Students’ Error in Using Simple Present Tense

Siregar, Horia; Zuriani, Melisa

doi:10.22460/project.v3i3.p379-383

Cited by 2 publications

(4 citation statements)

References 1 publication

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“…For example: a student may use "when she x in home" instead of "when she is in home" or "I x lazy to study" instead of "I am lazy to study." It is supported to the research done by Siswoyo (2016), Fitria (2019), Siregar (2020) and Firmansyah (2020) which have found that omission of "be" frequently occurred in students writing. In this type of errors, it may happen as a result of the differences language system between native language and target language as same as subject-verb agreement errors occurred.…”

Section: Resultssupporting

confidence: 71%

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Analyzing Undergraduate Students’ Errors in Writing Descriptive Text

Aisyah,

Yulianto

2022

jlic

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This study aimed to identify the students’ errors and find the most errors students made. This study used qualitative approach having descriptive approach the research method. The sample were 35 college students in the University at the first semester in English class which selected purposively. The data was collected through the writing test. It is used to identify the type of errors students’ made and the highest errors students’ made in writing descriptive text by using simple present tense. The writing test is conducted two times. After those, the data were analyzed and found the result. The result showed that there were 510 errors found in students’ works, consisting of omission of “be”, inappropriate use of “be”, superfluous of be, subject-verb agreement, wrong form of have/has, wrong form of negative sentence, inappropriate use of pronoun and wrong form of modal auxiliary. The highest number of errors was subject-verb agreement at the first rank with 138 errors or 27% and omission “be” after subject at the second rank with 125 errors or 22.5% and the lowest numbers of error were inappropriate use of pronoun and inappropriate form of negative sentence with 11 error or 2.2 %. Based on the result, it can be found that students have difficulties in writing descriptive text by using simple present tense which influenced of interlanguage transfer and intralingual transfer.

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Section: Resultssupporting

confidence: 71%

“…Numerous researchers have previously done by Siswoyo (2016), Fitria (2019), Siregar (2020) which conducted a research in the same area with the Senior High School students as the subject. They tried to find out the errors made by the students in the term of writing English paper.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Undergraduate Students’ Errors in Writing Descriptive Text

Aisyah,

Yulianto

2022

jlic

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“…The errors were misformation errors. According to H. Siregar & Zuriani, (2020), The incorrect morpheme or structural form is what distinguishes these errors. It results from using words in the wrong order.…”

Section: Total Of Errorsmentioning

confidence: 99%

“…The opposite of omission errors was an addition error. It may be identified by the existence of anything that should not be in a well-written document (H. Siregar & Zuriani, 2020). The researcher found 3 errors in student errors.…”

Section: Committed By Students S3mentioning

confidence: 99%

Error Analysis of Using Simple Present Tense in Students Writing Descriptive Text at the Tenth Graders of SMKN 2 Kudus

Syahdanny

2023

simple

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The purpose of this study was to identify and describe the factors of student errors in using the simple present tense in writing descriptive text by class X students of SMK N 2 KUDUS. The researcher took 15 respondents from the lowest rank in the class as respondents from the document, and 5 respondents from the descriptive text results who made the most errors as respondents from the interview.The research design is a qualitative design. Data were collected from descriptive texts made by respondents as document analysis and interviews. Then the researcher analyzed and classified the errors in the student's work based on the types of errors according to Dulay (1982) which consisted of four categories, namely Omission, Misformation, addition, and misordering. To find out the factors of student error, the researcher analyzed the results of the respondents' interviews with Carelessness, Translation, and First Language. From the results of the study, the researcher found 45 errors in analyzing the simple present tense in writing descriptive text. The most common types of errors in analyzing are 25 errors in misformation errors, and the percentage is 55.5%. There are 14 mistakes in omission, and the percentage is 31.1%. Addition errors and misordering errors are at least 3 errors, and the percentage is 6.7%. The researcher found factors causing errors in the use of the simple present tense, consisting of carelessness or carelessness 28 errors or 80%, translation 6 errors or 17.1%, and first language at least one error, the percentage is 2.9%.

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Students’ Error in Using Simple Present Tense

Cited by 2 publications

References 1 publication

Analyzing Undergraduate Students’ Errors in Writing Descriptive Text

Analyzing Undergraduate Students’ Errors in Writing Descriptive Text

Error Analysis of Using Simple Present Tense in Students Writing Descriptive Text at the Tenth Graders of SMKN 2 Kudus

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