i

AN ERROR ANALYSIS OF USING SIMPLE PRESENT TENSE

IN DESCRIPTIVE TEXT WRITTEN BY THE EIGHTH

GRADE STUDENTS OF SWASTA BINA SATRIA MEDAN

THESIS PROPOSAL

BY

NURLAILI

NIM 1632000031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF SOCIAL SCIENCE AND EDUCTION
UNIVERSITY OF POTENSI UTAMA

MEDAN

2020
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ACKNOWLEDGEMENTS

In the name of Allah, thebeneficent, and the Merciful. Praise and gratitude

be to Allah for giving the strength and guidance for the reseacher. So that, this

proposal can be completed on time. Peace and blessing be upon Prophet

Muhammad SAW, his family, his relatives, and all his followers.

With all sincerity and honesty deep down in the heart, the researcher

would like to express her greatest gratitude sincerely to:

1. Mrs. Juliana, M.Si. as a advisor.

2. Ms. Enni Maisaroh, S.Pd. M.Hum. as the Head of English Language

Education Study Program.

3. Mr. Ashari P.Swondo, S.Pd, M.Hum. as the Dean of the Faculty of

Social Science and Education, University of Potensi Utama.

4. Mrs. Hj. Nuriandy, B.A. As the Founder of Potensi Utama University.

5. Mr. H. Bob. Subhan Riza, S.T, M.Kom. as Chairmanof Potensi Utama

Foundation.

6. Ms. Dr. Rika Rosnelly, S.Kom, M.Kom. as Rector ofPotensi Utama

University.

7. Ms. Lili Tanti, M.Kom. as the Deputy Rector 1 (WR-1).

8. My beloved parents, my father and my mother, who always give me

sincere prayers for success in my life.

9. My beloved boyfriend who helped me finishing this graduation paper.

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In writing this report the researcher realizes that this thesis is far from

being perfect. Therefore, the researcherexpects constructive criticism and

suggestions to improve this thesis. Hopefully, this thesis can be useful for writer

and readers.

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TABLE OF CONTENTS

TABLE OF CONTENT................................................................................. iii

CHAPTER I INTRODUCTION............................................................ 1

1.1. The Background of the Study.................................... 1

1.2. The Problems of the Study........................................ 2

1.3. The objectives of the Study....................................... 4

1.4. The Scope of the Study.............................................. 4

1.5. The Significances of the Study.................................. 4

CHAPTER II REVIEW OF LITERATURE.......................................... 5

2.1. Theoretical Description............................................. 5

2.1.1. Error and Mistake in Language Learning........ `5

2.1.2.Types of Error................................................... 6

2.1.3. Error Analysis.................................................. 9

2.1.4.Steps of Error Analysis..................................... 11

2.1.5. Grammatical Error........................................... 12

2.1.6.Simple Present Tense........................................ 13

2.1.7 Writing ............................................................. 18

2.1.8 Types of Writing Text ..................................... 18

2.1.9 Descriptive Text ............................................... 21

2.2. Previous of Study....................................................... 22

2.3. Conceptual Framework.............................................. 25

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CHAPTER III RESEARCH METHOD................................................... 26

3.1. Location of Research................................................. 26

3.2. Research Design........................................................ 26

3.3.Subject of the Study...................................................... 27

3.4. Technique of Data Collection.................................... 27

3.5. Technique of Data Analysis....................................... 25

3.5 Trustworthiness of the Study........................................ 29

REFERENCES

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CHAPTER 1
INTRODUCTION

1.1 The Background of the Study

English is one of the foreign language which is taught in Indonesian

schools. English is also used as an international language for many countries to

strengthen relationship between countries in the world in all fields such as in

technology, science, business, and tourism. (Ramelan, 1992 : 2-3). In other words,

learning English can get various information and knowledge about the world.

To learn English, it is needed to know four important skills. These skills

are speaking, listening, writing and reading. Among these four skills, writing is

the most important skill to be learned. According to Sheridan Baker, “writing is

one of the most important skills for students to express the ideas and feeling in a

words, words in sentences, sentences is paragraph, that has the same coherence.

To be able to make a good writing is needed to general compenent of the writing

learning process such as sentences structure and vocabulary. By mastering writing

help students repeat and remember newly learned material.

However, Based Maxine H,1986 to write clearly you have to pay attention

to everything : audience, sentences structure, transition, choice of example and

half dozen of other consideration, it is found out that most of the students in the

Junior High School have difficulties in writing. Students have difficulty because

they dont practice writing from their teacher. They also lack of knowledge about

grammar and vocabulary. It is possible for students to make an error in the

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language learning process, because making error is an inevitable part of language

learning process. Students can’t learn language without first systematically

commiting error’s (Dulay Heidi, 1982:138). Error also occur because the students

dont know what is correct, it’s reflects gaps in students’ knowledge (Ellis, 1997 :

17) . Error occur because students have the different language system from

foreign language system learned and their mother tongue. They usually express

the meaning of using a vocabulary they have already know. The students also

don’t know rules in grammar which can’t be ignored. Even grammar is very

important thing in learning process. If students don’t know grammar, the students

can’t arrange word and how to put words together in a writing. In short, error is

part of learning process that useful in providing feedback to improve the writing

learning process.

To cope this problem, one of strategies used is error analysis. According to

Dictionary of Language Teaching and Applied Linguistics (Erdogan, 2005: 263),

a student makes a mistake and Error when writing or speaking because of lack of

attention, fatigue, carelessness, or some other aspects of performance. It is needed

to make error analysis, so the students can know and evaluate the error of they

make in writing.

In this research discusses about An Error Analysis of Using Simple

Present Tense In Descriptive Text Written by the Eighth Grade Students Junior

High School. For example they make error because they don’t know grammar

rule, they are lazy to learn about tense, they can’t interpret sentences or paragraph

directly and many other reasons. Then the writer analyze their error to know the
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ability of students to write description in simple present tense. Error analysis can

show what students problem have. With error analysis, the teacher can correct

important error that must be corrected, so sometimes students can improve their

ability about English writing. In other words, Using simple present tense often

makes students get complexity, or usually they often have problem to decide the

suitable verb form in simple present tense.

Simple present tense is a tense used to express activities that routinely

done and declare general truth. The simple present tense is used to express a

habitual action with adverbs like ussually, always, or often (Frank, 1972 : 66).

There are two reasons to know students error in the research. Firstly, the writer

would like to know dominant factors that cause the Junior High School students’

error in using simple present tense of descriptive text. Secondly, the writer would

like to anticipate the errors in writing descriptive text made by the students of

junior high school, so that the same errors can be avoided in the future and

students can improve their ability in English writing.

1.2 The Problems of the Study

Based on the backgroud of the study, there are some following problems :

1. What are the dominant errors made by Eighth Grade Junior High School

Students of Bina Satria Medan?

2. How are the students able to write descriptive text on simple present tense ?
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1.3 The Objectives of the Study

This study aims to know an error analysis of simple present tense in

descriptive text made by Eighth Grade Junior High School Students of Bina Satria

Medan. In accordance with the problems above, the objectives of the study are:

1. to find out the dominant errors made by Eighth Grade Junior High School

students of Bina Satria Medan.

2. to know and analyse the ability of students in writing descriptive text on

simple present tense.

1.4 The Scope of the Study

This study focuses on An Error Analysis of Using Simple Present Tense in

Descriptive Text Written by The Eighth Grade Students of SMP Swasta Bina

Satria Medan. The writer hopes the students can improve writing skill by

analyzing the error of simple present tense in descriptive text.

1.5 The Significances of the Study

The significances of the study are as following :

1. The students can improve their ability about simple present tense and they

can write paragraph well.

2. The teacher can improve their ability or knowledge about teaching tense

especially on simple present tense and bring the interesting lesson in front of

the class to get the students’ attention.

3. For the reader can know how many kind of error on simple present tense in

descriptive text made by the eighth grade students of SMP Bina Satria Medan
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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework

The theoretical framework focuses on explaination about some concept or

terms related to the topic the topic discussed. In this study, the writer explains

about grammatical eror analysis, simple present tense, and descriptive text.

2.1.1. Error and Mistake in Language Learning

According to Brown (2000:76) error is noticeable deviation from adult

grammar or native speaker reflecting the inter language competence of learner,

while mistake refers to a performance factor such as: memory, limitation, spelling

fatigue, and emotional strain. He also identifies that error is a result from lack of

knowledge of the rules of the language.

In learning a foreign language, it is natural if the students make errors

because language is very different from one to another in terms of grammar,

vocabulary, and pronounciation. In comparison with errors, mistakes are random

deviation, unsystematic, and are due to non-linguistics factors such fatigue,

strong, emotion, and memory limitation. Self-correctability is another criterion

taken by James (1998) to make a distinction between errors and mistakes.

According to James “mistake can be corrected by the learners if their attentions

were drawn to them, but errors can not be self corrected”. Moreover Foster

(2005:87) states that an error is an individual language user‟s deviation from

standard language norms in grammar, syntax, pronounciation and punctuation.

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Language learning and language error cannot be separated each other.

Language error frequently happen in the language learning process. Error is seen

as something normal and natural in learning process. All language learners tend to

make errors when they learn a language. Ellis (2002:223-236) states that the

second language learners may confused to recognize the use the second language

because of their first language‟s influence. In addition, Setiadi (2006) says that

language learner whose mother tongue has no tenses tend to have more difficulties

in learning a target language which has tenses. Since English is a foreign language

for them and their L1 (Bahasa Indonesia) does not imposes such rules of tenses.

Based on the previous explanation, it can be concluded that errors done by

the students is caused by the students‟ lack of knowledge in language learning.

While mistake is deviation committed by the students because of physical

condition such as fatigue, boredom, and anxiety. In addition, mistakes can usually

be corrected by the students.

2.1.2 Types of Error

Dulay (1982 : 138) explains the types of errors into four classification.

They are linguistic category, surface strategy taxonomy, comparative analysis,

and communicative effect. However, the writer only focuses on surface strategy

taxonomy and comperative analysis because those two types of errors give more

contributions to this research than other types of error.

1. Surface Strategy Taxonomy

Surface Strategy Taxonomy highlight the ways surface structures are

atered. Learners may omit necessary items or add unnecessary one. Analyzing
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errors from a surface strategy perspective holds much promise for writer concern

with identifying cognitive processes. it also make aware that leraner’s error are

some logic. According to Ellis (1997), omission appears when astudent leaves a

required item for an utterance out of a sentence that he/she constructed. For

example, There is boy over there. This sentence leaves out the article

'a' which should be added before the word 'boy'. Selection can be done by

selecting an incorrect element. Addition is by adding unnecessary elements.

Lastly, misordering which can be done by misplacing the item or putting it in the

wrong place. This categorization can be exemplified as follows :

a. Omission

Omission errors are characterized by the absence of an item that must

appear in a well –formed utterance. (Dulay, 1982:155).

Example: It use by us to fullfill daily needs.

The well formed sentence is “It is used by us to fulfill daily needs.

b. Addition

Addition errors are the opposite of omission. They are characterized by

the presence of an item which must not appear in a well-formed

utterance. Dulay (1982:156). it usually occurs in the leter stage of

second language acquisition.

Example: It is not just only for life, but also a forest as a lung for earth.

Here wrong sentences adds “just”. The well-formed sentence is “It is

not only for life, but also a forest as a lung for earth.
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c. Misformation

Misformation errors are characterized by the use of wrong form of the

morpheme or structure. While in omission errors the item is not

supplied at all, in misformation errors the learner supplies something,

although it is incorrect.

Example: The dog eated the chicken.

a past tense marker was supplied by the learner, it was just not the right

one. The well-formed sentences is “The dog ate the chicken”

d. Misordering

Misordering errors are charecterized by the incorrect placement of a

morpheme or group of morphemes in a utterence. It is occur because

students translate word to eord from their mother tongue into a foreign

language.

Example: so, after the school, Phinochio decide to go to the cty. He

asked someone the ingredients to bake a cake. during his walk ,

Phinochio met there a little boy.

The placement of adverbial demonstrative “there”. The well-formed

sentences is “ Phinochio met a little boy there”.

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2. Comperative Taxonomy

The classification of comperative taxonomy is based on the comparison

between the structure of second language error and certain other types

of construction . There are two types of comparative toxonomy:

a. Interlingual Error is an error that takes place due to a particular misue

of a particular rule of the target language. Interlingual error is caused by

the interference of the native language. The error identification is traced

back by translating the words into the learner’s mother tongue.

Example: The man skinny

(The skinny man)

b. Developmental Error

Developmental error are the errors similar to those made by children

learning the target language as their first language.

Example: I not reading

(I am not reading)’

2.1.3 Error Analysis

It is possible for student to make some errors when write the text, that is

normal and unavoidable to make errors when the writing learning process. Error

can be definition as the condition of being wrong. Error occur because the

learner does not know what is correct, it’s reflects gaps in leaerners knowledge
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(Ellis, 1997 :17) . To cope with this problem, one of stratigies widely used by

linguist is error analysis. According to Dictionary of Language Teaching and

Applied Linguistics (Erdogan, 2005: 263), a learner makes a mistake and Error

when writing or speaking because of lack of attention, fatigue, carelessness, or

some other aspects of performance. Error analysis is an activity to reveal errors

found in writing and speaking. According to Sanal (2007: 597), error analysis is

a study to identify, to describe and systematically to explain the learners’ errors

by using any of the principles and techniques provided by linguistics.

According to Brown (2000:166) says that Error analysis is the study of

students’ error which can be observed, analyzed, and classified to reveal

something of the system operating within the learners. Brown’s point of view

implies that error analysis is useful for the teacher. Error analysis will show

teachers some problems confronting the students. It is an advantage that error

Analysis may be tracked down to the importance of students’ errors. According

to Johansson (1975:248) An analysis of the learner’s error gives the teacher

evidence of the learner’s competence in the foreign language. The teacher will

also gain information concerning learner’s difficulties at different levels. Such

information is important for the planning of courses and the constructions of the

teaching materials.

Mistakes and errors are often occurs in the learning process of English as a

foreign language for Indonesian learners. Because foreign language have

differences of the language system from their mother tongue. They ussually

express the meaning using the vocabulary they have already known.
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As we have already said, no one can predict what new errors a learner will

produce. However, there are patterns of error which the classroom teacher

should be alive to :

1. Some errors are coused by mother tongue interference, the native language

behaves in ways which are not applicable to English, but the learner treats

them as aquivalents. This is notably more coommon in tenses where there

is some overlap of meaning, or where form suggest equivalance

(especially the present perfect).

2. Errors are caused by “false patterning” a rule already learned in English is

applied to situations where it is not appropriate.

3. Many error are caused by “interlanguage” a strategy where the learner

rejects a straight forward translation in favour of something which sounds

more English, but which may not actually conform to the rules of either

English or his mother tongue.

From the definisition above, the writer can conclude that error analysis is a

methodology for investigating learners competence in acquiring a second

language or a foreign language. It describe learners interlanguage and caan be

used to identify the possible mistakes or error that are made by junior high school.

2.1.4 Steps of Error Analysis

In error analysis research, there are some steps that are suggested by the

experts. Corder in Ellis (1994:48) the errors through explaning steps in error
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analysis research. They are identifying errors, describing errors, and explaning

errors.

1. The first step is identification error a corpus of learner language has been

collected, they have to be indentified. In this step, the writer will be reads

each of students descriptive text. To identify the errors, the writer writes

down and circling the errors to differentiate each error based on surface

strategy taxonomy and comperative toxonomy.

2. The second step is describing errors. In this step, the writer lists the errors

of choesive devices on data, which consists of the example of sentence

errors in using choesive devices in context of descriptive text.

3. The third steps is explaning errors. It is concerned with establishing the

source of the error i.e accounting for why it is made.

2.1.5 Grammatical Error

Grammatical error in this research is deviation of word placement in the

sentence no matter the causes and the characteristics are. According to James

(1998:255) states that students‟ erroneous output-their composition errors in

particular are not one remove, but two removes from the native speaker‟s version.

We are not only correcting the errors into what learners want say but also

correcting the errors into what the native speakers would have said or write.

Hethus challenges Corder‟s claim that the data of error analysis are two

sentences: the idiosyncratic sentence (produce by learner) and a well-formed

sentence (that which the native would have produced). These two sentences would

then be compared. This is not the case, however. The data of error analysis
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comprise not two but three sentences: (i) what learner said; (ii) what they were

attempting to say; and (iii) what the learner would have said (or written) (James,

1998:255). This is why analyzing learner‟s grammatical errors in learning other

language would be interesting. Learning other language became difficult since the

target language had different system from the native language. This difference

sometimes made the learners (in this case-the students) make errors especially in

applying the grammar of present tense when writing descriptive text.

2.1.6 Simple Present Tense

Tense is systematic structure to describe different forms of verbs that

showed the time of action. According to Krohn (1971), simple present tense is

tense denoting an action happening in this time. This tense is used to talk about

things in general. We are not only thinking about now, but it is used to say

something is true in general.

Akhlis and Sosiowati (2000:2) say that simple present tense explains an

action that occurs in present time, in a simple form or an activity that is done

regularly or a habitual activity, or an action which is not have relationship with

time. According to Praninskas (1980:19-20) simple present tense is a tense that is

used to express verb a general truth to show a regular or habitual action and to

show a regular future action.

(a) To express a habitual action, with adverbs like usually, always, or often.

Example: They Usually play football in the yard.

(b) To state a general truth, includes the past, present, and future.

Example: The earth revolves around the sun.

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(c) To express future action, especially with verbs of arriving and departing

such as come, leave, stay, or arrive.

Exaample: Bowo come in Japan on Sunday.

(d) In comentaries on games and plays

Example: he takes the ball and kicks it strongly in the goal.

(e) In exclamation, announcement or demonstration.

Example: their club gives its annual party next week.

(f) To express non-action state or condition.

Example: She loves her cat

I hear some music

I believe with you

Based on the explanation above, the writer can conclude taht simple

present tense is formed by using infinitive without ‘to’ and when third person

singular subject is present, a suffix –es or –s is added to the verb. Simple presen

tense expresses an action or a state of being in the present.

1. Present Tense of Verb to be

Present tense from of ‘to be’ is formed with to be am, are, or is after the

subject of the sentences. The present tense of ‘be’ is used to express

follwing situations :

- Profession, trade, occupation

Mrs.Lily is a Teacher

- Nationality

Mrs.Lily is an Indonesian
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- Size and shape

Mrs. Lily is short

- Age

Mrs. Lily is twenty-one years old

- Characteristic

Mrs. Lily is beautiful

- Condition

Mrs. Lily is healthy

- Place

The mother are here

- Color

My house is pink

2. Pattern of Present Tense of Verb be

S + to be + a noun or a noun phrase

E.g : Lily is a teacher

Lily is a beautiful girl

S + to be + adjective or adjective phrase

E.g : Bowo is famous

Bowo is extremely confident

S + to be = adverb or adverbial phrase

E.g : Bowo is there

Lily is from the Indonesian

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In negative sentences with the verb be, the word not is used after the verb

be. For example : She is not a teacher, in yes/no question, becames before the

subject of the question. For example : is she a teacher ? in question word,

becomes before the subject and afer the question word. For example : who is she ?

The present tense forms of be are am, are, and is. Am is used after the first

person singular subject (I), Are is used the first person plural subject (we), first

person singular and plural subject (you) and the third person plural subject (they,

the girls, cats, etc), Is is used after the third person singular subject (he, she, it, the

girl, a cat, etc).

a. Positive Form (+) Subject + verb1

I, you, we, they + verb1

He, she, it +( verb1+s/es)

The above formulation can be read as subject (I, you, she, he, it, we, and

they) is followed by Verb1. However especially the subject 3rd person singular

(he, she, and it), verb in the affirmative is added with –s/- es.

For example:

1. I play tennis every week

2. She plays tennis every week

3. They play tennis every week

b. Negative Form (-) Subject + doesn’t/don’t + verb 1

I, you, we, they + don’t + verb1

He, she, it + doesn’t + verb1

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The above formulation can be read as subject (I, you, she, he, it, we, and

they) is followed by doesn’t / don’t and added by Verb1. The subject (he, she, and

it) is added “not” after auxiliary verb “do” and can be “doesn’t or don’t”.

For example:

1. I don’t play tennis every week

2. She doesn’t play tennis every week

3. You don’t sleep every week

c. Introgative Form (?) do/does + S + verb 1

do + I, you, we, they + verb1

does + he, she, it + verb1

For example :

1. do I play tennis every week ?

2. does she play tennis every week ?

3. do you play tennis every week ?

The s/es form is used after a singular name, noun, or one f the pronouns,

he, she or it. Add es for verbs ending in o, or in a letter or combinationof letters

which represent a sibilant sound such as : s, sh, ch ,x, or z.

Example : Go – Goes = Lily goes to school.

Watch – Watches = Lily watches the film.

Kiss – Kisses = Lily kisses her mother.

And for verb ending y preceded by a consonant, the y is changed to i and

es is added.
Example : Cry – Cries = Bowo cries this morning

Study – Studies = Bowo studies at home

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2.1.7 Writing
Writing is making hand writing where the one who write gives a form for

everything what he or she thinks and whatever he or she feels. Writing has to be

able in using written language to give an idea or message. Supported by Siahaan,

“The written productive language skill is called writing. It is the skill of writer to

communicate information to a reader or group of reader”. It means that writing is

a one way to send information to the readers.

According to Byrne writing can be said to be the act of farming these

symbol making marks on a flat surface of some kind. However, writing is clearly

much more than the production of graphic symbol, just as speech is more than the

production of sound. The symbols have to be arranged; according to convention to

form word, and word have to arrange to form sentences. It means that writing is

not about produce the words but also the symbols that have to be arranged well.

Harmer states that writing should be done with understanding from the

past in order to inform and express what happened. It should be well-organized in

order to be understandable for readers.49 A good writing can deliver information

for the reader, so that it should be well-organized and easy to understand for the

reader.

According statements above, the writer concludes that writing is a written

form, not only the symbols have to be arranged but also have information for

readers.
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2.1.8 Types of Writing Text

Mark (2003:5) states that there are some writing texts. They are Narrative,

Recount, Procedure, Report and Descriptive Text, etc. The explanation of each

text are explained as follows:

a. Narrative Text

Narrative text is a story with complication or problematic events and it tries to

find the resolutions to solve the problems. Its purpose is to amuse or to

entertain the reader with a story.

b. Recount Text

Recount text is a text which retells events or experiences in the past. Its

purpose is either to inform or to entertain the audience.

c. News Item

News item is a text which informs readers about events of the day. Its purpose

is to inform readers about events of the day which are considered newsworthy

or important.

d. Procedure Text

Procedure is a text that show a process in order. Its purpose is to describe how

something is completely done through a sequence of series.

e. Descriptive Text

Descriptive text is a text which say what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place, or thing.

f. Report Text
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Report is a text which presents information about something, as it is. Its

purpose is to presents information about something, as it is.

g. Analytical Exposition

Analytical exposition is a text that elaborates the writer„s idea about the

phenomenon surrounding. Its purpose is to show the readers that the idea is

the important matter.

h. Hortatory Exposition

Hortatory Exposition is a type of English text that influences the reader to do

something or act in a certain way. Its purpose is to presenting and influencing

the readers that should be so, and should not be.

i. Explanation Text

Explanation is a text which tells processes relating to forming of natural,

social, scientific and cultural phenomena. Its purpose is to explain how

something works or state reasons for some phenomenon. Explanations answer

the questions "how" or "why".

j. Discussion Text

Discussion is a text which present a problematic discourse. Its purpose is to

present information and opinions about issues in more one side of an issue

(„For/Pros‟ and „Against/Cons‟).

k. Review Text
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Review is a text which presents critical analysis on events or works for

readers or public audiences. Its purpose is to critique or evaluate an art work

or event for a public audience.

l. Anecdote Text

Anecdote is a text which retells funny and unusual incidents in fact or

imagination. Its purpose is to tell an event with a humorous twist and

entertain the readers.

From the explanation above, the writer choose descriptive text because

gsecondary students have studied descriptive text in the first semester. This

research is conducted to find out types of errors that the students commit in their

writing descriptive text based on surface strategy taxonomy and which type of

errors is the most frequently committed by students in writing descriptive text.

2.1.9 Descriptive Text

Descriptive text is a text used to describe a particular thing, a person, an

event, and an animal to the readers (Gerot & Wignel, 1994). Furthermore, it is

also the text that describes something to make the readers or listeners could feel as

the writer’s experience with his or her six senses; looks, smells, feels, acts, tastes,

and sounds (Husna et al., 2013).

According to the statement, the writer can conclude the descriptive writing

should be concerete and detailed. Jolly (1984 : 47) says that a descriptive is

describes something. There are several characteristics of descriptive text. Firstly,

it focuses on the thing that will be described, such as a place, a person, etc.
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Secondly,the tense that is used in writing this text is simple present tense, which

as the grammatical rule in it. Thirdly, the form of description should be written in

general to specific (Sudarwati, 2007). Furthermore, the descriptive text also

consists of a topic sentence and a controlling idea.

Therefore, it is important to use spesific and concerete details. To guide

the students in descriptive writing, give the generic structure. The generic

structure of a descriptive text is different from the other texts such as, report,

narrative, recount, procedure, and argumentation.The descriptive text must have

two major elements. They are identification and description.

d. Identification : identifies phenomenon to be discribed.

e. Description : describe parts, qualities, characteristic.

2.2 Previous Studies

Some previous studies are needed to support and built the theories and

development of this research. The previous studies about an error analysis are in

the following :

1. Laela Hayati Rohmah (2017) discusses about An Error Analysis of Using

Simple Present Tense In Descriptive Text Written by the Tenth Grade

Students of MAN 1 Syrakarta” Academic year 2015-2016. The thesis

concludes that the types errors that made by the tenth grade students of

MAN 1 Surakarta in the descriptive writing are are based on surface

strategy taxonomy which are classified into omission, addition,

misformation, and misordering. After counting the errors, the writer found
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229 total of errors consisting of 99 errors of omission, 25 errors of

addition, 81 errors of misformation and 24 errors or of misordering. From

the data above, it can be seen that misformation error was the highest

number of errors made by the students.

2. Vattia Sahal (2018) discusses about Students Errors In Using Present

Tense In Writing Descriptive Text” from eleventh grade students of MTS

Jeumala Amal. In this thesis the research found a total of 89 errors which

consist of 56 (62,92%) errors of omission, 12 (13,48%) errors of addition,

3 (3,37%) errors of misordering and 18 (20,22%) errors of misformation.

Thus, the omission was the most dominant students’ errors in using

present tense in writing descriptive text.

3. Eka Sasmiasih (2014) discuss about Error Analysis On The Students

Writing Of Descriptive Text, from Eighth grade students of SMP PGRI 2

Ciputat. After analyzing the error, the writer found 50 error that students

made in making present tense. The amountof omission error ( 14 errors or

23.33%), mis-formation error (32 errors or 53.33%), addition eror (10

errors or 16.67%), and the lowest frequency is mis-ordering error (4

errors or 6.67%).

4. Uswatun Hasanah (2017) discuss about Error Analysis On Simple Present

Tense In Writing Descriptive Text, from the Tenth grade students of SMA

N 1 PACE. After analyzing the writer found found that omission errors

was the dominant error at50%. In this case, most of the students omit the
 24

use of to be (is, am, are) before adjectives and most of them also forgot to

add s/es after the third singular person (she, he ,it).

5. Mahandra Aris Wijaya (2015) discuss about An Error Analysis On The

Use Simple Present Tense In A Descriptive Text Written. In this study,

after analyzing the research found dominated by interlanguage error

because their mother tongue mostly strong to influence them in their

writing descriptive text using simple present tense.

6. Nicky Laundha (2017), discuss about An Error Analysis On Simple

Present Tense In Descriptive Text. In this thesis, after anlyzing the writer

found most dominant problem particularly in using “be”, dealing with

suffix –s/-es from the verb of third singular person subjects, and error in

using plural of noun.

7. Rini Meliyanti (2013), the writer discuss about An Analysis On Students

Grammatical Errors In Descriptive Text Writing. In this study, after

analyzing the writing found students make errors in omission 11.6%,

ddition 5.6%, made error singular-plural 3.9%, student made errors in

meaning not clear 2.4%, and 0.7% students made errors in run on

sentences. the students make errors because, students poor vocabulary and

its use.

8. Santi Noviyanti (2013), the writer was research on Second grade of

SMPN 3 Tangerang Selatan, the tittle of thesis is An Analysis On

Students Grammatical Errors In Writing Descriptive Paragraph. After

analyzing the error, the writer concludes that type errors in the descriptive
 25

writing students produce 57.9 % total error. Moreover, 29.8 % errors fell

into error of omissionandf 7.6% errors fell into addition, wheareas, for

Misrdering, it only took 4.7%.

In this some previous can be concluding that in writing descriptive text

with simple present tense, high school and junior high school students still make

error their writing. There are some of the most common errors : Omission,

addition, misformation, misordering, suffix –s/-es, and mother tongue influence .

2.3 Coceptual Framework

Writing is a kind of productive skill because learners do this skill to produce

language. Writing is also one of the difficult skill to be learned. Therefore writing

is important to learn for the students because with writing can express their

meaning without facial expression, gesture or body must consider writing parts

such as using words and pactuation. In other side, students also do not have

motivation to learn writing, they are lazy to learn English, they don’t have

confidence to write something. Therefore, the writer believe in error analysis can

make changes to the students’ writing way with giving correction for students’

writing error and error analysis, so students should have chance to know their

errors in writing and use correct grammar.

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Location of the Research

The research is conducted at SMP Swasta Bina Satria Medan in academic

year 2019/2020. It is located on Jl. Marelan IX No.1 Kel.Tanah Enam Ratus Kec.

Medan Marelan.

3.2 Research Design

The research is conducted by using descriptive qualitative method. Maleong

(2004:2) states that descriptive qualitative research is a kind of research method

without any statistic procedure. As stated by Bodgan and Taylor in Maleong

(2004:3) qualitative methodology is as a research procedure that describe data

such as written words or spoken words from people or activities that can be

observed.

The data in this research is obtained from the students’ writing test. First, the

writer reviewed the use of simple present tense which aimed to recall the students’

memories about simple present tense. Second, after doing some review, the writer

showed the students the picture. Then thirdly, they were asked to write a

descriptive paragraph about that picture. The paragraph should consist of 5 to 15

sentences. The time giving thirthy minutes. Finally, all of the writing products

analysis.

In short, qualitative research is a study which relies primarily on the

collection of qualitative data with the purpose to describe, to decode, and to draw

26
 27

meaning from naturally occurring phenomena that cannot be understood numbers.

Thus, the writer want to know an Error Analysis of Using Simple Present Tense in

Descriptive Text Written by the Eight Grade Students of SMP Swasta Bina Satria

Medan.

3.3 Subject of the Study

The subject of the study is the eighth grade students at SMP Swasta Bina

Satria Medan in academic year 2019/2020.

3.4 Tecnique of Data Collection

In this research, the writer uses task as the instrument to get the data. For

collecting data, the writer used writing test and documentation by collecting the

students’ writing tasks and taking the pictures of teaching and learning process.

For the test, the writer asks the students to write a descriptive text related the

topic given by the writer. After the writer getting the data, the writer analyzes the

data using Surface Strategy Taxonomy proposed by Dulay et al. (1982). Surface

strategy taxonomy categorized errors into errors of omission, addition,

misformations, and misordering. Surface strategy taxonomy highlights the way

surface structures are altered: learners may omit necessary items or add

unnecessary items, they may misform items or misorder them (Dulay et al., 1982).

In this research, the writer uses document analysis in the form of the students’

written descriptive text. Then the writer analyses the students’ written descriptive

text based on the language features, grammatical structure of descriptive text.

 28

These are some following chronological steps to collect the data:

1. The writer introduces herself to class and explains the topic of simple

present tense and descriptive text.

2. The writer reviews and checks about students’ simple present tense and

descriptive text understanding.

3. The writer asks the students to write the descriptive text on simple present

tense.

4. The students starts writing descriptive text and do their tasks in 30

minutes.

5. The writer asks the students to collect their tasks

6. The writer evaluates the students’ tasks.

3.5 Tecnique of Data Analysis

In this study, the writer analysis the data by using qualitative methods.

Furthermore, the whole data in this research will be described in a descriptive way

from Students’ writing Products. The writer analyzes the data from students’

writing products based on surface strategy taxonomy, which will identify and

classify the errors into omission, addition, misordering and misformation (Dulay

et al., 1982).

In this study, the procedures of data analysis are as follows:

1. The writer asks students to make a descriptive text with the animal theme.

Then, the writer collects the students’ writing.

2. The writer reads the students’ writing. Then, the writer identifies and

classify the types of grammatical errors of present tense based Dulay et

 29

al., theory (the errors into omission, addition, misordering and

misformation)

3. Then, the writer calculates the all of the errors made by grade eighth of

junior high school. The writer used the following formula which was

adapted from Healey (2010: 30) to calculate the result from data

tabulation:

X=
∑x
n

Notes:
% = the percentage of the students’ lexical errors of each component
f = the number of errors of each component
N = the total number of errors made by the students

3.6 Trustworthiness of the Study

To prove and to check the data trustworthiness, the witer uses triangulation

data to get the validity of data. Moleong (2002:278) states that Triangulation is

the technique of examining the trustworthiness of the data which used things

outsides the data in order to examine the data and to be comparer of the data.

According to Lexy (2000:178) triangulation is a technique of examining the

trustworthiness of data by using something excluding the data to check or to

compare the data. So, triangulation data is the way to recheck and compare the

data to get the valid data.

 30

Denzin in Lexy (2000:178) divides triangulation into four kinds:

a. Triangulation by using the resources. It meant that the writer compares and

checks the credibility of information found in the observation with the data

of interview and compared it with the related documents.

b. Triangulation by using method. It meant that the writer checks the

credibility the data of the research and the data resources by using several

data collecting techniques and analyzed them by the same method.

c. Triangulation by using investigator. It meant that the writer rechecks the

credibility of his data by her own research or other writers.

d. The last technique was triangulation by using theory. It is a technique

using multiple theories to help interpreting and explaining the data

In this research, the writer used triangulation by using investigator as the

trustworthiness. The writer rechecks the data with a lecturer. The lecturer is Enni

Maisaroh. She is one of the lecturers in English education department in Potensi

Utama University. And also from an English teacher who teach junior high school

of Bina Satria to be the second investigator. The inter-raters assess the descriftive

texts committed by the students. The investigators determine whether the texts are

reliable for the analysis.The criteria to assess is the text length and topic. The texts

should be at least in one paragraphs and each paragraph consisted of 5-10

sentences, and the topic should be appropiate to one of the optional topics given

before. After the investigator assesses the instrument, they find the consistency

about the criteria that the writer states before. From the judgement, it can be stated

that the isntrument has good reliability.

 31

REFERENCES

Cilt, Sayı Aralık. 2005. Contribution Of Error Analysis To Foreign Language

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Hartono, Rudi and Galuh Kirana Dewi Areni. 2016. English Grammar For

Indonesian Students (Tata Bahasa Inggris Bagi Pemula). Ciamis: Fastindo

Hasanah, Uswatun. 2017. Error Analysis On Simple Present Tense In Writing

Descriptive Text. Thesis of English Education Department

Faculty Of Teacher Training And Education University Of

Nusantara. PGRI KEDIRI

Hayati, Laela. 2017. An Error Analysis Of Using Simple Present Tense In

Descriptive Text Written By The Tent Grade. Thesis of English Education

Department Islamic Education And Teacher Training Faculty The State

Islamic Institute Of Surakarta

Irwansyah, Dedi. 2008. “Mistake, Error dan Language dalam Pembelajaran

Bahasa Inggris” dalam Jurnal Penelitian Ilmiah Volume 08. Lampung.

Pusat Penelitian dan Pengabdian

Laundha, Nicky. 2017. An Error Analysis On Simple Present Tense In

Descriptive Text Made By Junior High School. Thesis of the Faculty of

Teacher Training and Education: University of Pembinaan Masyarakat

Indonesia Medan.
 32

Meliyanti, Rini. 2013. An Analysis On Students Grammatical Errors In

Descriptive Text Writing. Thesis of English Education Faculty of

Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic

Univesity. Jakarta

Noviyanti, Santi. 2013. An Analysis On Students Grammatical Errors In Writing

Descriptive Paragraph. Thesis of English Education Faculty of

Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic

Univesity. Jakarta

Prastyi, Hari. 2017. Tata Bahasa Inggris. Mojokerto Jawa Timur Indonesia:

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Putri, R Nesti. 2019. Improving Students Ability Writing Recount Text Through

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Training AR-Raniry Islamic University. Banda Aceh

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University Of Nusantara. PGRI KEDIRI