AN
ERROR ANALYSIS ON THE USE OF PRESENT PERFECT
AND
PRESENT PERFECT CONTINOUS TENSE
(A
Case Study at the Third Grade Student of SMP 5 LANGSA)
Proposal
Presented to the Faculty of Tarbiyah and Teacher’s
Training
In a Partial Fulfillment of the Requirement for seminar and thesis writing assignment
By
MUHAMMAD RIZKI
NIM : 1042012089
PRODI : English Language Education
ENGLISH
EDUCATION DEPARTMENT
FACULTY
OF TARBIYAH
STATE
ISLAMIC INSTITUTE ( IAIN ) OF ZAWIYAH COT KALA LANGSA
2015-2016
TABLE OF
CONTENTS INTRODUCTION
1. The
Background Of Study............................... 3
2. The
research question....................................... 4
3. The
Purpose Of Study...................................... 4
4. The
Significant Of Study................................. 5
5. The
Theoretical Framewok............................... 5
A. RESEARCH METHODOLOGY
1).
kinds of research.........................................................., 8
2). population and sample................................................... 8
3). The variable .................................................................. 8
4). Technique of data collecting.......................................... 9
5). Instruments of research.................................................. 9
6). Technique of data analysis............................................ 10
7). Bibliography.................................................................. 11
2). population and sample................................................... 8
3). The variable .................................................................. 8
4). Technique of data collecting.......................................... 9
5). Instruments of research.................................................. 9
6). Technique of data analysis............................................ 10
7). Bibliography.................................................................. 11
CHAPTER 1
INTRODUCTION
INTRODUCTION
1. The Background of Study
Language is tool of communication in daily
life. By using language, people can express their feeling, idea and everything
in their mind. In oxford learner’s pocket dictionary (2008: 247) defined as
language is system of communication in speech and writing used by people of a
particular country. So, language is very important in human life.
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.
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” [2]The
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 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 5 LANGSA ).
2.
The 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 5 LANGSA.
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?
3. The Purpose 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 5 .
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.
4.
Significant Of Study
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. The Theoretical Framework
1). 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.[3]
2).
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”. 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.[4]
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.
3). 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.[5]
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.
4). 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.[6]
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 future[7]
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), where as 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.[8]
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)”.[9]
5). 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.
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.
The
Present Perfect Continuous has the meaning of "lately" or
"recently.
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.).
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.”
RESEARCH
METODOLOGY
1). Kinds of research
This
research will use quantitative descriptive analysis. In field research the
writer observed some difficulties and problem SMP 5 LANGSA 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.
2). Population and
sample
The
data sources are the third year students of SMP 5 LANGSA . 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.[10] 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.
3). The variable
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
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”.
4).
Technique of data collecting
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.
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 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.
A
written test conducted to 30 students of third year students at SMP 5 LANGSA 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.
5).
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.
6).
Technique of data analysis
The
objective of this study is to analyze the most frequent errors made by the
third grade students of SMP 5 LANGSA 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%.
BIBLIOGRAPHY
Byee , Joan, L. Morphology: Study of the Relation between Meaning and Form,
Philadephia: John
Benjamins Publishing Compan, 1985.
Brown, H. Douglas. Principles of Language Learning and Teaching. Fourth
Edition. New York: Addison Wesley Longman,
Inc., 2000.
Frank, Marcella. Modern English: A Practical Reference Guide. New
Jersey: Prentice-Hall,
Inc., 1972.
Foley Mark and Diane Hall. Longman Advance Learner’s Grammar A Selfstudy
reference and
practice book with answer, London: Pearson
Education Limited,
2003.
Sukmadinata and Nana Syaodih, Metode Penelitian Pendidikan,
(Bandung: PT
RemajaRosdaKarya,
2010), p.253.
Robert, Paul. Understanding Grammar. New York:
Harper and Row, 1958.
Thornbury, Scott.
Natural Grammar, New York:
Oxford University Press, 2004.
Wishon, George E. and Julia M. Burk. Let’s Write English revised edition, (New
York: American Book
Company, 1980
Webster , Noah. Webster’s New Twentieth Century
Dictionary of the English
Language.
New York: William
Collins Publisher, Inc, 1980.
[2]
E. Wishon
and Julia M. Burks, Let’s Write English, Revised Edition, (New York: Litter
Educational
Publishing International, 1980), p. 206
[3] H. Douglas
Brown, Principles of Language Learning and Teaching, (New York: Pearson
Education Company, 2000), p. 218.
[4] Brown, op.cit,
p. 259.
[5] Noah Webster, Webster’s
New Twentieth Century Dictionary of the English Language,
(New York: William Collins Publisher, Inc,
1980), p. 1880
[6]Joan L. Byee , Morphology:
Study of the Relation between Meaning and Form,
(Philadephia: John Benjamins Publishing
Compan, 1985), p159
and practice book
with answer, (London:
Pearson Education Limited, 2003), p. 62
[10]
Sukmadinata
and Nana Syaodih, Metode Penelitian Pendidikan, (Bandung: PT RemajaRosdaKarya, 2010), p.253.
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