn a language without first
systematically committing errors, and a study of learners’ errors is part of the
systematic study of the learners’ language which can be used as an observation of
the process of second language acquisition.2 One study which analyses errors is
called error analysis.
According to Ellis and Barkhuizen, error analysis consists of a set of
procedures for identifying, describing, and explaining learner errors.3
Based on definitions above, the researcher assumes that error analysis is a
way of looking at the errors committed by the learner of the target language. Error
analysis tries to identify, to describe, and to explain the error. Moreover, analyzing
errors helps the teachers to minimize the learners’ errors in their teaching learning
process.
. When the students learn English, they can make a lot of errors. It seems
impossible if the students have never made some errors in their language learning
process, because do some errors is natural. It can be concluded that learners learning
1 H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson
Education Company, 2000), p. 218.
2 S. P. Corder, Error Analysis and interlanguage, (Oxford: Oxford University Press, 1981),
p. 1
3 Rod Ellis, Gary Barkhuizen, Analysing learner language, (Oxford: Oxford University
Press, 2005), p. 51
6
is basically a process that involves the making of errors. Fortunately, the learner
could learn from making those errors.
Based on the statements above it shows that error analysis is a way to
analyze errors that students make when they are in a process of the target language
learning, as information for teachers, in which they can determine what next step in
preventing their students from the same errors and improving their teaching
effectiveness in language class.
1. Definition of Error
Learning a language is fundamentally a process that involves making
mistakes or errors. The mistakes include vocabulary items, grammatical pattern,
and sound patterns as well. Errors in a foreign language teaching especially in
English are the cases which are difficult to avoid. Jeremy Harmer stated, “Errors
are parts of the students’ inter-lingual that is the version of the language which a
student has at any one stage of development”.4 The fact that the students make
errors and these errors can be observed and classified led to a surge of the study of
students’ errors can be analyzed.5
Based on the explanation above, the writer assumes that the student may
make an error when they learnt other language. They can’t avoid making an error.
Since they think that there are many differences grammatical form and they have a
lack competence in this foreign language.
Hubbard states “Errors caused by lack of knowledge about the target
language (English) or by incorrect hypotheses about it; and mistakes caused by
temporary lapses of memory, confusion, slips of the tongue and so on”.6
James differentiates between errors and mistakes. He defines errors as a
systematic mistakes due to lack of language competence while mistakes refer to
4 Jeremy Harmer, The Practice of Language Teaching, (London: Longman Inc, 2001), p. 100.
5 Brown, op.cit, p. 259.
6 Peter Hubbard, A Training Course for TEFL, (New York: Oxford University Press,
1983),p.134.
7
performance errors because of a random guess or slip. While errors cannot be self-
corrected, mistakes can be self-corrected if the deviation is pointed out to the
speaker.7
Based on the explanations above the writer concludes that mistakes are
failure to use language because of slip of the tongue, or spelling. The learner easily
corrects this failure since they conceptually understand the language system. On the
other hand, errors are mistakes that the students make due to lack of competence.
They are not able to do self-correction because they do not know the concept.
2. Procedure of Analyzing Errors
In analyzing learners’ errors the researcher should do the procedures in
conducting an error analysis. Ellis provides five steps which are originally proposed
by Corder.8
They are: collecting of a sample of learner language, identification of errors,
description of errors, explanation of errors, and evaluation of errors.
a. Collecting of a Sample of Learner Language
To analyze an error, the researcher have to collect a sample of learner
language provides the data first. The researcher needs to be aware that the nature of
the sample being researched may influence the nature and distribution of the errors
observed. The nature and quantity of errors is likely to vary depending on whether
the data consist of natural, spontaneous language use or careful, elicited language
use.
Ellis and Barkhuizen discuss three types of data collected from learners, one
of which is learner reports. The following types of data were discussed:
7 Brown, op cit, p. 217.
8 Rod Ellis, op cit, p. 46
8
1) Non-linguistics performance
2) Samples of learner language
3) Reports from learners
Ellis and Barkhuizen discuss three types of data collected from learners, one
of which is learner reports. Verbal reports are used to investigate different aspects
of L2 acquisition. First of all, it provides samples of learner language, tokens we all
like to use in our research. Within the broad category of Verbal Reports, Ellis and
Barkhuizen discuss self-reports, self observation, self revelations, and self
assessment.
Corder distinguished two kinds of elicitation: Clinical and Experimental
elicitation. Clinical elicitation involves getting the informant to produce data of any
sort, for example by means of general interview or writing a composition.
Experimental elicitation involves the use of special instrument to elicit data
containing the linguistic features such as a series of pictures which had been
designed to elicit specific features.9
Furthermore, based on those explanations above, the researcher uses the
experimental and clinical elicitation language data to analyze learners’ errors. In
other words, the writer use some questions, especially in using present perfect and
present perfect continuous tense, to investigate or analyze learner’s error.
b. Identification of Errors
The important thing in identification of error is the writer should compare
what the learner said with what he intended to express. In other words, we compare
his erroneous utterance with what a native speaker would have said to express that
meaning. The researcher have to identify error by comparing original utterances
with what I shall call reconstructed utterances.10
Correct utterances having the meaning intended by the learner. Corder
suggests solutions depending on whether we have access to the learners or not.
9 Ibid, p. 46
10 Corder, Op.cit., p. 37
9
Firstly, if the learners present we can ask them what they intended to say to make
authoritative reconstruction, it called authoritative interpretation. Then, if the
learners are not available for consultant, we have to attempt an interpretation of
their utterances base on its form and its linguistic and situational context.11
Identifying errors is one of the steps of error analysis. To identify errors we
have to compare the sentences produced by the learner with the corresponding
sentences native speakers are likely to produce to express the same meanings. This
is not always straight forward. Sometimes it is not clear whether a deviation is a
slip of the tongue or a systematic error.
Corder distinguished errors from mistakes. Errors reflect gaps in a learner's
knowledge of the target language. The learner does not know what is correct.
Mistakes reflect occasional lapses in performance. The learner knows the correct
form but slips due to nervousness, carelessness or tiredness. For example, many
Chinese learners of English, even advanced learners, use he to refer to a female
person in conversations. This is a mistake, not an error, as they know what the
correct form is. Learners may correct themselves once they have the time to monitor
their own speech or writing.
Based on explanation about identification above, the writer assumes that
identification of errors is not as easy as assumed. It is of importance to both
researchers and teachers. For researchers, it is important to collect the right data.
For teachers, it is necessary to treat mistakes and errors differently in their
instruction.
c. Description of Errors
To describe the types of error, Dulay, Burt, and Krashen said that there are
four types of errors:12
11 Ibid, pp. 37-38
12 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford
University Press, 1982), p. 154-162
10
1) Error based on linguistic category taxonomy
These linguistics category taxonomies classify errors according to either or
both the language component and the particular linguistic the error effects.
Language components include phonology (pronunciation), syntax and morphology
(grammar), semantics and lexicon (meaning and vocabulary), and discourse (style).
And constituents include the elements that comprise each language components,
such as the noun phrase, the preposition, the adverbs, the auxiliary, and the
adjective.
2) Error based on surface strategy taxonomy
Surface strategy taxonomy highlights four classifications for error as
follows:
a) Omission
Omission errors are recognized by absence of an item that must appear in a
well-formed utterance. They include nouns, verbs, adjectives, adverbs. While
grammatical morphemes play a minor role in conveying the meaning of a sentence.
They include noun and verbs inflections (the –s in books, the –ed in watched),
article (a, the, an), verbs auxiliaries (is, will, can), and prepositions (in, on, under).
Based on those explanations, if grammatical morpheme is omitted, one could guess
what the speaker had in mind.
b) Addition
Addition errors are opposite of omission errors. They are characterized by
the presence of an item, which must not appear in a well-formed utterance. There
are three subtypes of addition. First is double markings, it occurred when two items
are marked for the same feature. Second is regularization, it happened when foreign
language learners use the regular form instead of irregular form of a word, for
example they use eated instead of ate or sheeps for sheep. The last, if an addition
error is neither a double marking nor regularization, it is called simple addition.
11
c) Misinformation
Misinformation errors are signed by the wrong form of the morphemes or
structure selected by students. Similar with addition, misinformation also has some
subtypes; regularization errors, archi-forms, alternating forms. Regularization
errors are those in which a regular marker is used in place of an irregular one, as in
runned for ran or gooses for geese. Another subtype is archi-form, it happened
when learners select one member of a class of forms to represent others in the class.
Dulay, Burt, and Krashen called the selected form by the learner an archi-form, for
example a learner temporarily select just one of the English demonstratives
adjectives this, that, these, and those to do the work for several of them (that dog,
that dogs). The last subtypes is alternating form, it define as ,fairly free alternation
of various members of a class with each other‟, in case of pronoun, the learners
may use masculine for feminine (or vice versa), as in he for she
d) Misordering
Misordering is a wrong placement of morpheme or a group of morphemes
in an utterance.
In another source, James suggests to add one further category which is not
considered by Dulay, Burt, and Krashen, that is blends. The brief explanation about
blends will be discussed below.
e) Blend
Blend errors sometimes called contamination, cross-association, or
hybridization error. It is considered as blends when learners commit errors that
reflect uncertainty as to which of two forms is required. This means that the writer
has activated two structures that are semantically related. But they failed to make a
clear choice to serve their present purpose, and instead combine a part of each to
produce a structure with characteristic of both. This can result in over inclusion as
in the sentence.
12
3) Error based on comparative taxonomy
The classification of error in a comparative taxonomy is based on
comparison between the structure of second language errors and certain other types
of constructions.
4) Error based on communicative effect taxonomy
The communicative effect classification deals with errors from the
perspective of their effect on the listener and reader.13
These errors divided into parts:
a) Global error
Global error hides communication; it prevents the learners from
comprehending some aspects of message.
b) Local error
Local error itself doesn’t interfere with understanding at an utterance,
usually because there is only a minor violation of one segment of a sentence.14
In this research, the researcher uses the Dulay, theory to classify the errors
students committed in using present and present perfect continuous tense, this
theory known as surface strategy taxonomy. Learners may omit necessary items or
add unnecessary ones; they may misform items or misorder them. However, the
researcher only uses misformation, the reason that the researcher merely
concentrates on the form and the usage of present perfect and present perfect
continuous tense. For example, in the sentences:
(a) She has teach in her school for 2008.
(b)They have been watch for two hours.
13 Ibid, p.146—192.
14Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa,
(Bandung: Angkasa, 1988), p.164.
13
In sentence (a) the learners selected the wrong form; the words “teach”
should be change into “taught”. In this case, the learner applies the wrong form of
present perfect tense, so it called misinformation error focus on the form of present
perfect tense. Moreover, in the sentence (b) he/she selected the wrong form; the
sentence should be form as present perfect continuous not present perfect. In the
second case the learner used the incorrect form, so it called misinformation error
focus on the usage of degrees of comparison. Based on those reasons, the test as an
instrument of this research is set up to focus only on the right form and usage present
perfect and present perfect continuous tense.
d. Explanation of Errors
Errors occur for many reasons. Brown distinguishes the causes of error into
four causes; they are inter-lingual transfer, intra-lingual transfer, context of
learning, and communication strategies.15 Obviously, errors always occur in
language teaching and learning and there are some reasons for errors. The main
reason is interference from students’ native language; they think that their native
language is similar to the target language. Moreover, other reason students make
errors because of lack of knowledge about the target language. They do not know
about vocabularies and the grammar of the target language well. Therefore, they
often might do errors in producing the target language.
1) Inter-lingual Transfer
Inter-lingual errors happened because the interference of a mother tongues
into a target language. Interference is transfer of a native language, which impedes
the learning of a target language because of differences between both languages.
2) Intra-lingual Transfer
The early stage of language learning is characterized by a predominance of
intra-lingual transfer, but once the learner has begun to acquire part of the new
system, more and more inter-lingual generalization within the target language
15 Brown, op cit , p. 177-180
14
manifested, his previous language itself experience begin to include structure within
the target.
3) Context of Learning
Context refers to the classroom with its teacher and its materials in the case
of school learning. In a classroom context the teacher or the textbook can lead the
learner to make faulty hypotheses about a language. Students often make errors
because of misleading explanation from the teacher, faulty presentation of a
structure or word in a textbook.
4) Communication Strategies
Communication strategies actually include processes of inter-lingual and
intra-lingual transfer and the context of learning tries to get a message across to a
hearer or reader.
John Norrish exposes three types and causes of errors:
a) Carelessness: it is often closely related to lack of motivation. Many teachers will
admit that it is not always the students’ fault if he loses interest; perhaps the
materials and/or the style of presentation do not suit him.
b) First language interference: It was commonly believed until fairly recently that
learning a language (mother tongue or a foreign language)was a matter of habit
formation. The learners’ utterances were thought to be gradually ‘shaped’ towards
those of the language he was learning.For instance, in English ‘some’ and ‘any’ are
used in different ways.
c) Translation: it should be made clear at this point that the distinction between
‘interference’ is that what takes place is largely unconscious in the mind of the
learner.16
From the statements above it shows, the writer can conclude that that the
main cause of error in target language learning is interference from the students’
mother tongue or their first language, and there are still some causes which can
make students making errors in their target language learning such as carelessness,
overgeneralization, context of learning, etc.
16 John Norrish, Language Learners and Their Errors, (London: Macmillan, 1983), p. 21–26.
15
Moreover, some linguists differentiate the causes of errors; firstly, Hubbard
et al. distinguishes the sources of error into three parts: 17
a) Mother Tongue Interference
The sound system (phonology) and the grammar of the first language impose
the learners on the new language and this leads to a “foreign‟ pronunciation,
faulty grammatical pattern and, frequently, the wrong choice of vocabulary.
b) Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect
various stages in the language development of the learners. It claims that the
learner processes new language data in her/his mind and produces rules for
its production, based on the evidence.
c) The Teaching Process
The teaching process also can contribute to the students‟ errors. According to
those who support behaviorism theory, error is evidence of failure, of
ineffective teaching or lack of control. If materials well chosen, graded, and
presented with meticulous care, there should never be any error.
From the statements above it shows that the main cause of error in target
language learning is interference from the students’ mother tongue or their first
language, and there are still some causes which can make students making errors in
their target language learning such as carelessness, overgeneralization, context of
learning, etc.
e. Evaluation of Errors
In this step, the teacher gives evaluation from the task done by the students
depends on the task that the teacher will be giving to the students. Evaluation of
error is known as correction of errors; the teacher checks the errors and then gives
the correct ones. It is done to make the students realize with their errors in order to
prevent the students make the same errors later consideration of the effect that errors
have on the person (s) addressed. In case, the addressee is a nonnative speaker
teacher, he/she should give the correction of errors according to nature and
significance of errors, priority should be given to errors which may affect
communication and cause misunderstanding.
17 Hubbard, op cit, p. 140-143.
16
Harmer in Erdogan suggests three steps to be followed by the teacher when
errors happened. The teacher first listens to the students, then identifies the problem,
and puts it right in the most efficient way. Except for correcting written work, the
teacher should not correct the errors directly but instead, should put marks
representing there is something wrong with that sentence.18
Based on the explanation above, the writer concludes that evaluation of
error is the last step of error analysis. In this step involves the correction of error
the learner. After collecting data, identification, describing, and explanation of
error, the researcher took the last step corrected error made by the learner.
B. Tense
1. The Meaning of Tense
One of important thing in learning grammar is tense. The word ‘tense’ is
derived ultimately from the Latin word ‘tempus’, meaning ‘time’.19 Based on
Webter‘s New Twentieth Century Dictionary of the English Language, ‘tense’ is
any of the forms of verb that show the time of its action or state of being.20
Marcella Frank defines, “tense is special verb ending or accompanying
auxiliary verb signal the time an event takes place”.21 Meanwhile, A.S. Hornby in
Guide to Patterns and Usage in Englih states, “The word tense stands for a verb
form or series of verb forms used to express a time relation. Tense may indicate
whether an action, activity, or state is past, present or future”.
From the definition above the writer concludes that tense is a concept that
indicates the activity or action happening in past, present, or future (related to time)
with changing verb form based on when the state, activity, or action occurred.
18 Vacide Erdogan, Mersin University Journal of the Faculty of Education: Contribution of
error analysis to foreign language teaching, (2005), p. 267-268
19 John Lyons, Lingusitic Semantic an Introduction, (Cambridge, Cambridge University
Press, 1995), p. 312
20 Noah Webster, Webster’s New Twentieth Century Dictionary of the English Language,
(New York: William Collins Publisher, Inc, 1980), p. 1880
21 Marcella Frank, Modern English: A Practical Reference Guide, (London, Prentice-Hall,
Inc, 1992), p. 47
17
a. Kinds of Tenses
There are simple and compound tenses in English verbs. The Oxford
Dictionary of English Grammar states: “Some linguists define tense narrowly by
form, which gives English only two tenses: the present tense which in lexical verbs
is the same as the last (except for the -s ending in the third person singular); and the
past tense, which in regular lexical verbs has the –ed inflection.22
From the explanations above, the writer assumes that tense is one of the
aspect of English language that involves rules of the use of language in any
condition. Tense is used to show the relation between the action or state described
by the verb and the time, which is reflected in the form of the verb. There are two
basic tenses in English; the present tense and the past tense.
The present is like the base form, although the verb of the third person
singular is added -s. Regular verbs are added -ed or -d to show the past tense, while
irregular verbs change in many different ways, or not at all in some cases. The time
that a verb shows is usually called tense.
English has also many compound tense. According to A.S Hornby, “As well
as two simple tense (present and past) . These compound tenses are made by
combining two or more verb form. These combinations may be concerned with
time”.23
In her book “Modern English: A Practical Reference Guide” Marcella Frank
points out, “there are three past tenses and two future tenses. Note further that the
past perfect is tied in time to the past tense, the present perfect to the present tense,
and the future perfect tense to the future tense”.24 The most common tenses are the
simple present, past and future. In addition, there are nine other tenses that enable
to express more specific ideas about the time.
Based on the explanation above, the writer concludes that the basics of tense
in English language are present and past. As we know that present tense describe
22 Sylvia Chalker and Edmund Weiner, The Oxford Dictionary of English Grammar, (New
York, Oxford University Press, 1994), p. 395
23 A.S. Hornby, Guide to Pattern and Usage in English, p. 79
24 Frank, op cit, p.66
18
about the activity that occur in present time and continue in other day. In other side,
past tense describes the activity that occurs and finished in the past time.
According to Paul Robert, “When we think casually of tense of English
verbs, everything may seem ordered and simple: six tense forms – past, present,
future, present perfect, past perfect, future perfect – used to express past time,
present time, future time, with the perfect tense use to indicate completed action in
relation to past, present and future time”.25
Based on the explanation above, there are many kinds of tenses. Simple and
compound tense are mixed together, there are twelve kinds of tenses. They are;
simple present, simple past, simple future, present progressive, past progressive,
future progressive, present perfect, past perfect, future perfect, present perfect
progressive, past perfect progressive, and future perfect progressive.
1) Present Perfect Tense
a) The Meaning of Present Perfect Tense
The anterior or perfect is an inflection used to signal a situation or event
that is relevant to another situation or event. Very often, it is the present situation
to which the anterior event is relevant.26
Structurally the term perfect signifies that a form of have accompanies a
verb as an auxiliary. Semantically, each of the three present perfect tense denoted
time completed in relation to a particular point:
Present perfect tense time completed in relation to the present
Past perfect tense time completed in relation to the past
Future perfect tense time completed in relation to the future27
Actually, the present perfect tense and simple past tense are used for past
actions or states, but the present perfect describes the present state of the subject as
a result of a past action or state (i.e., the subject is being talked about in the present),
25 Roberts, op cit, p.31
26 Joan L. Byee , Morphology: Study of the Relation between Meaning and Form,
(Philadephia: John Benjamins Publishing Compan, 1985), p.159 27 Frank, op cit , p. 77
19
whereas the simple past describes solely a past action or state of the subject (i.e.,
the subject is being talked about in the past).
There are some experts who give the meaning of present perfect tense. Mark
Foley and Diane Hall define, “English uses the present perfect tenses (simple and
continuous) to talk about action and states which start in the past but which have
link with the present.28
The present perfect is a compound tense in English (and in many other
languages), meaning that it is formed by combining an auxiliary verb with the main
verb. For example, in modern English, it is formed by combining a present-tense
form of the auxiliary verb "to have" with the past participle of the main verb.
Scott Thornburry in Natural Grammar says, “to talk about things that
happened sometime in a period from the past up to now, often with present result
(this is called present perfect)”.29
In her book “Understanding and Using English Grammar” Betty S. Azar
describes the present perfect tense with formulation diagram as below;
Formulation Present Perfect Tense
Now
Past Future
The diagram above describes that “Present perfect tense expresses a
situation that began in the past and continues to the present”. Geoffrey Leech
supports it by stating that “The Perfect Aspect is used for a past happening which
28 Mark Foley and Diane Hall, Longman Advance Learner’s Grammar A Self-study reference
and practice book with answer, (London: Pearson Education Limited, 2003), p. 62 29 Scott Thornbury, Natural Grammar, (New York: Oxford University Press, 2004), p. 56
20
is seen in relation to a later event or time. Thus the present perfect means “past time
related to present time”.
From the definitions above the writer concludes that the present perfect
tense is used to expresses a situation began in the past and continued to the present
or it designates action which began in the past but which continues into the present
or the effect of which still continues.
b) The Form of Present Perfect Tense
There are some definitions about the form of present perfect tense. Scott
Thornbury defines,” Present perfect tense is formed with have/has + past
participle”.30
In addition, Raymond Murphy states, “The present perfect simple is
have/has + past participle. The past participle often ends in –ed (closed, talked) but
many important verb are irregular (lost, written, done, etc).31
The present perfect tense is a rather important to learn for students because
the students have to know the difference between the regular and irregular verbs.
Some of the students have confused in using of the present prefect tense. In fact,
the structure of the present perfect tense is very simple. The problems come with
the use of the tense.
Martin Parrot has the same idea about the form of present perfect tense. He
point out that, ”the form of present perfect simple with has (‘s) or have (‘ve)
followed by the main verb in a past participle form”.32
Basically, the present perfect tense is formed by using the auxiliary verb of
have and the past participle from of the main verb (have/has+ past participle (the
form of regular and irregular verb) and it is commonly accompanied by definite
time words such as since and for.
30 Ibid, p. 56
31 Raymond Murphy, English Grammar in Use With answer, (Cambridge: Cambridge
University Press, 1985), p. 26
32 Martin Parrot, Grammar for English Language Teacher, (New York: Cambridge
University Press, 2000), p. 186
21
This is the explanation about the form of present perfect tense according to
Milada Broukal and Igrid Wisniewska:
(1) Affirmative statements in the present perfect tense with a subject + the present
tense of have + a past participle. We form negative statements with a subject + the
present tense of have + not + a past participle.
E.g. I have played tennis for many years.
Our team has not won any games this year.
We form regular past participle by adding –d or –ed to a base verb.
(2) Yes/no question in the present perfect tense with the present tense of have + a
subject + a past participle. In affirmative short answer, we use a pronoun subject +
the present tense of have. In negative short answer, we use pronoun subject + the
present tense of have + not. We usually contract negative short answer.
E.g. Have you played squash? Yes, I have/No, I haven’t.33
According to Betty Schramper Azar in Fundamental of English Grammar
pointes out that “the basic form of the present perfect: have or has + the past
participle. Use have with I, you, we, they, or plural noun (e.g. teachers). Use has
with she, he, it or singular noun (e.g. John). With pronouns, have is constructed to
apostrophe + ve (‘ve) and has to apostrophe + s (‘s)”.34
Based on classification above, the writer formulates the form of present
perfect tense into three types of sentences, they are: affirmative, negative, and
interrogative.
(1) Affirmative
(a) The verb other than be
To make affirmative statement with the regular verb of past participle we use the
following formula:
S + have/has + past participle +…(regular verb)
33 Milada Broukal and Ingrid Wisniewska, Grammar Form and Function, (New York:
McGraw-Hill Companies Inc, 2005), p. 11
34 Betty S. Azar, Fundamental of English Grammar, (Jakarta, Binarupa, Aksara, 1993), edisi
dwibahasa, second edition, p. 161
22
Example:
Subject Have / has Past participle
(regular verb)
I/you/we/they Have lived In Japan
He/she Has worked In that office
To make affirmative statement with the irregular verb of past participle, we use
the following formula:
S + have/has + past participle + …(irregular verb)
Example:
Subject Have/has Past participle
(irregular verb)
I/you/we/they Have heard the news
He/she Has won the game
(b) The verb be
To make affirmative statement, the verb be we use the following formula:
S + have/has + been +…
Example:
Subject Have/
Has
Been
I/you/we/they Have been here for two hour
He/she Has been in Jakarta Since June 2003
It has been very cold Lately
(2) Negative
(a) The verb other than be
23
To make negative statement with the regular verb of past participle we use the
following formula:
S + have/has + not + past participle (regular verb) + …
Example:
Subject Have/
Has
Not Past participle
(regular verb)
I/you/we/they have not lived in Japan
He /she has not worked in that office
To make negative statement with the irregular verb of past participle, we use the
following formula:
S + have/has + not + past participle (irregular verb) + …
Example:
Subject Have/
Has
Not Past participle
(regular verb)
I/you/we/they have not heard the news
He /she has not won the game
(b) The verb be
To make an affirmative statement, the verb be we use the formula:
S + have/has + not + been +…
24
Example:
Subject Have/has Not Been
I/you/we/they Have not been Here for two hour
He/she Has not been in Jakarta Since June 2003
It has Not been very cold Lately
(3) Interrogative
(a) The verb other than be
To make interrogative question in affirmative statement with the regular verb of
past participle, we put have/has before the subject.
The formula is:
Have/has + Subject + Past participle (regular verb) +… ?
Example:
Have/has Subject Past participle
(regular verb)
Have I/you/we/they Lived In Japan?
Has He/she Worked In that office?
To make interrogative question in negative statement with the regular verb of
past participle, we put haven’t/hasn’t before the subject. The formula is:
Haven’t/has’t + Subject + Past participle (regular verb) +… ?
25
Example:
Haven’t/
hasn’t
Subject Past participle
(regular verb)
Haven’t I/you/we/they lived In Japan?
Hasn’t He/she worked In that office?
To make interrogative question in affirmative statement with the irregular verb
of past participle, we put have/has before the subject. The formula is:
Have/has + Subject + Past participle (irregular verb) +… ?
Example:
Have/has Subject Past participle
(irregular verb)
Have I/you/we/they heard the news?
Has He/she won the game?
To make interrogative question in negative statement with the irregular verb of
past participle, we haven’t/hasn’t before the subject. The formula is:
Haven’t/has’t + Subject + Past participle (irregular verb) +… ?
Example:
Haven’t/
hasn’t
Subject Past participle
(irregular verb)
Haven’t I/you/we/they heard the news?
Hasn’t He/she won the game?
26
(b) The verb be
To make interrogative question in affirmative statement of verb be, we put
have/has before the subject. The formula is:
Have/has + Subject + been + … ?
Example:
Have/has Subject Been
Have I/you/we/they been here for two hour
Has He/she been in Jakarta Since June 2003
Has It been very cold Lately
To make interrogative question in negative statement of verb be, we put
haven’t/hasn’t before the subject. The formula is:
Haven’t/hasn’t + Subject + been + … ?
Example:
Haven’t
/hasn’t
Subject Been
Have I/you/we/they been here for two hour?
Has He/she been in Jakarta since June 2003?
Has It been very cold lately?
27
c) The usage of Present Perfect Tense
The present perfect tense has several uses. According to George E. Wishon
and Julie M. Burks, “present perfect tense is used to indicate an action that took
place at an indefinite time or over a period of the time in the past, but still relevance
in the present”.35
Betty Schrampfer Azar in Understanding and Using English Grammar
sates,” The present perfect also expresses the repetition of an activity before now.
The exact time of each repetition is not important”.36
In addition, the present perfect tense is used to talk about experience that
have done it in his/her life and it is not important if she/he did it. And adverb of
time to talk experience are ever and never, beside that the present perfect tense is
used to talk about an action which started in the past and continuous up to now.
The present perfect is very often used with since and for. Since is used to
say when something started; it is followed by a reference to a point of time (e.g.
since June 30th). For is used to say how long something has been going on; it is
followed by reference to a period of time (e.g. for two years).37
The adverb of time is often used with since and for to say how to long the
action has lasted and it is used to talk about action that has the result in the present,
the adverb of time often used is just, already and yet. Perfect tenses are never used
something happened such as yesterday, last year etc. But can be used when
discussing the duration of something i.e. often, for, always, since etc. The most
important thing to remember about the present prefect is that it can never be used
with adverbs which describe finished time periods, such as yesterday, five minutes
ago, and at three o’clock. If a time adverb is used with the present prefect, it should
describe a time period which is unfinished.
35 George E. Wishon and Julia M. Burk, Let’s Write English revised edition, (New York:
American Book Company, 1980), p.206
36 Betty S. Azar, Understanding and Using English Grammar, (New York: Prentice Hall,
1989), p. 29
37 Ann Raimes, How English Work A Grammar Handbook, (Cambridge; Cambridge
University Press, 1998),p. 124
28
In line with Paul Robert, William A. Sabin defines,” Present Perfect Tense
indicates action that has was started in the past and has recently been completed or
is continuing up to the present time”.38
That definition has been supported by Raymond Murphy who states, “When
we talk about a period of time that continues up to the present, we use the present
perfect”.39
It can indeed be used to refer to an event that happened in the past, but the
time is not important. What is important is the effect of the event on the present and
on the speaker or writer. It can indicate something that occurred at some
unspecified (and unimportant) time in the past, before now (often used with already,
just, or yet):
Example;
He has left this address.
Have you seen that movie yet?.
With perfect tenses, already emphasizes that the action was finished before
the time we’re discussing.
According to Kent Uchiyama in his book “ English Verb Tense”, there are
only a few times you absolutely need to use present perfect;
(1) “in your life” sentence. This sentence tell about someone’s life from the time a
person was born until now. There are four type of this sentences:
(a) Asking if someone has ever done something in their life.
Example, Have you (ever) lived in London?
(b) Saying that someone has never done something in their life.
Example, I have (never) visited in my grandmother’s house.
(c) Superlatives in someone life
Example, That’s the ugly dog I’ve seen in this area.
(2) Telling how many times someone has done something in their life if it might
happen again.
38 William A. Sabin, The Gregg Reverence Manual, Ninth Edition, (New York: Mc-Graw-
Hill Companies, 2001), p. 247
39 Raymond Murphy, op cit, p. 29
29
Example, Halim has eaten hamburger five times.
(3) Stative verbs that has started in the past and have continued until now.
Example, I’ve owned this book since I was little kid40
Based on those statements above, it can be concluded that the present perfect
tense is used to express:
(1) An action with happened at some unknown time in the past.
Examples:
I have already seen that film. I don’t want to see it again
(It doesn’t matter when I saw it)
(2) An action or activity happened in the past and was repeat over period of time.
Example:
I have eaten Chinese food several times.
She has visited Bali Island twice.
(3) An action happened in the past and the result of the action continues to or is still
true at present.
Example:
I have closed the door.
(The result of the action continues to the present, i.e. now the door is still
close).
(4) An action or state happened in the past and continuous to the present.
Examples:
I have lived in the Jakarta for four years.
(I started to live in Jakarta four years ago and I still live in Jakarta now)
(5) These adverbs are frequently used in present perfect tense: ever, already, yet,
just never.41
Ever means ‘any time’
For example: Have you ever been to the TMII ?
Already means ‘before now’
40 Kent Uchiyama, English Verbs Tenses,(New York;2006), p. 81
41 Elaine Kirn, et.al., Interaction Grammar 4th Edition, (New York: McGraw-Hill
Companies, 2002), p. 133.
30
For example: Have you already been to the TMII?
Yet means ‘up to now’
For example: Have you visited the TMII yet?
Just refers to the very recent past
For example: I have just visited the TMII.
Never means ‘not any time’
For example: I have never visited the TMII.
From the decision above, it mean that the present perfect tense focused on
the action that happened in the past but still has relevance moment in the present. It
is used commonly to show that the action has just been completed, or at least the
effect of the action is still felt at the moment of speaking.
2) Present Perfect Continuous Tense
a) The Meaning of Present Perfect Continuous Tense
Perfect progressive tenses emphasize the length of time an activity is in
progress. The basic reference point is either an implied noun) or a specified time in
the future.42
The present perfect progressive (continuous) is used to describe an event
that started in the past but is still happening in the present. That event in the present
can be a habitual event.43
The Present Perfect Continuous has the meaning of "lately" or "recently.44
Raymond Murphy in his book states that, we use the Present Perfect Continuous
to say how long something has been happening. The action began in the past,
continues in the present (or has just stopped), and may continue into the future (with
time words since, for, all day, all afternoon, every day this year, etc.).45
42 Raimes, op cit, p. 132
43 Uchiyama, op cit, p. 118
44 Azar, op cit, p. 42
45 Murphy, op cit ,p. 17
31
The present perfect progressive expresses the duration of “activities” and
uses a fairly wide range of verbs, while the present perfect uses only stative verbs
with since and for and expresses duration of “states” rather than “activities.”
In her book “Fundamental English Grammar third edition” Betty Azar
describes the present perfect continues tense with formulation diagram as
below;
Formulation Present Perfect Continuous Tense
Now
09.00 09.30
Past how long Future
The diagram above describes that “Present perfect continuous tense
expresses a situation that began in the past and continues to the present”.46
From the explanation above, the writer states that if there is not time
reference or sense of time reference then it is not Present perfect continuous tense
because there is no hint about the time of action when it started in past and it seems
just an on going action at present time which resembles “present Continuous tense.
So the reference of time differentiates between Present perfect continuous tense.
When you want to refer to an action, or an event that originated in the past but is
still on going or incomplete, use the present perfect continuous. Also present perfect
continuous tense is to show that something started in the past and has continued up
until now.
46 Ibid, p.98
In progress
32
b) The Form of Present Perfect Continuous Tense
The Present Perfect Continuous is made by using the present form of the
auxiliary verb "have"+past participle of the verb "to be"+-ing form of the main
verb ("I have been doing"). To form questions we reverse the order of the pronoun
and "have/has" (Have I, Has he ...?).47 This tense is rarely used in English. In
addition, Raymond Murphy states, “The present perfect continuous simple is
have/has + past participle of the verb “to be” + ing form the main verb.48
This is the explanation about the form of present perfect continuous tense
according to Marcella Frank:
(1) Affirmative statements in the present perfect continuous tense with;
(a) Subject + Auxiliary verb + main verb (Present participle) + Object + Time
reference
(b) Subject + has been/have been + (1st form of verb or base verb + ing) + object +
time reference
If the subject is “He, She, It, singular or proper name” then auxiliary verb
“has been” is used after subject in sentence.
If subject is “You, They or plural” then auxiliary verb “have been” is used
after subject in sentence.
Examples;
I have been studying since 3 O’clock
We form regular past participle by adding –ing base verb.
(2) Negative statements in the present perfect continuous tense with;
(a) Subject +”Not” between the Auxiliary verb + main verb (present participle)
+ Object + Time reference
(b) Subject + has not been/have not been + (1st form of verb or base verb + ing)
+ object + time reference
47 Azar, op cit,p. 48
48 Murphy, op cit, p. 26
33
To make negative sentence, the word “not” is written between the auxiliary
verbs, so it becomes like “has not been or have not been”. The rule for using
auxiliary verb “has been or have been” in negative sentences is as same as
mentioned above.
Examples;
He has not been watering the plants for two hours.
I have not been studying since 3 O’clock.
(3) Interrogative sentence in the present perfect tense with;
(a) Auxiliary verb + Subject + Auxiliary verb + main verb (present participle) +
object + time reference
(b) Has/have + Subject + been + (1st form of verb or base verb+ing) + object +
time reference.
Interrogative sentence starts with auxiliary verb. If the subject is “He, She,
It, singular or proper name” then the sentence starts with auxiliary verb “has” and
auxiliary verb “been” is used after subject. If subject is “You, They or plural” then
the sentence starts with auxiliary verb “have” and “been” is used after subject
Examples;
Has he been watering the plants for two hours?
Have I been studying since 3 O’clock?
According to Betty Schramper Azar in Fundamental of English Grammar
pointes out that “the basic form of the present perfect continuous tense:
"have/has"+past participle of the verb "to be"+-ing form of the main verb. Use
have with I, you, we, they, or plural noun (e.g. teachers). Use has with she, he, it
or singular noun (e.g. John). With pronouns, have is constructed to apostrophe + ve
(‘ve) and has to apostrophe + s (‘s)”.49
Based on classification above, the writer formulates the form of present
perfect tense into three types of sentences, they are: affirmative, negative, and
interrogative.
49 Betty S. Azar, Fundamental of English Grammar, (Jakarta, Binarupa, Aksara, 1993), edisi
dwibahasa, second edition, p. 42
34
(1) Affirmative
(a) The verb other than be
To make affirmative statement,we use the following formula:
S + have/has + past participle of verb be + verb + ( ing ) + object + time
reference
Example:
Subject Have
/ has
Past participle of the
verb to be
Verb
+ ing
I/you/we/they Have Been living In Japan
He/she Has Been working In that office
(b) The verb be
To make affirmative statement, the verb be we use the following formula:
S + have/has + been +…
Example:
Subject Have / has Been
I/you/we/they Have Been Here for two hour
He/she Has Been in Jakarta Since June 2003
It has Been very cold Lately
35
(2) Negative
(a) The verb other than be
To make negative statement, we use the following formula.
S + have/has + not + past participle of verb be + verb (ing ) + object +
time reference
Example:
(b) The verb be
To make an affirmative statement, the verb be we use the formula:
S + have/has + not + been + ..
Example:
Subject Have/has Not Been
I/you/we/they have Not been Here for two hour
He/she has Not been in Jakarta Since June 2003
It has Not been very cold lately
Subject Have/
has
Not Past participle
Of verb be
Verb
( ing )
I/you/we/they have not been Walking
He /she has Not been Talking
36
(3) Interrogative
(a) The verb other than be
To make interrogative question in affirmative statement,the formula is:
Have/has + Subject + Past participle of verb be+ verb (ing) +
object + time reference… ?
Example:
Have/has Subject Past participle of verb be Verb (ing)
Have I/you/we/they Been watching
Has He/she Been playing
(b) The verb be
To make interrogative question in affirmative statement of verb be, we put
have/has before the subject. The formula is:
Have/has + Subject + been + … ?
Example:
Have/has Subject Been
Have I/you/we/they been here for two hour
Has He/she been in Jakarta Since June 2003
Has It been very cold Lately
37
To make interrogative question in negative statement of verb be, we put
haven’t/hasn’t before the subject. The formula is:
Haven’t/hasn’t + Subject + been + verb (ing) +object + time
reference............?
Example:
Haven’t
/hasn’t
Subject Been
Haven’t I/you/we/they Been cooking In the kitchen?
Hasn’t He/she Been in Jakarta since June 2003?
Hasn’t It Been very cold lately?
An auxiliary verb “has been or have been” is used in sentence. 1st form of
verb (base verb) +ing (present participle) is used as main verb in sentence. “Since”
or “for” is used before the “time reference” in sentence.
If the time reference is exactly known such as 1995, 4 o’clock then “since”
is used before the time in sentence. If the time reference is not exactly known such
as three hours, six years, four days, then “for” is used before the time in sentence.
Time reference such as 3 hours or 5 days is not exactly known because we
don’t know that about which three hours a day is told in sentence or about which 5
days in a month is told in sentence. While the 1995 is exactly known time.
c) The usage of Present Perfect Continuous Tense
The present perfect continuous tense has several uses. According to
Raymond Murphy, we also use the present perfect continuous tense to ask or say
how long something has been happen. This time the action or situation began in the
past and is still happening or has just stopped.50
50 Raymond Murphy, English Grammar in Reference and Practice, (Cambridge; Cambridge
University Press, 1989), p. 32
38
Paul Robert has the idea about the use of present perfect tense. He says,”
The present perfect tense indicates that the action has just been completed, or at
least, that is effects are still being felt”.51
The present perfect continuous is very often used with since and for. they
express the duration of an occurrence from the past to the present time, with the
difference being that the present perfect progressive expresses the duration of
“activities” and uses a fairly wide range of verbs, while the present perfect uses
only stative with since and for and expresses duration of “states” rather than
“activities.”.52
We use the present perfect continuous in this way with how long,
for….since…..The activity is still happening (as in this example) or has just
stopped.
Based on Raymond Murphy’s book in English Grammar in Use and With,
he states that we can use the present perfect continuous for actions repeated over a
period of time.53
Based on those statements above, it can be concluded that the present perfect
tense is used to express:
(1) An action that began in the past and has recently stopped or just stopped.
Examples:
I have been talking to Rina about your problem.
(2) An action or situation began in the past and still happening or has just stopped.
The action began in the past, continues in the present (or has just stopped),
and may continue into the future (with time words since, for, all day, all
afternoon, every day this year, etc.).
Example:
It is raining now. It began to rain two hours ago, and it has been raining.
They have been talking for the last hour
(3) An action that repeated over a period of time by using how long, for and since)
51 Robert, op cit, p. 155
52 Azar, op cit, p. 69
53 Murphy, op cit ,p. 18
39
Example:
She has been paying tennis since she was eight.
(4) An action or general activity in progress (without time words or with recently,
lately) .You can also use the Present Perfect Continuous without duration such as
"for two weeks." Without the duration, the tense has a more general meaning of
"lately." We often use the words "lately" or "recently" to emphasize this meaning:
Example:
Michael has been studying hard lately.
(5) How long something has been happening.
Example:
How long have you been reading the book?
From the decision above, it means that the present perfect continuous tense
focused on the action that something started in the past and has continued up until
now. You can also use the Present Perfect Continuous without duration such as "for
two weeks." Without the duration, the tense has a more general meaning of "lately."
We often use the words "lately" or "recently" to emphasize this meaning.
C. Previous Studies
Some studies dealing with this study were done by Auliya and Cahyanti.
The short explanations of this study are explained in the following section.
Auliya conducted a case study on analyzing on some students’ difficulties
in learning present perfect tense. he focused on difficulties in usage and form of
present perrfect tense by the student. The purpose of this study was to find out what
the most difficultiy made by the students in learning present perfect tense, and the
writer used test as an instrument and interview to get the data. The method was
qualitative analysis. The result was the third grade students of SMK YAPIA Pondok
Aren have difficulty in learning the usage of present perfect tense. There are 48.15%
student who will get difficulty in the form of present perfect tense, and there are
74.07 % student who will get difficulty in the usage of present perfect tense. So,
40
from the explaantion above, the most difficulty in learning present perfect tense is
the usage of present perfect it self.54
Cahyanti conducted an experiment research about the Error Analysis on
Studennts’s Learning Present Perfect tense. She focused on the research is to gain
the information about the common mistake in learning present perfect at Madrasah
Aliyah Soebono Mantofani Jombang Ciputat.The methodology using qualitative
method from by collecting data from observation. In her skripsi, there are some
mistake which made by the student. The usage has/have and irregular/ regular verbs
is common error. The most a conclusion that the most students made error in the
form of present perfect tense there are 48 % error made by the students in the form
of has/ have in the present perfect tense. The second is the form of regular verb.
In the form of regular verb there are 28% and in this form there are few
students done mistakes. Next, There are 55% error which are made by students in
the form of irregular verb. Then, the error in distinguishing the usage of present
perfect tense is 58.75%, the students still get confused to distinguish between
present perfect tense and simple past tense.55
Based on the finding of this study can be concluded that the usage of
present perfect tense is the common difficulty that faced by the student in learning
present perfect tense. By analyze some diffilucties in learning present perfect tense,
the teacher will know what the difficulies in learning this tense are and can find a
solution to fix it.
54 Sri Sultan Auliya, “Some Difficulties Faced by Students in Learning Present Perfect
Tense”, Skripsi at Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2007, unpublished
55 Erka Cahyanti, “ An Error Analysis on Student’s Learning in Present Perfect Tense”,
Skripsi at Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2011, unpublished.
41
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time.
The writer conducted the research at SMP Muhammadiyah 17 which
located on Jl. Ir.H. Juanda No. 211 Tangerang Selatan. The research was carried
out on February 11 up to September 24, 2014.
B. Data and Data Sources
The data of the research was the students’ errors in using present perfect
and present perfect continuous tense the data was taken from the test and
interview. The data sources are the third year students of SMP Muhammadiyah
17. Third grade consist of 136 students which consist of four classes. Class A
consist of 35 students, class B consist of 36, class C consist of 35 student and
class D consist of 30 students. In this research, he used the random sampling.1 By
this random sampling technique, he got that the sample is class 9D In that class,
there are 30 students. In random sampling the writer choose random member of
population. The writer prepared some piece of paper. He write down the name of
class in each piece of paper. All the piece of paper should be rolled and put into a
glass. After that, the writer choose random a piece of paper.
In the field research to make the writer easier in analyzing the data, the
writer would held the observation by giving the test and questioner to find out
some difficulties face by student in learning present perfect tense and present
perfect continous tense.
1Sukmadinata and Nana Syaodih, Metode Penelitian Pendidikan, (Bandung: PT
RemajaRosdaKarya, 2010), p.253.
42
C. Method of the Research.
This paper is written based on case study and field research, in this case
the writer would take SMP Muhammadiyah 17 as place for investigation to be
discussed. In field research the writer observed some difficulties and problem
SMP muhammadiyah 17 the third year student in learning present perfect tense
and present prefect continous, after collecting and processing the data the writer
would held the observation and gave the test to the student by giving the question
to found out some data from the students they would like to offer an alternative to
solve the problems.
D. Instrument of the Research
In this study, the writer will use instrument to get the data needed, they
are:
a) Observation. It is will use to see exactly the classroom atmosphere of class
9D in teaching activities by observing the English teaching, the textbook
that used by teacher and student English teaching learning process include.
The problem faced by student in understanding the English lesson,
especially present perfect and present perfect continuous tense.
b) Test. The test help teacher understand the student and determine the extent
to which the instructional objectives are being achieved, the writer will use
test as the instrument to get the data.
c) Interview. The data of this study is also collected by using interview, such
as the reason why the student find difficulties in learning present perfect
tense and present perfect continuous tense.
E. Technique of Collecting and Analyzing Data
The researcher held a written test to collect data of students’ errors in
using present perfect and present perfect continuous tense to collect data of causes
of students’ errors.
43
1. Observation
It is the main technique in collecting data about teaching English in
classroom. It will conduct from 4th up to 18th of March, 2014. In this case the
writer acted as observer who observed the teaching learning process without being
involved in the process.
2. Data from Test
A written test conducted to 30 students of third year students at SMP
Muhammadiyah 17 Ciputat to collect data of students’ errors in using present
perfect and present perfect continuous tense. The test was divided into three
sections. Section one focused on present perfect which consists of nine questions.
The second section consists of nine questions which focused on present perfect
continuous tense. The last section asks the students to differentiate whether the
sentence is present perfect or present perfect continuous tense, and this section
also consists of six questions. The following table is the test item scheme about
the test:
Table 3.1
The Test Item Scheme
No Indicator Tested Area
Tasted
Area
Item Number Item
Type
1. The students make
Present Perfect Tense
Regular Verb 1,4,7,19
Fill in
the
Blank
Has/have 2,5,8,20
Irregular Verb 3,6,9,21
2.
The students make
Present Perfect
Continuous Tense.
Regular Verb 10,13,16,22
Has/have 11,14,17,23
Irregular Verb 12,15,18,24
44
3. Interview
The data of this study also collected by using interview technique. This
technique is used to find the needed data which are covered by observation
technique and test, such as the reason why the students find difficulties in learning
present perfect tense and present perfect continuous tense. Therefore, this
questioner is also used to convince the writer about the data gained through other
technique. The topic of interview is about the difficulties in using present perfect
tense in learning process. This technique is used to interview the students and
English teacher of SMP Muhammadiyah 17. Tape recorder can help to record the
data of interview.
Table 3.2
The Interview Item Scheme
No. Indicator Tested Area Item
Number Item Type
1 To find out the student’s
error areas Plural form of noun 1 and 2
Interview
2
To find out whether the
student’s error caused by
mother-tongue interference
Mother-tongue
Interference error 3
3
To find out whether the
student’s error caused by
overgeneralization
Overgeneralization 4
4
To find out whether the
student’s error caused by
teaching material or
method
Error encourage by
teaching material or
method
5
45
The Questions of the Interview
1. Apakah kamu tahu dan paham aturan-aturan dalam pembentukan kalimat
present perfect dan present perfect continuous tense dalam Bahasa Inggris?
2. Pada bagian apa kamu kesulitan memahami present perfect dan present
perfect continuous tense (regular plural/irregular plural)?
3. Apakah perbedaan Bahasa mempersulit kamu dalam memahami present
perfect dan present perfect continuous tense? Kenapa?
4. Apakah menurut kamu semua bentuk kata kerja ketiga dalam Bahasa Inggris
bisa ditambah –ed? Kenapa?
5. Menurut kamu, bagaimana cara guru kamu menjelaskan materi present
perfect dan present perfect continuous tense?
In analyzing the students’ written test, the researcher focused on using
present perfect and present perfect continuous tense. Besides, the researcher used
some procedures in analyzing students’ errors: collecting the data, identifying the
errors by marking the errors in the students’ answer sheet, describing the students’
errors, classifying errors made by the students, and the last counting the errors into
percentage. Note that, in identifying the most frequent errors in the form of
present perfect and present perfect continuous tense, focus on part one and part
two in the test given. Furthermore, to calculate the percentage of students’ errors,
the researcher uses the formula below: 2
2 Anas Sujiono, Pengantar Statistika Pendidikan, (Jakarta: PT. Grafindo Persada, 2005), p.43
46
P = Percentage
F = Frequency of error made
N = Number of cases (total of frequency)
To figure out the learners’ errors in the usage of present perfect and
present perfect continuous, the researcher classify the errors into three parts which
are present perfect, present perfect continuous, and differentiating whether the
sentence is present perfect or present perfect continuous. Then, it will be
presented by three tables. The first table presents “the frequency of omission
errors in using present perfect tense and present perfect continuous tense”, the
second table presents “the frequency of addition errors in using present perfect
tense and present perfect continuous tense”, and the last table presents “the
frequency of misformations errors in using present perfect tense and present
perfect continuous tense”. After the researcher got the frequency of errors in each
part, he calculated it and put the data into the table of total of errors in the usage of
present perfect and present perfect continuous.
Moreover, to figure out the learners’ errors in the form of present perfect
and present perfect continuous, the researcher focus on part A and part B in the
test. He classified the errors based on the tested area; regular verb, has/have, and
irregular verb. All of this will be presented by the table of “frequency of
misformation errors in the form of present perfect and present perfect
continuous”. Finally, the total will be presented in the table of “total misformation
errors in the form of present perfect and present perfect continuous”.
𝑃 =F
N x 100%
47
In addition, for further details of misformation errors in using present
perfect and present perfect continuous, the descriptions will be presented in three
different table; “the specific descriptions of misformation errors found in using
present perfect tense”, “the specific descriptions of misformation errors found in
using present perfect continuous tense”, and “the specific descriptions of
misformation errors found in using either present perfect or present perfect
continuous”.
48
CHAPTER IV
RESEARCH FINDING
A. Data Description
In this chapter, the writer analyzed each student’s error in using plural
nouns from the test given. The test consists of 24 items of sentence completion
test which were focused on present perfect and present perfect continuous tense.
To analyze the errors, the writer used types of error classification based on
surface strategy taxonomy proposed by Dullay, Burt, and Kiparsky; they are
omission, addition, misformation, and misordering. The writer found three types
of errors after identifying the error made by the students; the types of errors are
omission, addition, and misformation. Also there are three causes of errors:
mother tongue interference, overgeneralization, and error encouraged by
teaching material or method.
In analyzing the causes of errors, the writer used the result of the interview
which consisted of 5 questions. After the writer analyzed the student’s error, he
counted the errors by using the table and calculated the number of each error and
it was calculated by using percentage. After getting the result of the student’s
errors, he interpreted the data.
Here is the identification of errors made by Third Grade Students of SMP
Muhammadiyah 17 Ciputat as follows:
Table 4.1
Number of Students’ Correct and Incorrect Answers
Item
Number
Number of correct
answers
Number of incorrect
answers
1 21 9
2 22 8
3 19 11
49
Item
Number
Number of correct
answers
Number of incorrect
answers
4 22 8
5 22 8
6 4 26
7 29 1
8 29 1
9 3 27
10 28 2
11 22 8
12 25 5
13 25 5
14 22 8
15 23 7
16 29 1
17 18 12
18 27 3
19 28 2
20 29 1
21 1 29
22 29 1
23 25 5
24 23 7
Total 525 195
Based on the table above, it could be seen that the number of incorrect
answer made by the students in using plural nouns was 195 or 27.08 % of the total
answer. Item number 21 was the most frequent incorrect answer made by the
students with 29 incorrect answers.
50
After identifying the students’ errors, the writer described the students’
errors and analyzed the causes of the errors. The following table was the
description of the students’ errors in using present perfect and present perfect
continuous tense.
Table 4.2
Description of Students’ Error in Omission in using present perfect
and present perfect continuous tense.
Item
No
Number
of
students
Error
Recognition
Error
Classification
Error
Reconstruction
4
1
My brother
has playd a
football for
two hours
Omission of
spelling /e/
My brother has played a
football for two hours
2
My brother
has plyed a
football for
two hours
Omission of
spelling /a/
7 1 I haven’t talke
to him yet.
Omission of
spelling /d/ I haven’t talked to him yet.
9
5
Romina has
brougt a new
book in the
school since
yesterday
Omission of
spelling /h/
Romina has brought a new
book in the school since
yesterday
51
12 5
Mr. Rama has
been wering
this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been wearing
this T-Shirt for this morning.
13 1
They haven’t
been studing
an English
Subject all day
Omission of
spelling /y/
They haven’t been studying an
English Subject all day
15 7
Have you
been drivin my
car to my
grandmother’s
house in Bali
for two hours
Omisson of
spelling /g/
Have you been driving my car
to my grandmother’s house in
Bali for two hours
16 1
Fitri has been
movin to her a
new apartment
recently
Omission of
spelling /g/
Fitri has been moving to her a
new apartment recently
18 3
Anita has been
witing some
letters for two
Omission of
spelling /r/
Anita has been writing some
letters for two
21 3
Annisa has
bougt a new
flower for her
garden for one
hour
Omission of
spelling /h/
Annisa has bought a new
flower for her garden for one
hour
24 2
Romina has
been cring in
the classroom
since
yesterday
Omission of
spelling /y/
Romina has been crying in the
classroom since yesterday
52
Based on the table 4.2 above, the writer concludes that the most errors
occurred in number 15 with 7 students made errors in that number. There are error
in spelling, /a/,/d/, /e/, /g/, /h/, /r/, and /y/.
For example error in spelling ,/a/ * My brother plyed a football for two
hours. That is a wrong sentence because there is omission in spelling /a/ [plyed].
It should be * My brother played a football for two hours. Error in spelling /d/, * I
haven’t talke to him yet. That is a wrong sentence because there is omission in
spelling /d/ [talke]. It should be * I haven’t talked to him yet. Error in spelling /e/,
* My brother playd That is a wrong sentence because there is omission in spelling
/e/ [playd]. It should be * My brother played. Error in spelling /g/, * Have you
drivin my car to my grandma’s house in Bali for two hours. That is a wrong
sentence because there is omission in spelling /g/ [drivin]. It should be * Have you
driving my car to my grandma’s house in Bali for two hours. Error in spelling /h/,
* Romina has brougt a new book in the school since yesterday. That is a wrong
sentence because there is omission in spelling /h/ [brougt]. It should be * Romina
has brought a new book in the school since yesterday. Error in spelling /r/, *
Annisa has been witing some letters for two hours. That is a wrong sentence
because there is omission in spelling /r/ [witing]. It should be * Annisa has been
witing some letters for two hours. Error in spelling /y/, * Romina has been cring
in the classroom, since yesterday. That is a wrong sentence because there is
omission in spelling /y/ [cring]. It should be * Romina has been crying in the
classroom, since yesterday..
Almost students make an error because of teaching materials or method.
The writer found some errors that considered as the result of the failure of
ineffective of teaching process. These errors might happen because of teaching
process. May the student just listened what the teacher said, however they didn’t
know how to spell it in the correct verb.
53
Table 4.3
Description of Students’ Error in Addition in using present perfect
and present perfect continuous tense.
Item
No
Number
of
students
Error
Recognition
Error
Classificati
on
Error
Reconstruction
3 2
“have you meted
many people
since you came
here?”
Addition of
spelling /ed/
“have you met many
people since you came
here?”
4 1
My brother has
playeed a
football for two
hours.
Addition of
spelling /e/
My brother has played a
football for two hours.
5 1
How long haved
you been
speaking with our
lecturer
Addition of
spelling /d/
How long have you been
speaking with our lecturer
8 1
My mother hased
been cooking an
omelet in the
kitchen
Addition of
spelling /d/
My mother has been
cooking an omelet in the
kitchen
9 4
Romina has
broughted a new
book in the school
since yesterday.
Addition of
spelling /ed/
Romina has brought a new
book in the school since
yesterday.
11 3
How long having
you been
speaking with our
lecturer
Addition of
spelling
/ing/
How long have you been
speaking with our lecturer
54
14 3
My mother hasing
been cooking an
omelet in the
kitchen
Addition of
spelling
/ing/
My mother has been
cooking an omelet in the
kitchen
17 4
Zahra hasing been
here for two
hours.
Addition of
spelling
/ing/
Zahra has been here for
two hours.
19 2
He has listeening
to Beethoven’s
music for three
days
Addition of
spelling /e/
He has listened to
Beethoven’s music for
three days
21 3
Annisa has
boughted new
flower for her
garden for one
hour
Addition of
spelling /h/
Annisa has bought new
flower for her garden for
one hour
22 1
She has been
teacheing in this
school for two
hours.
Addition of
spelling /e/
She has been teaching in
this school for two hours.
Based on the table 4.3 above, the most errors occurred in number 9 and 17
with 4 students made errors in that number. There are error in spelling /e/, /d/,
/ed/, and /ing/. For the example. For example error in spelling ,/e/ * My brother
has playeed a football for two hours. That is a wrong sentence because there is
addition in spelling /a/ [playeed]. It should be * My brother played a football for
two hours. Error in spelling ,/d/ * My mother hased been cooking an omelet in the
kitchen. That is a wrong sentence because there is addition in spelling /d/
[playeed]. Error in spelling ,/ed/ * Annisa has broughted new flower for her
garden for one hour. That is a wrong sentence because there is addition in
spelling /d/ [broughted]It should be * Annisa has brought new flower for her
55
garden for one hour. Error in spelling ,/ing/ * Zahra hasing been here for two
hours. That is a wrong sentence because there is addition in spelling /d/ [hasing]It
should be * Zahra has been here for two hours.
It happened because the students might face difficulties whether the
irregular form of that verb should be brought not by adding (ed), because it is
irregular verb not regular verb. In number 17, the students make an error because
they overgeneralization the form of present perfect continuous.
Table 4.4
Description of Students’ Error in Misformation in using present perfect
and present perfect continuous tense.
Item
No
Number
of
students
Error
Recognition Error Classification
Error
Reconstruction
1
2
Rini has
watchs the
Raid movie for
two hours. Misformation
Rini has watched the
Raid movie for two
hours.
7
Rini has
watches the
Raid movie for
two hours.
2 8
My kite have
flown high on
the sky for
three hours
Misformation
My kite has flown
high on the sky for
three hours
3
3
“have you
meeted many
Misformation
“have you met
many people since
56
people since
you came
here?”
you came here?”
6
“have you
meted many
people since
you came
here?”
4
2
My brother
has plays
football for
two hours.
Misformation
My brother has
played football for
two hours.
2
My brother
has playing
football for
two hours.
5
7
We has studied
an English
subject for two
hours in the
class
Misformation
We have studied an
English subject for
two hours in the
class
57
6 26
Amran has
singed
wonderful song
for his mother
in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for
his mother in
mother’s day since
yesterday
9 18
Romina has
bringed a new
book in the
school since
yesterday
Misformation
Romina has brought
a new book in the
school since
yesterday
10 2
I have been go
to the Ragunan
Zoo for two
times
Misformation
I have been going to
the Ragunan Zoo for
two times
11
5
How long has
you been
speaking with
our lecturer
Misformation
How long has you
been speaking with
our lecturer
13 4
They haven’t
been studied
an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
58
14 5
My mother
have been
cooking an
omelet all day
Misformation
My mother has been
cooking an omelet
all day
17 8
Zahra have
been here for
two hours
Misformation Zahra has been here
for two hours
20 1
She have been
here since
yesterday
Misformation She has here since
yesterday
21
23
Annisa has
buyed new
flower for her
garden for one
hour.
Misformation
Annisa has bought
new flower for her
garden for one hour.
23 5
My mother
hasing been
visiting her
new friend’s
home recently.
Misformation
My mother has been
visiting her new
friend’s home
recently
59
24 5
Romina has
been cried in
the classroom
since yesterday
Misformation
Romina has been
crying in the
classroom since
yesterday
Based on the table 4.3 above, the most errors occurred in number 6 with 26
students made errors in that number. First , student committed errors in irregular
verb, such as * Amran has singed wonderful song for his mother in mother’s day
since yesterday * Romina has bringed a new book in the school since yesterday *
Annisa has buyed new flower for her garden for one hour.
The student put –ed in the end of the words without considering the rules
in changing to irregular form; it means that the student overgeneralization in
forming plural noun with adding –ed. For [sing], the verb irregular must be
changed [sung]. The words sing, bring and buy are irregular verb. In present
perfect and present perfect continuous tense, the verb must be changed into past
participle verb. For irregular verb has its own rule for being changed into past
participle verb.
It might happen because the students did not know the rules in changing
to irregular verb, so they just added –ed make irregular verb (the irregular form of
sing should be sung, not singed)
60
Table 4.5
The Recapitulation of Error Types
No Error types Frequency of Errors Percentage
of Errors ( %)
1 Misformation 139 71.28
2 Omission 31 15.89
3 Addition 25 12.82
TOTAL 195 100 %
Based on the table above, it could be described that the errors in
misformation was the most frequent errors which the students committed 139
errors or 71.28%. It is followed by errors in omission that consisted of 31 errors
or15.89%. The last is errors in addition with 25 errors or 12.82%. Then, the
frequency and the percentage of error causes were described into table as follow:
Since the most error caused by misformation, the writer would described
the table of misformation made by the student in using present perfect and present
perfect continuous tense.
Table 4.6
Frequency of Misformation Errors in the Form of Present Perfect Tense
and Present Perfect Continuous Tense.
No Tested Area Item
Number
Frequency of Error
1
Regular Verb
1 9
4 8
7 1
10 2
13 5
16 1
19 2
61
22 1
Total 29
2 Has/Have
2 8
5 8
8 1
11 8
14 8
17 12
20 1
23 5
Total 51
3 Irregular Verb
3 8
6 26
9 27
12 5
15 7
18 3
21 29
24 7
Total 115
62
Table 4.7
Total of Misformation Errors in the Form of Present Perfect Tense
and Present Perfect Continuous Tense.
No Tested Area Frequency of
errors
Percentages of
Errors ( % )
1 Regular Verb 29 14.87
2 Has/Have 51 26.15
3 Irregular Verb 116 59.48
Total 195 100 %
From the table above, the researcher found out that the most frequent error
students created was irregular verb shown by 116 errors or 59.48% made.
Pursuing it is has/have form with 51 errors or 26.15%. And then, there is regular
verb with 29 errors or 14.87%.
B. Discussion
Based on the table above, it could be described that the errors in
misformation was the most frequent errors which the students committed 139
errors or 71.28%. It is followed by errors in omission that consisted of 31 errors
or15.89%. The last is errors in addition with 25 errors or 12.82%.
63
1. Types of Students’s Error
Here is the table which shows the total of students’ errors from the test:
Table 4.8
The Recapitulation of the Students’ Error
Stude
nts
Omission
(19 students)
Addition
(22 students)
Misformation
( 30 students) Misordering
Total
of
Errors
1 2 1 6 - 9
2 - 2 5 - 7
3 1 1 3 - 5
4 1 - 4 - 5
5 - 1 4 - 5
6 2 1 4 - 7
7 1 2 5 - 8
8 2 1 5 - 8
9 - 1 5 - 6
10 2 - 8 - 10
11 - 1 3 - 4
12 2 1 5 - 8
13 - 2 2 - 4
14 2 1 5 - 8
15 1 1 8 - 10
16 2 1 8 - 11
17 - - 4 - 4
18 2 2 6 - 10
19 - 1 3 - 4
20 2 1 4 - 7
21 - - 4 - 4
64
Stude
nts
Omission
(19 students)
Addition
(22 students)
Misformation
( 30 students) Misordering
Total
of
Errors
22 2 1 4 - 7
23 - - 2 - 2
24 1 1 6 - 8
25 - - 4 - 4
26 2 1 9 - 12
27 1 1 2 - 4
28 - - 3 - 3
29 1 - 4 - 5
30 2 1 4 - 7
Total 31 25 139 - 195
From the table above, it could be described that student number 23 made
minimum errors with 2 errors, and student number 26 made maximum errors with
12 errors.
Also, based on the table, the writer found that there were three types of
error made by second grade students of SMP Muhammadiyah 17 Ciputat; they are
omission, addition, and misformation. The total of all errors made by the students
are errors; they are 31 in omission, 25 in addition, and 139 in misformation.
a) Misformation
All students made errors in misformation, and it is the most type of errors
students made. The total errors made by the students are139 or 71.28%. It might
happen because students face difficulties in forming present perfect tense. They
did not know the rules, so they made those errors.
First, students committed errors in irregular verb, such as * Amran has
singed wonderful song for his mother in mother’s day since yesterday * Romina
65
has bringed a new book in the school since yesterday and * Annisa has buyed new
flower for her garden for one hour. The students put -ed in the end of the words
without considering the rules in changing to irregular form; it means that the
students overgeneralized in forming plural nouns with adding -ed. For [sing], the
verb is irregular verb, must be changed [sung], and for [bring], the verb is
irregular verb, must be unchanged [brought]. The word sing, bring and buy are
irregular verb. In present perfect and present perfect continuous, the verb must be
changed into past participle verb. For irregular verb has its own rule for being
changed into past participle verb.
Second, misformation in using has/have, the students overgeneralized in
forming has/have, such as in *Zahra have been here for two hours, *She have
been here since yesterday, and *My mother hasing been visiting her new friend’s
home recently. The students using have for singular noun, it should be has for
singular noun, such as she/he or the name of people like this sentence. The student
still confused in using has/have in the sentence. They use has in plural noun and
use have in singular noun. For the last sentence, the student over generalized in
forming has in the present perfect continuous tense
b) Omission
There are 19 students made errors in omission with total errors are 31 or
15.89%. It happened because the students might fail to construct the verb, so there
were omission in spelling /d/, /ed/, /h/, /y/, and /g/. There are error in spelling,
/a/,/d/, /e/, /g/, /h/, /r/, and /y/.
For example error in spelling ,/a/ * My brother plyed a football for two
hours. That is a wrong sentence because there is omission in spelling /a/ [plyed].
It should be * My brother played a football for two hours. Error in spelling /d/, * I
haven’t talke to him yet. That is a wrong sentence because there is omission in
spelling /d/ [talke]. It should be * I haven’t talked to him yet. Error in spelling /e/,
* My brother playd That is a wrong sentence because there is omission in spelling
/e/ [playd]. It should be * My brother played. Error in spelling /g/, * Have you
drivin my car to my grandma’s house in Bali for two hours. That is a wrong
66
sentence because there is omission in spelling /g/ [drivin]. It should be * Have you
driving my car to my grandma’s house in Bali for two hours. Error in spelling /h/,
* Romina has brougt a new book in the school since yesterday. That is a wrong
sentence because there is omission in spelling /h/ [brougt]. It should be * Romina
has brought a new book in the school since yesterday. Error in spelling /r/, *
Annisa has been witing some letters for two hours. That is a wrong sentence
because there is omission in spelling /r/ [witing]. It should be * Annisa has been
witing some letters for two hours. Error in spelling /y/, * Romina has been cring
in the classroom, since yesterday. That is a wrong sentence because there is
omission in spelling /y/ [cring]. It should be * Romina has been crying in the
classroom, since yesterday..
Almost students make an error because of teaching materials or method.
The writer found some errors that considered as the result of the failure of
ineffective of teaching process. These errors might happen because of teaching
process. May the student just listened what the teacher said, however they didn’t
know how to spell it in the correct verb.
In sentence happened because the student confused to write what they
thought. Mother tongue is the reason why the student got an error.
c) Addition
Addition is the lowest errors types made by the students The writer found
22 students made errors in addition, and the total errors were 25 or 12.82%. The
students did errors with adding spelling of /e/, /ed/, /ing/, /d/. and /h/. Based on the
table 4.3 above, the most errors occurred in number 9 and 17 with 4 students made
errors in that number. There are error in spelling /e/, /d/, /ed/, and /ing/. For the
example. For example error in spelling ,/e/ * My brother has playeed a football
for two hours. That is a wrong sentence because there is addition in spelling /a/
[playeed]. It should be * My brother played a football for two hours. Error in
spelling ,/d/ * My mother hased been cooking an omelet in the kitchen. That is a
wrong sentence because there is addition in spelling /d/ [playeed]. Error in
67
spelling ,/ed/ * Annisa has broughted new flower for her garden for one hour.
That is a wrong sentence because there is addition in spelling /d/ [broughted]It
should be * Annisa has brought new flower for her garden for one hour. Error in
spelling ,/ing/ * Zahra hasing been here for two hours. That is a wrong sentence
because there is addition in spelling /d/ [hasing]It should be * Zahra has been
here for two hours.
It happened because the students might face difficulties whether the
irregular form of that verb should be brought not by adding (ed), because it is
irregular verb not regular verb. In number 17, the students make an error because
they overgeneralization the form of present perfect continuous.
For first sentence, it happened because the students might face difficulties
in using irregular verb in forming present perfect tense, the correct plural form
should be [brought]. The word [hased] in second sentence is incorrect form of
has It might happen because the students did not know the form of has in forming
present perfect, has is auxiliary verb, it cannot be changed into other form, the
student over generalized into concept of past participle, must be added by –ed in
the end of word.
1. Causes of Students’ Errors
In this part, the writer would like to analyze the causes of error made by the
students in using present perfect and present perfect continuous tense. Here are the
explanations of error causes as follow:
a) Overgeneralization
This is the most frequent causes of students’ errors; there are 107 or
54.87%. The writer found some errors considered as overgeneralization, such as
*Amran has singed wonderful song for his mother in mother’s day since yesterday
and *Romina has bringed a new book in the school since yesterday. The correct
irregular verb in forming past participle of those words are [sung] and [brought].
These errors might happen because the students just knew that the ways of
68
forming past participle are with adding -ed. They did not know that there are more
rules to change irregular verb became past participle. In that case the students
used that rule to change an irregular verb into past participle by looking up
dictionary and memorize it.
For example, the student number 2 make an error in changing into a past
participle verb * Amran has singed wonderful song for his mother in mother’s day
since yesterday. This is a wrong sentence. The type of this error is Misinformation
. The cause of error in overgeneralization. Based on the interview, the student said
the verb in English language can change depends on situation. Some of them
cannot be changed by adding –ed . There are irregular and regular . But she said
that she still confused using that rules. 39The sentence should be Amran has sung
wonderful song for his mother in mother’s day since yesterday.
Other example, the student number 16, * Romina has bringed a new book
in the school since yesterday. This is a wrong sentence. The type of this error is
Overgeneralization. The cause of error in overgeneralization. Based on the
interview, the student said the verb in English language can change depends on
situation. Some of them cannot be changed by adding –ed . There are irregular
and regular . But she said that she still confused using that rules. 40However, in
irregular verb, there are some rules for changing the verb. You can look up the
dictionary and memorize it.
Student number 22 make an error in changing the verb. Annisa has buyed
a new flower for her garden for one hour. This is a wrong sentence. The type of
this error is Overgeneralization . The cause of error in overgeneralization. Based
on the interview, the student said the verb in English language can change
depends on situation. Some of them cannot be changed by adding –ed . There are
irregular and regular . But she said that she still confused using that rules. 41The
sentence should be Annisa has bought a new flower for one hour.
39 Appendix 5, Result of the interview, p. 106 40 Ibid, p. 106 41 ibid, p. 106
69
b) Errors Encouraged by Teaching Materials or Method
In this case, the writer found the total frequency of this causes of errors are
70 or 38.89%. Referring to error identification, the writer found some errors that
considered as the result of the failure or ineffective of teaching process, such as *
I have been go to Ragunan Zoo for two times and *They haven’t been studing an
English subject all day. In the first sentence, the students used [go] in forming
present perfect continuous tense. The correct form is [going]. This error might
happen because of the teaching process. The second sentence it might happen
because only pronounced the word, and the students just listened what the teacher
said, so the students did not know the spelling of the correct verb.
70
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
As it has been stated in the background of the study, the writer limited this
study into the analysis on the errors made by the third grade students of SMP
Muhammadiyah 17 Ciputat in understanding present perfect tense and present
perfect continuous tense.
According to the data described in the previous chapter, the writer could draw
a conclusion that the most students made error in the form of present perfect tense
rather than present perfect continuous tense. Based on the tables in the previous
chapter, it could be described that the errors in misformation was the most
frequent errors which the students committed; 139 errors or 71.28%. It is followed
by errors in omission that consisted of 31 errors or 15.89%. The last is errors in
addition with 25 errors or 12.82%.
Based on the findings, there are many reasons why the students make errors in
using present perfect tense and present perfect continuous tense. Error causes
made by the students in using present perfect tense and present perfect continuous
tense are 195 errors. The most error caused by Overgeneralization with 107 errors
or 54.87%. It was followed by error causes in errors encouraged by teaching
materials or method with 88 or 45.13%.
B. Suggestions
After presenting the result of the research, the writer would like to propose
some suggestions which will be useful for both the students and the English
teachers. As for the students, they should learn more about present perfect and
present perfect continuous tense to avoid or comitting error in both two tenses.
For the teachers, they should improve their teaching techniques by preparing
systematic materials and more practices in order to make the students understand
71
the materials more and also help the students to reduce the errors which are often
made by them.
Based on the students’ errors in using present perfect and present perfect
continuous tense, the researcher would like to give many suggestions:
1. Students have to pay attention to the rules of present perfect and present
perfect continuous tense.
2. Students have to do more exercises in using present perfect and present
perfect continuous tense.
3. The teachers have to give more exercises and practices to improve
students’ ability especially in using present perfect and present perfect
continuous tense.
4. The students have to do more exercise, so they can distinguish between
present perfect and present perfect continuous tense.
5. The students should memorize regular and irregular verb to prevent them
making error in the future.
6. The teacher should give students the opportunities to be more active in
English learning, and encourage the students to practice what they have
learned in the class
.
73
72
BIBLIOGRAPHY
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APPENDICES
74
Appendix 1 : Test Instrument
Name : Class :
A. Please complete the sentences with the appropriate present perfect
tense form of given the best choice in the parentheses.
1. Rini has ……………...(watch ) the Raid movie for two hours.
2. My kite……………..(has/have) flown high on the sky for three hous.
3. “have you .....(meet) many people since you came here?”
4. My brother has …………(play) a football for two hours.
5. We………………..(has/have) studied an English subject for two hours in
the class.
6. Amran has………(sing) a wonderful song for his mother in mother’s day
since yesterday.
7. I haven’t …. ….(talk) to him yet.
8. Annisa…….(has/have) typed all tasks for two hours
9. Romina has……….(bring) a new book in the school since yesterday.
B. Please complete the sentences with the appropriate present perfect
tense continuous form of given the best choice in the parentheses.
10. I have been ………(go) to the Ragunan Zoo for two times.
11. How long ………. ( have/has) you been speaking with our lecturer ?
12. Mr. Rama has been……………..(wear) this T-Shirt for this morning
13. They haven’t been……….(study) an English Subject all day.
14. My mother………(has/have) been cooking an omelet all day.
75
15. Have you been………(drive) my car to my grandmother’s house in Bali
for two hours?
16. Fitri has been ……(move) to her a new apartment recently.
17. Zahra ………(has/have) been here for two hours.
18. Anita has been………………..(write) some letters for two times.
C. Please complete the sentences with the appropriate present perfect or
present or perfect continuous tense form of given the best choice in the
parentheses.
19. He has…….(listen) to Beethoven’s music for three times.
20. She ……..(has/have) been here since yesterday.
21. Annisa has …….(buy) a new flower for her garden for one hour.
22. She has been …………………( teach) in this school for two hours.
23. My mother ………………..(has been/ have been) visiting her new friend’s
home recently.
24. Romina has been………. (cry) in the classroom since yesterday
76
Appendix 2 : Answer Keys
Answer Keys
1. Watched
2. Has
3. Met
4. Played
5. Have
6. Sung
7. Talked
8. Has
9. Brought
10. Going
11. Have
12. Wearing
13. Studying
14. Has
15. Driving
16. Moving
17. Has
18. Writing
19. Listened
20. Has
21. Brought
22. Teaching
23. Has Been
24. Crying
77
Appendix 3 : Student’s Score
Table of Students’ Errors
Table 1
Errors of student 1
No. Identification Classification Reconstruction
1
Fitri has been movin to
her a new apartment
recently
Omission of
spelling /g/
Fitri has been moving to
her a new apartment
recently
2
My brother has playd a
football for two hours
Omission of
spelling /e/
My brother has played a
football for two hours
3
He has listeening to
Beethoven’s music for
three days
Addition of
spelling /e/
He has listened to
Beethoven’s music for
three days
4 Rini has watchs the Raid
movie for two hours. Misformation
Rini has watched the Raid
movie for two hours.
5
“have you meeted many
people since
you came here?”
Misformation
“have you met many
people since you came
here?”
6
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
7
Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a new
book in the school since
yesterday
78
8 How long has you been
speaking with our lecturer Misformation
How long has you been
speaking with our lecturer
9
Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 2
Errors of student 2
No. Identification Classification Reconstruction
1 My brother has playeed a
football for two hours.
Addition of
spelling /e/
My brother has played a
football for two hours.
2
My mother hased been
cooking an omelet in the
kitchen
Addition of
spelling /d/
My mother has been
cooking an omelet in the
kitchen
3 Rini has watches the Raid
movie for two hours Misformation Rini has watched the Raid
movie for two hours.
4
“have you meted many
people since you came
here?”
Misformation
“have you met many
people since you came
here?”
5
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
79
6 My mother have been
cooking an omelet all day Misformation
My mother has been
cooking an omelet all day
7
Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 3
Errors of student 3
No. Identification Classification Reconstruction
1
Have you been drivin my
car to my grandmother’s
house in Bali for two
hours
Omisson of
spelling /g/
Have you been driving my
car to my grandmother’s
house in Bali for two hours
2
Annisa has boughted new
flower for her garden for
one hour
Addition of
spelling /h/
Annisa has bought new
flower for her garden for
one hour
3
“have you meeted many
people since
you came here?”
Misformation
“have you met many
people since you came
here?”
4
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
5
Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
80
Table 4
Errors of student 4
No. Identification Classification Reconstruction
1
They haven’t been
studing an English
Subject all day
Omission of spelling
/y/
They haven’t been studying
an English Subject all day
2
We has studied an
English subject
for two hours in
the class
Misformation
We have studied an English
subject for two hours in the
class
3
Amran has singed
wonderful song for
his mother in
mother’s day since
yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since yesterday
4
Romina has
bringed a new
book in the school
since yesterday
Misformation
Romina has brought a new
book in the school since
yesterday
5
How long has you
been speaking
with our lecturer
Misformation How long has you been
speaking with our lecturer
81
Table 5
Errors of Student 5
No. Identification Classification Reconstruction
1
She has been teacheing
in this school for two
hours.
Addition of
spelling /e/
She has been teaching in
this school for two hours.
2
My brother has playing
football for two hours.
Misformation
My brother has played
football for two hours.
3
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
4
My mother hasing been
visiting her new friend’s
home recently.
Misformation
My mother has been
visiting her new friend’s
home recently
5
Romina has been cried in
the classroom since
yesterday
Misformation
Romina has been crying
in the classroom since
yesterday
82
Table 6
Errors of Student 6
No. Identification Classification Reconstruction
1
My brother has plyed a
football for two hours
Omission of
spelling /a/
My brother has
played a football for
two hours
2 Anita has been witing
some letters for two
Omission of
spelling /r/
Anita has been
writing some letters
for two
3 How long haved you been
speaking with our lecturer
Addition of spelling
/d/
How long have you
been speaking with
our lecturer
4
We has studied an English
subject for two hours in the
class
Misformation
We have studied an
English subject for
two hours in the
class
5
Amran has singed wonderful
song for his mother in
mother’s day since yesterday
Misformation
Amran has sung
wonderful song for
his mother in
mother’s day since
yesterday
6
Romina has bringed a new
book in the school since
yesterday
Misformation
Romina has brought
a new book in the
school since
yesterday
7 How long has you been
speaking with our lecturer Misformation
How long has you
been speaking with
our lecturer
83
Table 7
Errors of Student 7
No. Identification Classification Construction
1
Romina has been cring
in the classroom since
yesterday
Omission of spelling
/y/
Romina has been
crying in the classroom
since yesterday
2
“have you meted many
people since you came
here?”
Addition of spelling
/ed/
“have you met many
people since you came
here?”
3
How long having you
been speaking with our
lecturer
Addition of spelling
/ing/
How long have you
been speaking with our
lecturer
4
Rini has watches the
Raid movie for two
hours
Misformation
Rini has watched the
Raid movie for two
hours.
5
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
6
Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
7
My mother have been
cooking an omelet all
day
Misformation
My mother has been
cooking an omelet all
day
8
My mother hasing been
visiting her new friend’s
home recently.
Misformation
My mother has been
visiting her new
friend’s home recently
84
Table 8
Errors of Student 8
No. Identification Classification Construction
1
My brother has plyed a
football for two hours
Omission of
spelling /a/
My brother has played
a football for two hours
2 I haven’t talke to him yet. Omission of
spelling /d/
I haven’t talked to him
yet.
3
My mother hasing been
cooking an omelet in the
kitchen
Addition of
spelling /ing/
My mother has been
cooking an omelet in
the kitchen
4 Rini has watchs the Raid
movie for two hours. Misformation
Rini has watched the
Raid movie for two
hours.
5 My kite have flown high
on the sky for three hours Misformation
My kite has flown high
on the sky for three
hours
6
“have you meeted many
people since
you came here?”
Misformation
“have you met many
people since you came
here?”
7
My brother has plays
football for two hours.
Misformation
My brother has played
football for two hours.
8
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
85
Table 9
Errors of Student 9
No. Identification Classification Construction
1
“have you meted many people
since you came
here?”
Addition of
spelling /ed/
“have you met
many people
since you came
here?”
2 My kite have flown high on the
sky for three hours Misformation
My kite has
flown high on
the sky for
three hours
3 We has studied an English
subject for two hours in the class
Misformation
We have
studied an
English subject
for two hours in
the class
4
Amran has singed wonderful song
for his mother in mother’s day
since yesterday
Misformation
Amran has
sung wonderful
song for his
mother in
mother’s day
since yesterday
5 I have been go to the Ragunan
Zoo for two times Misformation
I have been
going to the
Ragunan Zoo
for two times
86
6
Zahra have been here for two
hours
Misformation
Zahra has been
here for two
hours
Table 10
Errors of Student 10
No. Identification Classification Construction
1
Romina has brougt a new
book in the school since
yesterday
Omission of spelling
/h/
Romina has brought
a new book in the
school since
yesterday
2
Have you been drivin my
car to my grandmother’s
house in Bali for two
hours
Omisson of spelling
/g/
Have you been
driving my car to my
grandmother’s house
in Bali for two hours
3
Rini has watches the Raid
movie for two hours Misformation
Rini has watched the
Raid movie for two
hours.
4
I have been go to the
Ragunan Zoo for two
times
Misformation
I have been going to
the Ragunan Zoo for
two times
5
Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought
new flower for her
garden for one hour.
87
6
My mother hasing been
visiting her new friend’s
home recently.
Misformation
My mother has been
visiting her new
friend’s home
recently
7
Romina has been cried in
the classroom since
yesterday
Misformation
Romina has been
crying in the
classroom since
yesterday
8
Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for
his mother in
mother’s day since
yesterday
9
Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought
a new book in the
school since
yesterday
10
They haven’t
been studied an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
Table 11
Errors of Student 11
No. Identification Classification Construction
1
Romina has broughted a
new book in the school
since yesterday.
Addition of spelling
/ed/
Romina has brought a
new book in the
school since yesterday.
88
2 My kite have flown high
on the sky for three hours Misformation
My kite has flown
high on the sky for
three hours
3
Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the
school since yesterday
4
Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought
new flower for her
garden for one hour.
\
Table 12
Errors of Student 12
No. Identification Classification Construction
1 Romina has brougt a new book in
the school since yesterday
Omission of
spelling /h/
Romina has
brought a new
book in the
school since
yesterday
2
Have you been drivin my car to
my grandmother’s house in Bali
for two hours
Omisson of
spelling /g/
Have you been
driving my car
to my
grandmother’s
house in Bali
for two hours
3 He has listeening to Beethoven’s
music for three days
Addition of
spelling /e/
He has listened
to Beethoven’s
89
music for three
days
4
Rini has watches the Raid movie
for two hours Misformation
Rini has
watched the
Raid movie for
two hours.
5 My kite have flown high on the
sky for three hours Misformation
My kite has
flown high on
the sky for three
hours
6 We has studied an English
subject for two hours in the class
Misformation
We have
studied an
English subject
for two hours in
the class
7
Amran has singed wonderful song
for his mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song
for his mother
in mother’s day
since yesterday
8 Annisa has buyed new flower for
her garden for one hour. Misformation
Annisa has
bought new
flower for her
garden for one
hour.
90
Table 13
Errors of Student 13
Table 14
Errors of Student 14
No. Identification Classification Construction
1 Romina has brougt a new
book in the school since
yesterday
Omission of
spelling /h/
Romina has brought a
new book in the school
since yesterday
2 Romina has been cring in
the classroom since
yesterday
Omission of
spelling /y/
Romina has been crying
in the classroom since
yesterday
3 Annisa has boughted new
flower for her garden for
one hour
Addition of
spelling /h/
Annisa has bought new
flower for her garden for
one hour
No. Identification Classification Construction
1 How long having you been
speaking with our lecturer
Addition of
spelling /ing/
How long have you been
speaking with our lecturer
2 Annisa has boughted new
flower for her garden for
one hour
Addition of
spelling /h/
Annisa has bought new
flower for her garden for
one hour
3 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
4 Romina has been cried in
the classroom since
yesterday
Misformation
Romina has been crying in
the classroom since
yesterday
91
4 We has studied an English
subject for two hours in the
class
Misformation
We have studied an
English subject for two
hours in the class
5 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
6 Romina has bringed a new
book in the school since
yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
7 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
8 Romina has been cried in
the classroom since
yesterday
Misformation
Romina has been crying
in the classroom since
yesterday
Table 15
Errors of Student 15
No. Identification Classification Construction
1 Romina has brougt a new
book in the school since
yesterday
Omission of
spelling /h/
Romina has brought a
new book in the
school since yesterday
2 How long having you been
speaking with our lecturer
Addition of
spelling /ing/
How long have you
been speaking with
our lecturer
3 Amran has singed
wonderful song for his Misformation
Amran has sung
wonderful song for his
92
mother in mother’s day
since yesterday
mother in mother’s
day since yesterday
4 Romina has bringed a new
book in the school since
yesterday
Misformation
Romina has brought a
new book in the
school since yesterday
5 My mother have been
cooking an omelet all day Misformation
My mother has been
cooking an omelet all
day
6
Zahra have been here for
two hours
Misformation Zahra has been here
for two hours
7 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought
new flower for her
garden for one hour.
8 My mother hasing been
visiting her new friend’s
home recently.
Misformation
My mother has been
visiting her new
friend’s home recently
9 Romina has been cried in
the classroom since
yesterday
Misformation
Romina has been
crying in the
classroom since
yesterday
10 They haven’t
been studied an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
93
Table 16
Errors of Student 16
No. Identification Classification Construction
1 Mr. Rama has been wering
this T-Shirt for this
morning.
Omission of
spelling /a/
Mr. Rama has been
wearing this T-Shirt for
this morning.
3 Zahra hasing been here for
two hours.
Addition of
spelling /ing/
Zahra has been here for
two hours.
4 My kite have flown high
on the sky for three hours Misformation
My kite has flown high
on the sky for three
hours
5 We has studied an English
subject for two hours in the
class
Misformation
We have studied an
English subject for two
hours in the class
6 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
7 Romina has bringed a new
book in the school since
yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
8 They haven’t
been studied an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
9
Zahra have been here for
two hours
Misformation Zahra has been here for
two hours
94
10 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
11 My mother hasing been
visiting her new friend’s
home recently.
Misformation
My mother has been
visiting her new friend’s
home recently
Table 17
Errors of student 17
No. Identification Classification Construction
1 They haven’t
been studied an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
2 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
3
Zahra have been here for
two hours
Misformation Zahra has been here for
two hours
4 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
95
Table 18
Errors of Student 18
No. Identification Classification Construction
1 Mr. Rama has been
wering this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been
wearing this T-Shirt for
this morning.
2 Have you been drivin
my car to my
grandmother’s house in
Bali for two hours
Omisson of
spelling /g/
Have you been driving
my car to my
grandmother’s house in
Bali for two hours
3 My mother hasing been
cooking an omelet in the
kitchen
Addition of
spelling /ing/
My mother has been
cooking an omelet in the
kitchen
4 Zahra hasing been here
for two hours.
Addition of
spelling /ing/
Zahra has been here for
two hours.
5 Rini has watches the
Raid movie for two
hours
Misformation
Rini has watched the
Raid movie for two
hours.
6 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
7 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
8
Zahra have been here for
two hours
Misformation Zahra has been here for
two hours
96
9 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
10 How long has you been
speaking with our
lecturer
Misformation How long has you been
speaking with our lecturer
Table 19
Errors of Student 19
No. Identification Classification Construction
1 Romina has broughted a
new book in the school
since yesterday.
Addition of
spelling /ed/
Romina has brought a
new book in the school
since yesterday.
2 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
3 My mother have been
cooking an omelet all
day
Misformation My mother has been
cooking an omelet all day
4 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
97
Table 20
Errors of Student 20
No. Identification Classification Construction
1 Mr. Rama has been
wering this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been wearing
this T-Shirt for this
morning.
2 Have you been drivin my
car to my grandmother’s
house in Bali for two
hours
Omisson of
spelling /g/
Have you been driving my
car to my grandmother’s
house in Bali for two hours
3 Romina has broughted a
new book in the school
since yesterday.
Addition of
spelling /ed/
Romina has brought a new
book in the school since
yesterday.
4 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
5 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a new
book in the school since
yesterday
6
Zahra have been here for
two hours
Misformation Zahra has been here for two
hours
7 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
98
Table 21
Errors of Student 21
No. Identification Classification Construction
1 My kite have flown
high on the sky for three
hours
Misformation
My kite has flown high
on the sky for three
hours
2 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
3
Zahra have been here
for two hours
Misformation Zahra has been here for
two hours
4 Annisa has buyed new
flower for her garden
for one hour.
Misformation
Annisa has bought new
flower for her garden
for one hour.
Table 22
Errors of Student 22
No. Identification Classification Construction
1 Mr. Rama has been
wering this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been
wearing this T-Shirt for
this morning.
2 Have you been drivin
my car to my
Omisson of
spelling /g/
Have you been driving
my car to my
99
grandmother’s house in
Bali for two hours
grandmother’s house in
Bali for two hours
3 Romina has broughted a
new book in the school
since yesterday.
Addition of
spelling /ed/
Romina has brought a
new book in the school
since yesterday.
4 My kite have flown
high on the sky for three
hours
Misformation
My kite has flown high
on the sky for three
hours
5 have you meted many
people since you came
here?”
Misformation
“have you met many
people since you came
here?”
6 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
7 Annisa has buyed new
flower for her garden
for one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 23
Errors of Student 23
No. Identification Classification Construction
1 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
100
2 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 24
Errors of Student 24
No. Identification Classification Construction
1 Mr. Rama has been
wering this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been
wearing this T-Shirt for
this morning.
2 Zahra hasing been here
for two hours.
Addition of
spelling /ing/
Zahra has been here for
two hours.
3 Rini has watches the
Raid movie for two
hours
Misformation
Rini has watched the
Raid movie for two
hours.
4 My brother has plays
football for two hours.
Misformation
My brother has played
football for two hours.
5 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
6 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
101
7
Zahra have been here for
two hours
Misformation Zahra has been here for
two hours
8 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 25
Errors of Student 25
No. Identification Classification Construction
1 “have you meted many
people since you came
here?”
Misformation
“have you met many
people since you came
here?”
2 We has studied an
English subject for two
hours in the class
Misformation
We have studied an English
subject for two hours in the
class
3 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
4 My mother have been
cooking an omelet all
day
Misformation My mother has been
cooking an omelet all day
102
Table 26
Errors of Student 26
No. Identification Classification Construction
1 Anita has been witing
some letters for two
Omission of
spelling /r/
Anita has been writing
some letters for two
2 Romina has brougt a
new book in the school
since yesterday
Omission of
spelling /h/
Romina has brought a new
book in the school since
yesterday
3 Zahra hasing been here
for two hours.
Addition of
spelling /ing/
Zahra has been here for two
hours.
4 Rini has watches the Raid
movie for two hours Misformation Rini has watched the Raid
movie for two hours.
5 My kite have flown high
on the sky for three hours Misformation
My kite has flown high on
the sky for three hours
6 “have you meted many
people since you came
here?”
Misformation
“have you met many
people since you came
here?”
7 My brother has plays
football for two hours.
Misformation
My brother has played
football for two hours.
8 We has studied an
English subject for two
hours in the class
Misformation
We have studied an English
subject for two hours in the
class
9 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung wonderful
song for his mother in
mother’s day since
yesterday
103
10 My mother have been
cooking an omelet all
day
Misformation My mother has been
cooking an omelet all day
11 She have been here since
yesterday Misformation
She has here since
yesterday
12 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 27
Errors of Student 27
No. Identification Classification Construction
1 Anita has been witing
some letters for two
Omission of
spelling /r/
Anita has been writing
some letters for two
2 My mother hasing been
cooking an omelet in the
kitchen
Addition of
spelling /ing/
My mother has been
cooking an omelet in
the kitchen
3 “have you meted many
people since you came
here?”
Misformation
“have you met many
people since you came
here?”
4 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought
new flower for her
garden for one hour.
104
Table 28
Errors of Student 28
No. Identification Classification Construction
1 Amran has singed wonderful
song for his mother in
mother’s day since
yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
2 Romina has bringed a new
book in the school since
yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
3 Annisa has buyed new
flower for her garden for
one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 29
Errors of Student 29
No. Identification Classification Construction
1 Annisa has bougt a new
flower for her garden
for one hour
Omission of
spelling /h/
Annisa has bought a new
flower for her garden for
one hour
2 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
3 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
105
4 My mother have been
cooking an omelet all
day
Misformation My mother has been
cooking an omelet all day
5 Annisa has buyed new
flower for her garden
for one hour.
Misformation
Annisa has bought new
flower for her garden for
one hour.
Table 30
Errors of Student 30
No. Identification Classification Construction
1 Mr. Rama has been
wering this T-Shirt for
this morning.
Omission of
spelling /a/
Mr. Rama has been
wearing this T-Shirt for
this morning.
2 Have you been drivin
my car to my
grandmother’s house in
Bali for two hours
Omisson of
spelling /g/
Have you been driving
my car to my
grandmother’s house in
Bali for two hours
3 Zahra hasing been here
for two hours.
Addition of
spelling /ing/
Zahra has been here for
two hours.
4 Amran has singed
wonderful song for his
mother in mother’s day
since yesterday
Misformation
Amran has sung
wonderful song for his
mother in mother’s day
since yesterday
5 Romina has bringed a
new book in the school
since yesterday
Misformation
Romina has brought a
new book in the school
since yesterday
106
6 How long has you been
speaking with our
lecturer
Misformation How long has you been
speaking with our lecturer
7 They haven’t
been studied an English
Subject all day
Misformation
They haven’t been
studying an English
Subject all day
107
Appendix 4 : Transcription of Interview Questions
The Questions of the Interview
1. Apakah kamu tahu dan paham aturan-aturan dalam pembentukan kalimat
present perfect dan present perfect continuous tense dalam Bahasa Inggris?
2. Pada bagian apa kamu kesulitan memahami present perfect dan present perfect
continuous tense (regular plural/irregular plural)?
3. Apakah perbedaan Bahasa mempersulit kamu dalam memahami present
perfect dan present perfect continuous tense? Kenapa?
4. Apakah menurut kamu semua bentuk kata kerja ketiga dalam Bahasa Inggris
bisa ditambah –ed? Kenapa?
5. Menurut kamu, bagaimana cara guru kamu menjelaskan materi present perfect
dan present perfect continuous tense?
108
Appendix 5 : Result of the Interview
Transcription of Interview Result
1. Apakah kamu tahu dan paham aturan-aturan dalam pembentukan kalimat
present perfect dan present perfect continuous tense dalam Bahasa Inggris?
Student 2 : Cukup
Student 11 : Tahu dan Paham
Student 12 : Cukup Paham
Student 16 : Tidak paham sama sekali
Student 18 : Sedikit tahu
Student 22 : Sangat paham dan mengerti
Student 23 : Mengerti dengan jelas
Student 26 : Sedikit paham
Student 30 : Lumayan tahu dan paham
2. Pada bagian apa kamu kesulitan memahami present perfect dan present
perfect continuous tense (regular plural/irregular plural)?
Student 2 : Cukup tahu cara buat kalimat nya, tapi cukup sulit
mengubah irregular verb-3 nya
Student 11 : Sangat paham cara membuat kalimat nya dan mengubah
verb 3 baik yang regular atau yang irregular
Student 12 : Cukup mengerti cara mengubah verb 3 nya, tapi agak sulit
kalau yang irregular verb nya. Kalau yang regular hanya di tambah –ed di
belakang nya, tapi kalau yang irregular harus melihat kamus
Student 16 : Tidak paham sama sekali bagaimana cara membuat kalimat
nya apalagi dengan kata kerja yang irregular.
Student 18 : Sedikit tahu tentang aturan verb 3 yang regular , apalagi
yang irregular, saya tidak paham.
Student 22 : Sangat paham bagaimana cara membuat kedua kalimat
tersebut , dan mudah merubah yang irregular dan regular , yang penting hapal.
109
Student 23 : Saya mudah mengubah irregular dan regular
Student 26 : Saya tidak mengerti cara mengubah kata kerja yang
irregular
Student 30 :Saya cukup tahu bagaimana mengubah irregular verb yang
verb ke-3 nya.
3. Apakah perbedaan Bahasa mempersulit kamu dalam memahami present
perfect dan present perfect continuous tense? Kenapa?
Student 2 : Tidak terlalu mempengaruhi
Student 11 : Tidak terlalu mempengaruhi, karena perbedaan baahsa
itulah yang membuat saya tidak menghubungkan Bahasa Indonesia dengan
Bahasa Inggris
Student 12 : Cukup membingungkan karena struktur nya agak beda, dan
harus menghapal kata-kata dengan Bahasa Inggris
Student 16 : Saya rasa sangat mempengaruhi. Karena Bahasa kita
berbeda dengan Bahasa Inggris. Banyak aturan dalam membuat kalimatnya.
Kalau Bahasa Indonesia, kalau mau buat kalimat yang kejadian nya kemarin
sama dengan cara membuat kalimat buat besok. Tapi di Bahasa Inggris harus
ada aturan.
Student 18 : Klo di Bahasa kita gak ada rumus nya klo mau buat kalimat,
tapi di Bahasa inggris setiap kalimat punya rumusnya sendiri.
Student 22 : Tidak terlalu membingungkan bagi saya. Justru saya
merasa asikbelajar Bahasa Inggris, sampai sampai saya mengesampingkan
Bahasa Indonesia sendiri.
Student 23 : Tidak bingung dan tidak mempengaruhi, sangat mudah
Student 26 : Sangat mempengaruhi banget. Beda aja Bahasa Inggris
sama Bahasa kita sendiri. Banyak aturan nta. Terus huruf sama omongan
kadang beda. Bikin bingung aja.
Student 30 : Tidak terlalu mempengaruhi. Kdang gampang kadang
susah
110
4. Apakah menurut kamu semua bentuk kata kerja ketiga dalam Bahasa Inggris
bisa ditambah –ed? Kenapa?
Student 2 : Bisa tapi tergantung kata-kata nya. Ada yang bisa ada yang
tidak bisa. Tapi saya asih bingung juga mana yang di tambah –ed mana yang
enggak
Student 11 : Tidak semua verb 3 harus di tambahkan –ed di belakang
nya. Karena kata kerja di bagi 2 ada yang regular dan ada yang irregular.
Kalau yang irregular harus lihat di kamus aturan nya.
Student 12 : Enggak semua seinget saya. Ada yang harus pakai ada yang
enggak.
Student 16 : Semua bisa pakai –ed
Student 18 : Semua pakai –ed bisa bisa aja. Saya susah menjelaskan nya.
Student 22 : Tidak semua karena ada aturan nya. Tapi saya masih agak
bingung bagaimana memakai aturan tersebut.
Student 23 : Tergantung setiap benda nya. Karena tidak semua harus
mengukuti aturan –ed di belakang nya
Student 26 : Bisa karena kalau kata kerja lampau tinggal di kasih –ed
Student 30 : Enggaklah kayaknya karena ada yang berbeda
5. Menurut kamu, bagaimana cara guru kamu menjelaskan materi present
perfect dan present perfect continuous tense?
Student 2 : Baik dan bisa dipahami
Student 11 : Ngejelasin nya itu pakai contoh sedikit, jadi bisa di pahami
Student 16 : Kecepetan, jadi susah di pelajari
Student 18 : Kadang mengerti kadang enggak. Kalau bicara suka
kecepetan
Student 22 : Bisa dimengerti . Kaya ngajar percakapan sama dikasih
soal-soal latihan
111
Student 23 : Santai aja sih kalau ngejelasin nya, yang penting kita nya
ngerti
Student 26 : Cukup baik dan mudah dimengerti
Student 30 : Saya bingung kadang sama apa yang guru omongin. Saya
nulis sebisa saya aja
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famp. : OutlinelProposal
Hal : Permohonan Penelitian
Kepada Yth.
Kepala Sekolah
SMP Muhammadiyah 17 Ciputat
di
Tempat
Assalamu' alaikum Wr.\rVb
Dengan hormat kami sampaikan bahwa,
Ciprrtat, 11 Februari 2014
: Abdul Halim
: 108014000095
: Pendidikan Bahasa lnggris
: X (Sepuluh)
TahunAkademik :201*2015
JudulSkipsi :
'An Error Analysis on the Use of Preent Tense and Present Cor$inuous Tense'
adalah benar mahasiswali Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang
menyusun skripoi, dan akan mengadakan penelitian (riset di instansilsekolah/madrasah yang
Saudara Pimpin.
Untuk itu ksmi mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan
penelitian yang dimakstd.
Atas perhatian dan keriasama saudarasaya ucapkan terima kasih.
Wasealamu'alaikum wr.wb
idikan Eahasa Inggris
r99ts3 I 002
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STIRAT KETERANGAN SELESAI PEhIELITIAN
Yang be*anda tangan dibawah ini, kepala SMP Muhammadiyah l? Ciputal menerangkan
bahwa;
Nama
NIM
Jurusan
: AMulHalim
: 108014000095
: Pendidikan Bahasa Inggns
Bedasarkan surat dari Universitas Islam Negeri Jakarta Nomor :
Un.01/1F/KM.01.319907/2014 tanggal 11 Februari 2Al4 @ntarg permohonan Izin Penelitian .
Telah selesai meogadakan penelitian di SMP Muhammadiyah 17 Ciputat Timur dari tanggal 11
Febnrari sampai dengan 24 September 2014 dengan Judul * Aa errer Anatysis on thr Use of
Present Tense and Present Continous Tense.
Surat keterangan ini dibuat unfirk dipergunakan sebagaimana semestinya.
Ciputat, 28 September 2O14