CRITICAL JOURNAL REVIEW

GENERAL ERRORS PERFORMED BY FIRST GRADE STUDENTS OF SENIOR

HIGH SCHOOL IN WRITING SIMPLE PRESENT TENSE SENTENCE

COMPILED BY :
LISA RAHMADANI POHAN (0305182068)
CLASS : PMM 5 / SEMESTER I
SUPPORTING LECTURER : SURYA KELANA PUTRA, S.Pd.I, M.Hum

MATHEMATICS EDUCATION DEPARTMENT

TARBIYAH FACULTY AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY NORTH SUMATERA
MEDAN
2019
 PREFACE

Assalamu’alaikum Warahmatullahi Wabarahkatuh

All praise be to Allah Subhanahu Wata'ala who has given mercy and guidance to this
people. Shalawat and salam may be poured out on our Prophet Muhammad SAW, who was not
a Prophet afterward, as an example of the best role model for all humanity.
Alhamdulillah I can complete critical journal review assignments, with the journal title
“General Errors Performed by First Grade Students of Senior High School in Writing Simple
Present Tense Sentence”. Although I realize there are still many shortcomings that I cannot
cover in making it. Hopefully with this critical journal review can increase knowledge for
readers, especially for author.
I hope that suggestions and input can be better in the future. Hopefully this critical
journal review is useful for writer and readers in general. Aamiin.

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Medan, January 2019

Author

i
 TABLE OF CONTENTS

PREFACE ............................................................................................................................... i
TABLE OF CONTENTS ...................................................................................................... ii
CAHPTER I INTRODUCTION .......................................................................................... 1
A. Background ............................................................................................................. 1
B. Problem Formulation............................................................................................... 1
C. The Purpose of Writing ........................................................................................... 1
D. The Benefits of Writing .......................................................................................... 2
CHAPTER II SUMMARY OF JOURNAL CONTENTS.................................................. 3
A. Identity of Journal ................................................................................................... 3
B. Summary of Journal ................................................................................................ 3
CHAPTER III ANALYSIS OF JOURNAL ....................................................................... 6
A. The Strength of Journal ........................................................................................... 6
B. The Weakness of Journal ........................................................................................ 6
CHAPTER IV CLOSING ..................................................................................................... 8
A. Conclusion .............................................................................................................. 8
B. Suggestion ............................................................................................................... 8

BIBLIOGRAPHY .................................................................................................................. 9

ii
 CHAPTER I
INTRODUCTION

A. Background
The development of science is minimal due to the low interest in reading at this
time. Criticism of the journal is one of the ways to increase the interest in reading
someone's interest in a subject. This critical journal review is a writing or review of a
person's work on a research. This journal was criticized because the title was interesting
and useful for many people. Because there are still many students who are wrong in
writing simple present tense sentences.
Criticizing a journal is not intended to drop or increase the value of a journal,
but rather to explain what a journal is. The strength or weakness of journal that will be
taken into consideration or a review of a journal to the reader. More clearly in criticizing
the journal, we can find out more concisely the contents of the journal, among others
the purpose of the study, the problems, the methods used, the research steps, and the
results and discussion of the research.

B. Problem Formulation
Based on the background written above, it can be concluded the problem
statement in this critical journal review, namely as follows:
1. What are the identities of this journal?
2. What are the summaries of this journal?
3. What are the strengths of this journal?
4. What are the weaknesses of this journal?

C. The Purpose of Writing

The purposes of writing in this journal are as follows:
1. To fulfill assignments in English courses.
2. To know the identities of this journal.
3. To know the summaries of this journal.
4. To know the strengths of this journal.
5. To know the weaknesses of this journal.

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D. The Benefits of Writing
The benefits of writing CJR (critical journal review) are to help readers know
the overview and general assessment of this journal in a concise manner, so that readers
can choose which journals are appropriate to apply in learning. Then the author can find
out the mistakes of this journal so that later when writing does not repeat the mistakes
again and can take lessons from the criticism given by the reviewer.

2
 CHAPTER II
SUMMARY OF JOURNAL CONTENTS

A. Identity of Journal

Title General Errors Performed by First Grade Students of Senior High

School in Writing Simple Present Tense Sentence
Author Maria J.A.Widayanti
Journal Journal of Education Research
Date of Journal June 2018
Download https://journal.unnes.ac.id/nju/index.php/LIK/article/download/513/470
ISSN -
Volume 37 (1)
Pages 29-36
Reviewer Lisa Rahmadani Pohan
Date of 8th December 2018
Reviewer

B. Summary of Journal

Research 1. To know how students can understand and make the simple present
Purpose tense in positive, negative, and interrogative form both in singular
and plural subject at the written test.
2. To know what kinds of grammatical errors were used to be done by
students in creating the simple present tense sentences at the
interview test.
3. What kinds of general errors were used to be done by students.

The Problem 1. Through a written test, how far can the first grade students of SMA
Negeri 2 Semarang understand and make simple present tense
sentences in the form of positive, negative and interrogative
sentences, which are the subject of singular and plural sentences.
2. Through interviews, what kind of common mistakes are often made
by grade 1 students of Semarang State Senior High School 2 in
making positive, negative and interrogative sentences simple present
tense.
3. Included in what categories / types of errors are the sentences made
by the students.

3
The Subject of The subject of this research was the first grade students of 2 Senior High
Research School. The samples were taken randomly from each class (20% from
the total population). The research was located at 2 Senior High School
on Jalan Sendangguwo Baru No. 1, Semarang.

Data The techniques of collecting data were done by written and interview
Assessment test. The collecting data were done three times. At the first, students were
asked to answer the essay test, at the second, students were asked to write
down their daily activities in English Language. Then at the third,
students were asked to tell their daily activities orally. The test is carried
out to determine the extent of students' mastery of simple present tense
material and practice verbally. Also to find out the mistakes made by
students related to the material.
The Method of The method used by the researcher is qualitative descriptive. The data
Research obtained were analyzed qualitatively collected in the form of words
rather than in the form of numbers. Descriptive approach is done to find
and explain the causes and types of errors based on the grammatical
classification of errors.

The Step of 1. At the first meeting, the researcher shared the question of try out to
Research students. The try out problem is divided into 3 parts. The first part of
the student completes the sentence by filling in the words that are
already available. The second part, students make simple present
tense sentences using words that are already available. In the third
part students translate 7 Indonesian sentences into English sentences
and then convert translation sentences into negative and interogative
sentences.
2. At the second meeting, the researcher explained the simple present
tense material.
3. At the third meeting, the researcher gave a data collection test. The
test problem is divided into 3 parts. The first part of the student
completes 10 sentences by filling in the words that are already
available. The second part of the student answers 5 questions and
makes it an interrogative sentence. In the third part students make a
short essay (75 - 100 words) about their daily activities from morning
to night, from Monday to Sunday. Students make essays using simple
present tense sentences.
4
 4. At the fourth meeting, the researcher conducted an interview test.

The Result of The results of the study at the first meeting were based on the
Research results of student answers. First, students do not understand the
placement of conformity between the subject and the predicate. Students
still answer according to the basic words. Students have not changed the
verb according to the subject. Secondly, students do not understand the
positive, negative, and interrogative sentence patterns of simple present
tense.
At the third meeting, from the three parts of the data collection
test, it was seen that there was an increase in student understanding in
making positive, negative, and interrogative sentences of simple present
tense. The results of the test were: at the try out test, only 12 of the 42
students (30%) answered using the simple present tense sentence pattern
correctly. But at the time of the data collection test 32 of the 42 students
(65%) had answered using the simple present tense sentence pattern
correctly. Before explaining the material of simple present tense
sentence patterns, only 30% of students made the simple present tense
sentence pattern correctly. After being explained, 65% of students make
sentences using the simple present tense sentence pattern correctly.
Therefore it can be said that there has been 35% increase in the
understanding of simple present tense sentence patterns among students.
At the fourth meeting, through interview tests students have been
able to answer the questions posed by using simple present tense
sentences correctly. At the interview test, students were used to do
overgeneralization and incomplete application of rules as their common
mistakes.

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 CHAPTER IIII
ANALYSIS OF JOURNAL

The Strength of 1. The title is very good and interesting to research, because there are
Journal still many senior high school students who are wrong in writing
simple present tense sentences. Through this research students
become aware of where their mistakes and can improve it. This is
evident from the results of the research that the students' answers
were more correct after the researcher explained the simple present
tense material than when they’re try out
2. Abstracts in this journal are specific and clear, which includes
research purpose, research method, research result, and conclusion.
3. The theoretical foundation that has been stated is sufficient and in
accordance with the issues discussed. Then the author included many
expert opinions.
4. The research method used is good because of the method researcher
can find common mistakes students use simple present tense. As well
as researchers know how to overcome these problems.
5. In the results section and discussion, the authors include several
samples of incorrect answers and correct answers, thus making the
reader better understand how the correct use of simple present tense.
6. This journal many examples of simple present tense are simple, so
that the readers are easy to understand.
7. Bibliography or references that are owned by the journal quite a lot
so that it seems to contain more, in other words the journal looks
more reliable and strong because of the many references listed.

The Weakness 1. There isn’t ISSN as the journal identification number. This is
of Journal important for eliminating doubts because there are many journals in
the same title.
2. Abstracts are only displayed in English language, which will make
the reader a little confused, so there will be a misunderstanding of
meaning because not all readers can speak English language. The
author should include two languages, there are Indonesian and
English.

6
3. Data collection techniques in abstract and methods are different. In
the method section it is stated that written data collection techniques
are carried out with multiple choise and essays while in abstract only
essays. Then in the results section and the discussion there is also no
explanation of written data collection techniques with multiple
choise.
4. The subjects used were less in this study because only first grade
students of SMA 2 Semarang students. It is better if the sample taken
is not just one school but some senior high schools so that the title
"General errors performed by first grade students of senior high
school in writing simple present tense sentense" will be more
appropriate. Then the sample is not explained how many boys and
girls in this research.
5. The language used in this journal is difficult to understand and too
wordy, so it makes the reader bored reading it.
6. There is writing an ordinal number that is incorrect or not in
accordance with the correct Indonesian spelling on page 33 of the
fourth paragraph, that is the word ‘ke dua’ should be correct the word
‘kedua’ is not separated.
7. In the results section and discussion, the authors repeat the method
used and explain the research steps in this section. It is recommended
that the research steps be explained in the research method section.
8. The second meeting was not explained in the results section and
discussed how the researcher explained the simple present tense
material and what learning media to use. This should be explained
because it is very useful for the reader.
9. Writing the simple present tense formula is too tight so it is difficult
to understand. It is better to write a formula specifically by creating
a table so that it is easier to understand by the reader. Then it would
be good if the simple present tense formula is placed in the
introduction instead of the results and discussion section.

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 CHAPTER IV
CLOSING

A. Conclusion
I think this journal is good and worth to reading because the title is interesting to
study. As now there are still many students who are wrong in writing simple present tense
sentences. This is evident from the results of research in this journal. This journal also have
several strength, among others the title is very good and interesting, specific and clear
abstracts, quite a lot of theoretical foundations and according to the problems discussed,
the research methods are good, the results and discussion include several samples of
incorrect answers and correct answers, many examples of simple present tense, and
bibliography was quite a lot, reliable, and strong. Meanwhile, this journal also have several
weakness, among others there isn’t ISSN, the abstract is only displayed in English
language, data collection techniques in abstract and methods are different, the subjects used
in this study are lacking, the language used is difficult to understand and too wordy, writing
the wrong ordinal number, the research method is repeated again in the results section and
discussion, it’s not explained how the researcher explained the simple present tense
material and what learning media to use when doing research, and writing the simple
present tense formula is too tight so it is difficult to understand.

B. Suggestion
My suggestion for researcher is that in the future it will not only do research in one
school but several schools. As the title of this journal is too broad the subject is first grade
senior high school students, but only one senior high school is discussed. So this research
is not accurate because just one school cannot provide a general description of all senior
high schools. Then suggestions for readers to understand this simple present tense are not
just theories or formulas but practices or their application are also carried out in everyday
life when using English conversation.

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 BIBLIOGRAPHY

Widayanti, Maria J.A. Kesalahan Umum yang Dilakukan Siswa SMA Kelas 1 pada Penulisan
Kalimat Simple Present Tense. Journal of Education Research. 37 (1): 29-36.

9
KESALAHAN UMUM YANG DILAKUKAN SISWA SMA KELAS 1 PADA
PENULISAN KALIMAT SIMPLE PRESENT TENSE
Maria J.A.Widayanti
Jurusan Bahasa Inggris FBS, UNNES, e-mail: marie_wied@yahoo.com

Abstract
The research was a descriptive qualitative research. The research process was
started by doing an observation among students in applying the basic concept of simple
present tense in their daily activities. Before analyzing the research, the researchers did
some observations, try out test, collecting data, and interview among students. The
researchers found out that more than 80% students could not understand the basic
concepts of simple present tense well. They often did some grammatical errors. Its topic
was chosen based on the researchers’ experience as the English teachers. The
researchers often found students’ grammatical errors especially in simple present tense.
The aim of the research was formulated as: (1). To know how students can understand
and make the simple present tense in positive, negative, and interrogative form both in
singular and plural subject at the written test, (2). To know what kinds of grammatical
errors were used to be done by students in creating the simple present tense sentences
at the interview test, (3). What kinds of general errors were used to be done by students.
The research was located at 2 Senior High School on Jalan Sendangguwo Baru no 1,
Semarang. The subject of this research was the first grade students of 2 Senior High
School. The samples were taken randomly from each class (20% from the total
population). The techniques of collecting data were done by written and interview test.
The collecting data were done three times. At the first, students were asked to answer
the essay test, at the second, students were asked to write down their daily activities in
English Language. Then at the third, students were asked to tell their daily activities
orally. The results of the test were: at the try out test, there were only 12 of 42 students
(30%) who could do and write the simple present tense sentences correctly. On the
collecting data test, there were 32 of 42 students (65%) who could do and write the
simple present tense sentences correctly. It could be said that there was an improvement
to understand the basic concept of simple present tense among students (35%). While at
the interview test, students were used to do overgeneralization and incomplete
application of rules as their common mistakes.

Kata kunci: simple present tense, overgeneralization, incomplete application of rules

PENDAHULUAN (www.asian-efl-journal.com/pta_January_0
Pembelajaran bahasa asing adalah 6_pk.php) menambahkan bahwa
suatu kegiatan yang sulit, karena setiap pembelajaran bahasa asing merupakan
bahasa memiliki sistem yang berbeda-beda, sebuah proses yang kompleks karena
yang berbeda dari sistem bahasa asli (native pembelajar cenderung terpengaruh bahasa
language) para pembelajar. Perbedaan asli (native language). Dia menambahkan
dalam sistem berbahasa dapat menyebabkan pemahaman yang baik pada pengaruh
masalah ataupun hambatan bagi para bahasa pertama (L1) dalam pengajaran
pembelajar, khususnya pembelajar pemula. bahasa asing akan membantu siswa
Professor Li-Ling Chen dalam jurnal The memahami kesulitan yang dihadapi pada
Effect of L1 and CAI on Grammar pembelajaran bahasa Inggris.
Learning: An Error Analysis of Taiwanese Pembelajaran bahasa Inggris bagi
Beginning EFL Learners' English Essays siswa Indonesia merupakan sebuah proses

29

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30 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

yang kompleks. Dalam bahasa Indonesia siswa kelas 1 SMA Negeri 2 Semarang
tulisan (ortoghrapic writing) sama dengan dalam membuat kalimat positif, negatif
pengucapannya (pronunciation). Namun dan interogatif simple present tense?
hal ini berbeda dengan bahasa Inggris, 3) Termasuk dalam kategori/jenis
antara tulisan dengan pengucapannya kesalahan apakah kalimat yang dibuat
tidaklah sama. Contoh lain, kalimat-kalimat oleh para siswa tersebut?
dalam bahasa Indonesia hanya memiliki Menurut Sattayatham and Honsa, Jr
“time signals” yang ditunjukkan oleh dalam jurnal Medical Students’ Most
keterangan waktu. Bila keterangan waktu Frequent Errors at Mahidol University,
tidak ditulis, para pembaca/pendengar dari Thailand (www.asianefljournal.com/March
kalimat tersebut tidak dapat mengetahui _08_as&sh.php) menyebutkan bahwa
waktu terjadinya peristiwa atau kegiatan dalam bahasa Inggris dikenal istilah
yang dinyatakan dalam kalimat tersebut. “errors” (kesalahan yang berulang-ulang)
Misalnya: Sari pergi ke Bandung. Dari dan “mistakes” (kesalahan biasa yang
kalimat tersebut kita tidak mengetahui terjadi sekali waktu). Sattayatham dan
kapan subjek kalimat (Sari) pergi ke Honsa menambahkan, errors diartikan
Bandung. Mengapa? Karena bahasa sebagai kesalahan berulang-ulang yang
Indonesia tidak memiliki “tenses” atau pola dibuat oleh orang yang belum sepenuhnya
waktu terjadinya suatu kegiatan atau memahami sistem bahasa secara
peristiwa yang ditunjukkan bentuk kata institusional, sedangkan mistakes merujuk
kerjanya. Berbeda bila kita cantumkan pada suatu kesalahan yang terjadi sekali-
keterangan waktunya: Sari pergi ke sekali karena lupa sesaat, salah pengucapan,
Bandung minggu lalu. Bahasa Inggris dan biasanya penutur dapat memperbaiki
memiliki “time signals” sekaligus memiliki kesalahan tersebut sendiri.
“tenses” yang ditunjukkan dengan Sattayatham dan Honsa, Jr.
perubahan kata kerjanya dalam kalimat menambahkan bahwa sumber-sumber
sekarang (present tense) maupun dalam kesalahan dalam mempelajari suatu bahasa
kalimat lampau (past tense). Salah satu dapat pula terjadi karena intervensi sistem
jenis “tenses” dalam bahasa Inggris yaitu dari bahasa asli pembelajar (native
simple present tense. Kalimat ini cukup language) dan karakteristik umum (general
sederhana, sekaligus sebagai dasar dari characteristics) dari pola pembelajaran
kalimat-kalimat bahasa Inggris yang lain. bahasa (www.asianefl-journal.com/March
Meski kalimat simple present tense ini _08_as&sh.php).
relatif sederhana dan mudah, masih banyak Kesalahan yang disebabkan intervensi
siswa yang belum mampu membuat kalimat dari bahasa asli pembelajar disebut
ini secara benar. kesalahan intrabahasa (intralanguage
Berdasarkan latar belakang di atas, errors), sedangkan kesalahan yang
dapat diidentifikasi beberapa permasalahan disebabkan oleh karakteristik umum dari
sebagai berikut. pola pembelajaran bahasa disebut kesalahan
1) Melalui tes tertulis, seberapa jauh siswa interbahasa (interlanguage errors).
kelas 1 SMA Negeri 2 Semarang dapat Berkaitan dengan kesalahan intrabahasa,
memahami dan membuat kalimat Richards mengklasifikasikannya menjadi
simple present tense dalam bentuk overgeneralization, ignorance of rules
kalimat positif, negatif dan interogatif, restriction, incomplete application of
yang subyek kalimatnya berbentuk rules, dan false concept hypothesized.
tunggal dan jamak? Overgeneralization didefinisikan
2) Melalui wawancara, kesalahan umum sebagai suatu penggunaan strategi pola tata
macam apakah yang sering dibuat oleh bahasa yang telah tersedia untuk digunakan

11
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa 31

dalam situasi yang baru. Kesalahan ini terjadi karena kegagalan dalam memahami
terjadi bilamana pola tata bahasa yang konsep tersebut. Misalnya:
menyimpang (deviant structure) dijadikan “One it was happened” seharusnya
sebagai dasar dalam dalam menyusun “One day it happened”.
semua kalimat dalam bahasa target (bahasa Dalam bahasa Indonesia kata kerja
asing yang diucapkan/dipelajari). kalimat pasif biasanya didahului awalan
Ignorance of rules restrictions adalah “ter atau di”. Dengan analogi tersebut, kata
termasuk kesalahan intrabahasa yang “terjadi” dalam Bahasa Indonesia
berkaitan dengan analogi. Dalam hal ini diterjemahkan pasif ke dalam bahasa
kesamaan parsial suatu pola kalimat Inggris, yakni dengan memakai kata kerja
terdahulu dijadikan dasar dalam menyusun bentuk ketiga atau “past participle”
kalimat berikutnya dengan tiada sesudah “to be”. Padahal kata “terjadi”
menghiraukan adanya batasan-batasan dalam bahasa Inggris memiliki makna aktif,
Aturan ketatabahasaan ataupun bukannya pasif.
pengecualian suatu pola kalimat tertentu Macam-macam Kesesuaian (Agree-
yang mungkin terjadi dalam kalimat yang ment):
akan disusun karena analogi keliru dari pola 1) Kesesuaian Hubungan personal
kalimat sebelumnya. (agreement of person). Contoh: Agung
Kesalahan intrabahasa ini mungkin is my brother. He is a wise man
terjadi ketika seorang pembelajar merespon 2) Kesesuaian hubungan pola waktu dan
secara mendadak dari suatu kalimat perubahan kata kerja dalam kalimat
pertanyaan yang ditujukan kepadanya. (agreement of tense). Contoh: Toni goes
Misalnya: to Bandung every week
What does she shout him? What does 3) Kesesuaian jenis kelamin (agreement of
he have to do? gender). Contoh: Rina is my sister. She
Pertanyaan di atas mungkin dijawab is beautiful.
secara mendadak sebagai berikut: 4) Kesesuaian jumlah (agreement of
She shout him to hurry. He have to number). Contoh: He has a car
write the address. 5) Kesesuaian hubungan antara subyek
Kalimat respon di atas tidak tepat dan predikat kata kerja. Contoh: The
karena tiada kesesuaian antara subjek books are on the table.
dengan predikatnya. Seharusnya kalimat Fungsi atau kegunaan kalimat simple
pertanyaan di atas dijawab seperti sebagai present tense yaitu:
berikut: “She tells him to hurry”. Dalam 1) menyatakan suatu peristiwa/kejadian
kalimat tersebut predikatnya kurang akhiran yang terjadi pada saat sekarang (realita).
“s”. Begitu pula dengan kalimat respon 2) menyatakan suatu kegiatan atau aktifitas
yang kedua seharusnya: “He has to write yang dilakukan secara berulang-ulang
the address”. Predikat yang sesuai dengan (repeated actions atau habitual actions).
“he” dalam kalimat positif adalah “has to” 3) menyatakan suatu peristiwa yang
bukannya “have to”. merupakan kebenaran umum (general
Kategori terakhir dari kesalahan truth), yaitu suatu peristiwa yang
intrabahasa ini acapkali disebut kesalahan dianggap benar oleh sebagian
semantik, yang mungkin terjadi karena besar/semua orang.
pemahaman yang keliru di dalam bahasa 4) menyatakan suatu kegiatan yang
target. Atau dengan kata lain terjadi karena terjadwal (scheduled actions).
kegagalan dalam pemahaman konsep atau
hipotesa dari konsep tersebut sehingga METODE
ketidaksesuaian subyek dan predikatnya Lokasi penelitian dilaksanakan di

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32 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

SMA Negeri 2 Semarang, Jalan Pada bagian ketiga siswa menerjemahkan 7

Sendangguwo Baru No. 1 Semarang. Subjek kalimat bahasa Indonesia menjadi kalimat
penelitian adalah siswa kelas 1 SMA Negeri bahasa Inggris dan kemudian mengubah
2 Semarang. Sample penelitian diambil kalimat-kalimat terjemahan menjadi kalimat
secara acak (random sampling) dari tiap-tiap negative dan interogative. Berikut ini adalah
kelas (20% dari kalimat jawaban siswa yang belum benar:
jumlah siswa/populasi). Teknik Bagian 1:
pengumpulan data dalam penelitian Jawaban salah: Every morning Nana wake
menggunakan tes tertulis dan tes lisan. Pada up at five o’clock, when her alarm ring.
tes tertulis, peneliti menggunakan instrumen Jawaban benar: Every morning Nana wakes
tes tertulis yang berupa soal-soal bahasa up at five o’clock, when her alarm rings.
Inggris tentang kalimat simple present tense. Jawaban salah: She go to school with her
Soal tes tertulis dalam bentuk pilihan ganda brother.
(multiple choice) dan isian (essay). Dalam Jawaban benar: She goes to school with her
soal essay, siswa diminta menterjemahkan brother.
kalimat-kalimat simple present tense yang Pada contoh jawaban di atas, siswa
masih ditulis dalam bahasa Indonesia ke belum memahami penempatan kesesuaian
dalam bahasa Inggris. Penilaian soal tes antara subjek dan predikat (kata kerja).
hanya berkisar pada kesesuaian subyek Siswa masih menjawab sesuai kata dasar.
kalimat dengan predikat Siswa belum mengubah kata kerja sesuai
/ kata kerjanya. Pada tes lisan, siswa dengan subjeknya.
(responden) diminta membuat kalimat Bagian 2:
sederhana simple present tense. Tes Soal: Anwar …. (not / drink) coffee very
dilakukan guna mengetahui sampai sejauh often.
mana penguasaan siswa terhadap materi Jawaban salah: Anwar not drink coffee very
simple present tense serta prakteknya secara often.
lisan. Juga guna mengetahui kesalahan- Jawaban benar: Anwar does not drink coffee
kesalahan yang dibuat oleh siswa berkaitan very often.
dengan materi tersebut. Teknik analisis data Soal: What time …. the banks / close) in
menggunakan deskriptif kualitatif. Data Indonesia?
yang didapat dianalisis secara kualitatif yang Jawaban salah: What time does the banks
dikumpulkan dalam bentuk kata-kata close in Indonesia?
daripada dalam bentuk angka. Pendekatan Jawaban benar: What time do the banks
deskriptif dilakukan untuk mencari dan close in Indonesia?
menjelaskan penyebab dan jenis kesalahan- Soal: Where …. (Nyoman / come) from? He
kesalahan tersebut berdasarkan klasifikasi is Balinese.
kesalahan gramatikal (grammatical Jawaban salah: Where is Nyoman come
classification of errors). from? He is Balinese.
Jawaban benar: Where does Nyoman come
HASIL DAN PEMBAHASAN from? He is Balinese.
Pada pertemuan pertama, peneliti Dari jawaban di atas, siswa belum
membagikan soal try out kepada siswa. Soal memahami pola kalimat positif, negative,
try out dibagi menjadi 3 bagian. Bagian dan interogatif simple present tense. Pola
pertama siswa melengkapi kalimat dengan kalimat positif simple present tense adalah:
mengisi kata-kata yang sudah tersedia. S + V 1 (s/es) + ………atau S + to be (am,
Bagian kedua, siswa membuat kalimat is, are) + ………misalnya pada kalimat: It
simple present tense dengan menggunakan take me an hour to get to work. Jawaban
kata yang sudah tersedia.

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Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa 33

yang benar adalah: It takes me an hour to get Jawaban salah: Two butterfly fly on the
to work. Jawaban yang benar sesuai dengan garden. They want for honey.
pola kalimat positif simple present tense. Jawaban benar: Two butterflies fly at the
Pola kalimat negative simple present flower garden. They look for honey.
tense adalah: S + do / does NOT + V1 + …. Kemudian jawaban-jawaban itu diubah
atau S + to be (am, is, are) NOT + …. menjadi kalimat negative dan interogatif.
contoh soal di atas adalah: Anwar …. (not / Jawaban salah negatif: Sinta isn’t nice
drink) coffee very often. Jawaban yang salah dentist. She never smile for every her
dari siswa adalah: Anwar not drink coffee patient.
very often. Seharusnya jawaban yang benar Jawaban benar: Sinta isn’t a kind dentist.
adalah: Anwar does not drink coffee very She does not smile to each her patient.
often. Sedangkan pola kalimat interogatif Jawaban salah interogatif: Does Sinta nice
simple present tense adalah: Do dentist? Does she always smile for every
/ does + S + V1 + ….? atau To be (am, is, her patient?
are) + S + ….? Contoh soal di atas adalah: Jawaban benar: Is Sinta a kind dentist? Does
What time …. (the banks / close) in she always smile to each her patient?
Indonesia? Dan Where …. (Nyoman / come) Jawaban salah negatif: Two butterfly does
from? He is Balinese. Jawaban salah dari not fly on the garden. They don’t want for
siswa adalah: What time does the banks close honey.
in Indonesia? Dan Where is Nyoman come Jawaban benar: Two butterflies do not fly at
from? He is Balinese. Jawaban yang benar the flower garden. They do not look for
seharusnya adalah: What time do the banks honey.
close in Indonesia? Dan Where does Jawaban salah interogatif: Does two
Nyoman come from? He is Balinese. Dari butterfly fly on the garden? Do they want for
jawaban-jawaban yang diberikan siswa honey?
terlihat bahwa siswa belum memahami pola Jawaban benar : Do two butterflies fly at the
kalimat positif, negative, dan interogatif flower garden? Do they look for honey?
simple present tense. Siswa masih Dari jawaban-jawaban di atas, terlihat
mengalami kesulitan menempatkan pola siswa masih belum memahami pola kalimat
kalimat tersebut sesuai antara subjek dan positif, negative, dan interogatif. Mereka
predikat. belum memahami kesesuaian antara Subjek
Pada bagian 3, siswa diminta dan kata kerja.
menerjemahkan kalimat bahasa Indonesia Pada pertemuan ke dua, peneliti
menjadi kalimat bahasa Inggris yang benar, menjelaskan materi simple present tense.
kemudian siswa mengubah kalimat Pada pertemuan ketiga, peneliti memberikan
terjemahan itu ke dalam kalimat negative test pengumpulan data. Pada saat
dan interogatif. Berikut adalah contoh mengerjakan test ini, siswa sudah
jawaban siswa: memahami pola kalimat positif, negative,
Soal 1: Sinta seorang dokter gigi yang dan interogatif. Berikut adalah hasil analisis
ramah. Dia selalu tersenyum kepada setiap test pengumpulan data.
pasiennya Soal test dibagi menjadi 3 bagian.
Jawaban salah: Sinta is nice dentist. She Bagian pertama siswa melengkapi 10
always smile for every her patient. Jawaban kalimat dengan mengisi kata-kata yang
benar: Sinta is a kind dentist. She always sudah tersedia. Bagian ke dua siswa
smiles to each her patients. menjawab 5 pertanyaan dan membuatnya
Soal 2: Dua ekor kupu-kupu terbang di menjadi kalimat interogatif. Pada bagian
taman bunga. Mereka mencari madu. ketiga siswa membuat karangan singkat (75
– 100 kata) tentang kegiatan mereka sehari-

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34 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

hari dari pagi sampai malam, dari hari senin and go to school with my brother. I arrive at
sampai hari minggu. Siswa membuat 6.45 in the school and enter in my
karangan menggunakan pola kalimat simple classroom. Usually I receive many
present tense. Berikut adalah hasil jawaban homework from my teacher. Seldom, I
siswa. receive small test without given know before
Bagian 1: it. Before coming to my home I go to mosque
Soal : The earth …. around the sun. beside my school. I perform noon prayer.
Jawaban benar : The earth goes around the After that I come to my home with my
sun. brother. I arrive in the home at 14.30 and I
Soal : The sun …. In the east. soon go to dining room to lunch with my
Jawaban benar : The sun rises in the east. family. Next I sleep in my room. After that I
Soal : Vegetarians…. meat. go to bathroom to bath and soon to perform
Jawaban benar : Vegetarians do not eat ashar prayer. Then I watch television with
meat. my sister. When maghrib time, I go to
Dari jawaban yang dibuat siswa, mosque to do perform maghrib and join
terlihat bahwa siswa sudah memahami pola Islam study until 19.30 and I perform Isya
kalimat positif, negative simple present prayer. I come to my home and study until
tense. 21.30. before going to bed, I watch TV with
Bagian 2: my brother and my family until 22.00 and
Soal : Elly’s sister play badminton too. Ask soon go to my bed room.
Elly. Dari contoh tulisan yang dibuat siswa,
Jawaban benar : Does your sister play peneliti dapat melihat bahwa siswa sudah
badminton, too? memahami pola kalimat simple present tense.
Soal : You want to know what Elly’s brother Dari ketiga bagian test pengumpulan data,
does. terlihat bahwa terjadi peningkatan
Jawaban benar : What does your brother do? pemahaman siswa dalam membuat kalimat
Soal : You want to know how often Elly goes positif, negative, dan interogatif simple
to the cinema. present tense. Pada test try out, hanya 12 dari
Jawaban benar : How often do you go to the 42 siswa (30%) yang menjawab dengan
cinema? menggunakan pola kalimat simple present
Dari jawaban di atas, terlihat bahwa tense secara benar. Namun pada saat test
siswa sudah memahami pola kalimat pengumpulan data 32 dari 42 siswa (65%)
interogatif simple present tense. Siswa sudah sudah menjawab menggunakan pola kalimat
dapat membuat kalimat interogatif secara simple present tense secara benar. Sebelum
benar. dijelaskan materi pola kalimat simple preset
Bagian 3: Siswa diminta membuat tense, hanya 30% siswa yang membuat pola
sebuah tulisan singkat mengenai kegiatan kalimat simple present tense secara benar.
mereka sehari-hari. Berikut ini adalah hasil Setelah diberi penjelasan, 65% siswa
tulisan singkat siswa. membuat kalimat dengan menggunakan pola
I wake up at 4.30 every morning. After kalimat simple present tense secara benar.
that I go to bathroom and go to mosque to do Oleh karena itu dapat dikatakan bahwa telah
perform subuh prayer. Before come to my terjadi peningkatan 35% pemahaman pola
home, I hope in God. I always help my kalimat simple present tense di antara para
mother in the kitchen every morning. Next I siswa.
go to bathroom to bath. Then I breakfast in Pada pertemuan ke empat, peneliti
the dining room. I check my book / schedule. mengadakan test wawancara. Melalui test
I leave my home at 6.30 wawancara, siswa sudah dapat menjawab
pertanyaan yang diajukan dengan

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Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa 35

menggunakan pola kalimat simple present Jawaban yang benar seharusnya: My father
tense secara benar. Berikut ini adalah hasil works as civil servant. My mother work sas
test wawancara: housewife. Pada kata work kurang huruf s.
T : What is your name? itulah yang disebut sebagai incomplete
J : My name is Glar. application of rules.
T : Where do you live? Untuk menjawab pertanyaan no 3,
J : I live at Kangguru 3 no 26, berdasarkan definisi Sattayatham and
Semarang. Honsa, Jr , kesalahan-kesalahan yang sering
T : How many brothers and sisters do dibuat para siswa termasuk dalam jenis
you have? kesalahan overgeneralization dan
J : I have two brother and one sister. incomplete application of rules. Maksud
T : Where do your parents work? dari overgeneralization adalah suatu
J : My father work as civil servant. penggunaan strategi pola tata bahasa yang
My mother work as housewife. telah tersedia untuk digunakan dalam
T : Please tell me about your daily situasi yang baru. Sedangkan maksud dari
activities. incomplete application of rules, kesalahan
J : I wake up 5 o’clock in the ini terjadi bilamana pola tata bahasa yang
morning. Then I go to bathroom and take a menyimpang (deviant structure) dijadikan
bath, I have breakfast. After that I check my sebagai dasar dalam menyusun semua
books and go to school with my brother. I kalimat dalam bahasa target (bahasa asing
arrive school at 6.45 then I enter my room. yang diucapkan). Sedangkan incomplete
I study until 1.30. I go home and I arrive at application of rules adalah kesalahan
1.45. I have lunch at dining room and then I intrabahasa yang mungkin terjadi ketika
take a rest until 4 o’clock. After that I take seorang pembelajar merespon secara
a bath and I play with my brother. Then I mendadak dari suatu kalimat pertanyaan
have dinner and I study until 21.30. After yang ditujukan kepadanya. Contoh dari
that I watch TV until 22.30 and then I go to incomplete application of rules adalah:
sleep in my bedroom. After she have breakfast, she check her
Kesalahan umum yang sering books, seharusnya After she has breakfast,
dilakukan siswa ketika menjawab she checks her books.
wawancara adalah incomplete application
of rules. Seperti yang dikatakan SIMPULAN DAN SARAN
Sattayatham and Honsa, Jr (www.asianefl- Simpulan
journal.com/March_08_as&sh.php), 1) Test tertulis dilakukan sebanyak dua
incomplete application of rules adalah kali yaitu pada saat try out dan
kesalahan intrabahasa yang mungkin terjadi pengumpulan data. Melalui tes tertulis
ketika seorang pembelajar merespon secara pada try out, hasil penelitian
mendadak dari suatu kalimat pertanyaan menunjukkan bahwa siswa belum
yang ditujukan kepadanya. Contoh dari memahami bagaimana membuat pola
incomplete application of rules adalah: how kalimat positif, negative, dan interogatif
many brothers and sister do you have? secara benar karena siswa belum diberi
Jawabannya: I have two brother and one penjelasan tentang materi simple
sister. Jawaban yang benar seharusnya I present tense. Hanya 12 dari 42 siswa
have two brothers and one sister. Pada kata (30%) yang dapat membuat pola
brother kurang huruf s. contoh lainnya kalimat secara benar. Sedangkan test
adalah: Where do your parents work? pengumpulan data diadakan setelah
Jawabannya adalah: My father work as civil siswa diberi penjelasan tentang materi
servant. My mother work as housewife. simple present tense. Pada hasil test ini,

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36 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

32 dari 42 siswa (65%) dapat membuat Honsa, Jr: 2008. Journal of Medical
pola kalimat positif, negative, dan Students’ Most Frequent Errors at
interogatif secara benar. Oleh karena Mahidol University, Thailand
itu, telah terjadi peningkatan sebesar (www.asianefljournal.com/March_08
35%. _as&sh.php).
2) Pada test wawancara, kesalahan umum Azar, Betty Schrampfer. 1999.
yang sering dilakukan siswa adalah Understanding and Using English
incomplete application of rules Grammar (third edition). Jakarta:
maksudnya adalah kesalahan Binarupa Aksara.
intrabahasa yang mungkin terjadi ketika Chen, Li-Ling. 2006. Journal of The Effect
seorang pembelajar merespon secara of L1 and CAI on Grammar
mendadak dari suatu kalimat pertanyaan Learning: An Error Analysis of
yang ditujukan kepadanya. Taiwanese Beginning EFL Learners'
3) Kesalahan-kesalahan yang sering dibuat English Essays (www.asian-efl-
para siswa termasuk dalam jenis journal.com/pta_January_06_pk.php).
kesalahan overgeneralization dan Hewings, Martin. 1999. Advanced
incomplete application of rules. Untuk Grammar in Use. England:
meminimalkan terjadinya kesalahan- Cambridge University Press.
kesalahan tersebut, siswa diberi teks Krohn, Robert. 1998. English Sentence
sederhana tentang tenses, kemudian Structure (third edition). Jakarta:
siswa diminta untuk membuat kalimat Binarupa Aksara
lain dengan mengubah subjek dan kata Norrish, John. 1983. Language Learners
kerjanya. and Their Errors. London: Macmillan
Press.
Saran Nurgiyantoro, Burhan.2000. Statistik
Sejalan dengan hasil penelitian yang Terapan untuk Penelitian Ilmu-ilmu
diperoleh, maka diberikan saran antara lain: Sosial. Yogyakarta: Gadjah Mada
Bagi guru SMA sebaiknya siswa diberi University Press.
penjelasan yang jelas mengenai tenses Handayani, Trisakti. 2002. Konsep dan
sehingga siswa dapat memahami secara Teknik Penelitian Gender. Malang:
benar aturan-aturan dalam tenses. Universitas Muhamadiyah Malang.
Sebaiknya guru juga dapat memberikan Rakhmat, Jalaludin. 2000. Metode
teks sederhana dan menarik mengenai Penelitian Komunikasi. Bandung:
tenses dan meminta siswa mengembangkan Remaja Rosda Karya.
teks tersebut dengan cara membuat kalimat Richard, Jack. C. 2001. Error Analysis.
lain yang sesuai dengan materi. England: Longman Group Ltd.
Bagi siswa hendaknya siswa Richard, Jack. C. 2002. Error Analysis
melakukan banyak latihan dan pemahaman Perspectives on Second Language
mengenai tenses secara benar. Siswa Acquisition. London: Longman Group
sebaiknya sering membaca, menulis dan Ltd.
berbicara dalam bahasa Inggris sehingga Sugiarto. 2003. Teknik Sampling. Jakarta:
siswa dapat lebih memahami aturan-aturan Gramedia.
dalam tata bahasa Inggris (khususnya Unaradjan, Delet. 2000. Pengantar Metode
tenses) dan mengaplikasikan dalam aktifitas Penelitian Ilmu Sosial. Jakarta: PT.
berkomunikasi sehari-hari. Grasindo.

DAFTAR PUSTAKA
Anchalee Sattayatham and Somchoen

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