AN ERROR ANALYSIS ON STUDENTS’ LEARNING IN
PRESENT PERFECT TENSE
(A Case Study at the First Year Students of Madrasah Aliyah Soebono
Mantofani Jombang-Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in partial fulfillment of the requirements for the degree of S.Pd. in English
Language Education
By:
Erka Cahyanti
NIM. 105014000335
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011 M
i
AN ERROR ANALYSIS ON STUDENTS’ LEARNING IN
PRESENT PERFECT TENSE
(A Case Study at the First Year Students of Madrasah Aliyah Soebono
Mantofani Jombang-Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in partial fulfillment of the requirements for the degree of S.Pd. in English
Language Education
Approved by advisor:
Drs. Nasifuddin Djalil, M.Ag
NIP. 19560506 199003 1 002
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiya and Teachers‟ Training
certified that the „Skripsi‟ (Scientific) entitle “An Error Analysis on Students’
Learning in Present Perfect Tense” (A Case Study at the first Grade Students of
Madrasah Aliyah Soebono Mantofani Jombang-Ciputat) written by Erka
Cahyanti, student‟s registration number: 105014000335, was examined at
examination session of state Islamic university (UIN) Syarif Hidayatullah Jakarta
on Wednesday, 8 June, 2011, and was declared to have passed. This “Skripsi” has
fulfilled one of the requirements for academic title of “S.Pd. (Bachelor of Art)” in
English Language Education at the Department of English Education.
Jakarta, 8 June 2011
Examination Committee
Chairman : Drs. Syauki, M.Pd.
NIP: 19641212 199103 1 002
Secretary : Neneng Sunengsih, M.Pd.
NIP: 19730625 199903 2 001
Examiners : 1. Drs. H. Bahrul Hasibuan, M.Ed
2. Dr. Fahriany, M.Pd.
NIP: 19700611 199101 2 001
Acknowledged by:
Dean of Tarbiya and Teachers‟ Training Faculty
Prof. Dr. Dede Rosyada, MA.
NIP: 19571005 198703 1 003
iii
iv
ABSTRACT
Erka Cahyanti. “An Error Analysis on Students’ learning in Present Perfect
Tense” (A Case Study at the First Year Students of Madrasah Aliyah Soebono
Mantofani Jombang- Ciputat)., Strata 1 (S1). English Education Department,
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State
Islamic University, Jakarta, 2011.
Advisor : Drs. Nasifuddin Djalil, M.Ag
Key words: Error analysis, learning, present perfect tense
This study describes the students‟ error in learning present perfect tense at
the first grade students of Madrasah Aliyah Soebono Mantofani Jombang –
Ciputat. The objective of this research is to find out some errors in form and usage
of present perfect tense. In doing the research, the writer used quantitative method
and the technique to collect the data are test, observation and interview. The
responden of this research is the first grade students of Madrasah Aliyah Soebono
Mantofani Jombang-Ciputat. The writer gave the forty students the test that
consists of 25 items, 15 items in the form of present perfect tense and 10 items in
the usage. Finally, The finding of the research is that the first year students of
Madrasah Aliyah Soebono Mantofani did some errors in using the form of present
perfect tense and the usage. The result is from overall responded that 48%
students did errors in the form of have/has, 28% students did errors in the form of
regular verb, 55% students did errors in the of irregular verb and 58.75% students
did errors in the usage of present perfect tense. In short, from the data got it
showed that the students did errors most is in the usage of present perfect tense
(they did mistake in differentiating between the use of present perfect tense and
past tense).
v
ABSTRAK
Erka Cahyanti. “An Error Analysis on Students’ learning in Present Perfect
Tense” (Studi kasus di Madrasah Aliyah Soebono Mantofani Jombang-
Ciputat) Strata 1 (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2010.
Advisor : Drs. Nasifuddin Djalil, M.Ag.
Key Words: Analisa Error, Belajar, Present Perfect Tense
Penelitian ini menggambarkan kesalahan siswa dalam belajar present
perfect tense di kelas satu Madrasah Aliyah Soebono Mantofani Jombang-
Ciputat. Tujuan dari penelitian ini adalah untuk mengetahui beberapa kesalahan
siswa dalam belajar present perfect tense khususnya dalam bentuk dan
penggunaanya. Dalam melakukan penelitian ini penulis mengunakan metode
kuantitatif dan teknik yang digunakan adalah pengumpulan data dengan
menggunakan test, observasi dan interview sebagai instrumen. Adapun responden
penelitian ini adalah siswa kelas satu Madrasah Aliyah Soebono Mantofani
Jombang- Ciputat. Dalam melakukan penelitian ini, penulis memberikan butir soal
test bahasa inggris yang terdiri dari 25 butir soal pilihan ganda (15 butir soal
tentang bentuk present perfect tense dan 10 butir soal tentang penggunaan present
perfect tense dan past tense). Dari penelitian ini penulis menemukan bahwa siswa
kelas satu Madrasah Aliyah Soebono Mantofani melakukan kesalahan dalam
bentuk present perfect tense dan penggunaannya. Dengan perolehan hasil yang
didapatkan dari keseluruhan responden bahwa 48% siswa melakukan kesalahan
dalam bentuk have/has, 28% siswa melakukan kesalahan dalam bentuk regular
verb, 55% siswa melakukan kesalahan dalam bentuk irregular verb dan terakhir
58.75% siswa mengalami kesulitan dalam penggunaan present perfect tense dan
past tense. Kesimpulan dari data yang diperoleh yaitu kesalahan siswa yang
paling banyak adalah dalam penggunaan present perfect tense (dalam
membedakan penggunaan antara present tense dan present perfect tense).
vi
ACKNOWLEDGEMENT
In the name of Allah the most gracious and the most merciful
Alhamdulillah, all praises be to Allah, the writer thanks to Allah SWT,
Lord of the universe who has given the writer some mercies and blessing until the
writer could finish the “Skripsi” entitled “An Error Analysis on Students’
Learning in Present Perfect Tense” at the first year Students of Madrasah Aliyah
Soebono Mantofani Jombang- Ciputat properly. Moreover, peace and salutation
be upon to our prophet Muhammad SAW and his family, his companions, and his
followers.
This “Skripsi” is proposed as one of the requirements to have Strata 1
degree (S1) of English Education (S.Pd.)
In this lovely opportunity, the writer would like to express her deepest
gratitude and thanks to her beloved mother Darojah and her beloved father
almarhum Darkiyan who have given her greatest love, prayer, financial,
motivation and support in finishing this “Skripsi”. Her lovely sisters Windaroh,
Wiwit Andriyani A.md., Siti Suci Rahayu, and lovely brothers Saefuddin, Imam
Sahara, and Riza Ade Saputra for their love and kindness. The writer also would
like to express her thanks and gratitude to her advisor Drs. Nasifuddin Djalil
M.Ag. for his guidance, corrections, suggestion, and kindness in compiling this
“Skripsi”.
In finishing this “Skripsi” the writer gets much valuable help from many
much grateful to:
1. All lecturers of English Education Department who have dedicated
themselves for education and taught the writer during her study in State
Islamic University.
2. The chairman of English Education Department, Drs. Syauki, M.Pd. and
his secretary, Neneng Sunengsih, M.Pd.
3. Prof. Dr. Dede Rosyada, MA. As the dean of Faculty of Tarbiyah and
Teachers‟ Training of English Department
vii
4. The headmaster of Madrasah Aliyah Mantofani, Drs. M.Cholil, who
allowed the writer to do research in his school.
5. The English teacher Mr. Yadi S.Pd., who allowed and helped the writer to
do research
6. The staffs of all libraries; the faculty of Tarbiya and Teachers‟ Training
library, the Catholic University of Atmajaya‟s library and PKBB (Pusat
Kajian Budaya dan Bahasa) Atmajaya. She thanks them for providing the
sources to fulfill the references of the writing
7. All friends in English Department especially class B for academic year
2005 for their cheerfulness, support and prayer, may Allah bless them all
8. My friends who give contribution: Anita, Mimin Haryati, Oim, Sri rizki. I
do appreciate it. Thank you
9. All people who have given their help in writing this “Skripsi” that writer
could not mention one by one, may Allah bless all of you
May this “Skripsi” can be useful for the writer in particular, and for
the readers in general. The writer realizes that this “Skripsi” is far from
being perfect. Therefore, the writer would like to accept any suggestion for
valuable improvement in another research. Finally, the writer thanks very
much to them all.
Jakarta, 20th
November 2010
The writer
viii
TABLE OF CONTENTS
Page
APPROVEMENT SHEET ...............................................................................i
ENDORSEMENT SHEET ...............................................................................ii
STATEMENT SHEET .....................................................................................iii
ABSTRACT ......................................................................................................iv
ABSTAK ............................................................................................................v
ACKNOWLEGEMENT ...................................................................................vi
TABLE OF CONTENTS ..................................................................................viii
LIST OF TABLE ..............................................................................................x
LIST OF APPENDICES ..................................................................................xi
LIST OF FIGURE ............................................................................................xii
CHAPTER 1: INTRODUCTION
A. Background of Study ........................................................................1
B. Limitation of the Problem ................................................................4
C. Formulation of the Problem .............................................................5
D. Significant of the Study ....................................................................5
E. Organization of Writing ...................................................................6
CHAPTER II: THEORETICAL FRAMEWORK
A. Error Analysis ...................................................................................7
1. The Understanding of Error ........................................................7
2. Cause of Error .............................................................................7
3. Distinction between Mistake and Error.......................................10
4. Goal of Error ...............................................................................11
5. Types of Error ............................................................................12
ix
6. Procedures of Analysis ................................................................15
B. Tense .................................................................................................16
1. The Understanding of Tense ......................................................17
2. The Types of Tense .....................................................................17
C. Present Perfect Tense ........................................................................19
1. The Understanding of Present Perfect Tense ..............................19
2. The Form of Present Perfect Tense ............................................21
3. The Usage of Present Perfect Tense............................................27
CHAPTER III: RESEARCH METHODOLOGY
A. Objective of Research .......................................................................31
B. Place and Time of Research ..............................................................31
C. Method of the Research ....................................................................31
D. The Subject of the research ..............................................................31
E. Instrument of the Research................................................................31
F. The Technique of Data Collection ....................................................32
G. The Technique of Data Analysis .......................................................32
CHAPTER IV: RESEARCH FINDING
A. Data Description................................................................................34
B. Data Analysis ....................................................................................36
C. Data Interpretation ............................................................................44
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................46
B. Suggestion .........................................................................................47
BIBLIOGRAPHY .............................................................................................48
APPENDICES
x
LIST OF TABLES
Table 2.1 : Procedures of Error Analysis .............................................. 16
Table 2.2 : Example of affirmative sentence ........................................ 22
Table 2.3 : Example of affirmative sentence with be ............................ 23
Table 2.4 : Example of negative sentence ............................................. 24
Table 2.5 : Example of negative sentence with be ................................ 24
Table 2.6 : Example of Interrogative sentence...................................... 25
Table 2.7 : Example of interrogative sentence with be ......................... 25
Table 2.8 : Example of interrogative- negative sentence ...................... 26
Table 2.9 :Example of interrogative-negative sentence with be ......... 27
Table 2.10 : The Difference between Present Perfect and Simple Past .. 28
Table 4.1 : Areas tested of form and usage in present perfect tense ..... 34
Table 4.2 : Students’ score of test result ............................................... 35
Table 4.3 : Frequency of Error in the form of present perfect tense ..... 36
Table 4.4 : Frequency of Error in the usage of present perfect tense.... 38
Table 4.5 : Specific frequency of errors in the form of present perfect
tense .................................................................................... 39
Table 4.6 : specific frequency of errors in the usage of present perfect
tense .................................................................................... 40
Table 4.7 : kind and percentage of error in present perfect tense ......... 44
xi
LIST OF APPENDICES
Appendix 1 : The instruments test ............................................................ 49
Appendix 2 : The key answer ................................................................... 52
Appendix 3 : Instrument Interview/ wawancara ....................................... 53
Appendix 4 : Surat Pernyataan telah melakukan Penelitian di sekolah .... 54
Appendix 5 : Surat Permohonan Izin Penelitian ....................................... 55
Appendix 6 : Pengajuan Judul Skripsi ...................................................... 56
xii
LIST OF FIGURE
Figure 2.1 : Present Perfect Timeline……………………………20
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is known as one of the International language in the world. It
is a tool or an aid to communicate with other people. In community life,
language is very important, because language is means of communication for
mutual making relationship or sharing experience.
Moreover, in present day, English language becomes the language
learnt by people in every country over the world, such as Indonesia. Teaching
English language is known as teaching of foreign language. It could be said
that Indonesian language is as the mother tongue language of students; and
English language is as the target language studied by the students.
In Indonesia, English language must be learnt and it is one of
compulsory subject in every education level, that is Sekolah Menengah
Pertama (SMP) or Junior High School, Sekolah Menengah Atas (SMA) or
Senior High School, and even in Universities. In addition, English language
includes as local content subject in education level of Sekolah Dasar (SD) or
Elementary School in the country. The teaching process in education levels is
based on the guideline of rules that stated by the government in the
curriculum. The latest one named Kurikulum Tingkat Satuan Pendidikan
(KTSP) or School Based Curriculum.
This curriculum provides some rules about teaching English for each
level of education. It states the objective of the teaching learning process that
2
held in Draft of Badan Standarisasi Nasional Pendidikan (BSNP) 12 April
2006 which consists of Standar Kompetensi (SK) or Standard Competence
and Kompetensi Dasar (KD) or Basic Competence for each language skill –
Listening, Speaking, Reading, and Writing. They exactly explain about
minimum materials should be reached as the out comes of the teaching
process. It can conclude that the final objectives in teaching English are that
students have competence in communicating both spoken and written.
Then, based on BSNP, for Senior High School level (the level in
which the writer takes as the population, with its first year as the sample) there
are some Standard Competences completed by their Basic Competences in
each aspect of the four skills. Besides the four skills, the language components
or sub-skills such as grammar, vocabulary, pronunciation etc. One of the sub
skills that should be mastered in learning English by the learner is grammar.
Grammar should be taught appropriately because it is the basic
element of the language and without the proper knowledge of grammar; the
learners will find many problems to build up sentences to express their ideas
in communication among the people. Scoot Thornbury in How to Teach
Grammar stated: ”Grammar is partly the study of what forms (or structures)
are possible in a language. Traditionally, grammar has been concerned almost
exclusively with analysis at the level of the sentences. Thus, a grammar is
description of the rules that govern how a language’s sentences are formed.”1
Penny Ur said in A Course in Language Teaching Practice and Theory that
“Grammar is a set of rules that define how words (parts of words) are
combined of changed to form acceptable units of meaning within a language”
2 and in another source stated that ”Grammar is the system of a language.”
3
The students who learn English meet a number of problems, one of
them is grammar. Some students think of grammar as rather boring subject
1 Scoot Thornbury, How to Teach Grammar, (United Kindom: Bluesstone Press,
1999),p.1 2 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge:
Cambridge University, 1996), p. 87 3 http://www.englishclub.com/grammar/grammar-what.htm
3
when they learn English, they try to avoid the grammar because it is confusing
and hard to understand. For some students who have lack of knowledge in
grammar, of course they will become confused why the verb of a sentence
must change; either it is Present, past or future. In talking grammar, one of the
most important part to be learn is “tense”. “Tense is usually defined as relating
to the time of an action, event or state”4. By tense, the students can know
when the time action occurs, and their concept of time.
W. Stannard Allen in Living English Structure stated: “English has
three main divisions, past, present and future…”5. Absolutely, the verb in
English is influenced by the “time”, when it happens or will happen (past,
present, or future). So, a verb should be related with the time. When the
students want to tell a verb that is used to indicate an action that took place at
an indefinite time or over a period of the time in the past, but still has
relevance in the present”6. It is called the present perfect tense.” And the most
common time expression is prepositional phrase beginning with for and since.
Other such expressions include up to the present /now, many times, often,
frequently, finally, already, etc.7
Indonesian language and English are different. In Indonesian
language, there are no tense used as in English. When students say something
happened in the past in Indonesian language, they used adverb of time to show
the definite time (there is no change in the verb). Meanwhile, in English
language, to show something happened, it could be used adverb of time to
follow past tense (it is a must) and also could used none of adverb of time -or
it is not important- to follow present perfect tense. Therefore, Indonesian
students often do mistakes in differentiate the usage of both tense, past tense
(finished time) and present perfect tense (unfinished time). For example the
students usually say: “I have done my homework yesterday.” for present
4 Laurie Bauer, English Word Formation (Cambridge: Cambridge University Press,
1983), p.157. 5 W. Stannard Allen, Living English Structure, (London:Longman, 1987), p.175
6 George E. Wishon &Julia M. Burks, Let’s Write English, Revised edition, (New York:
Litton Educational Publishing International, 1980), p.206 7 George E. Wishon &Julia M. Burks, … p.207
4
perfect tense, which grammatically is wrong, because that is because present
perfect form is not stressing the time of the action. To express something
happened in the past but still true at present is better to say “ I have done my
homework”. The most important things to remember about the present perfect
is that it can never be used with adverbs which describe finished time periods,
such as yesterday, five minutes ago and at three o’clock. If a time adverb is
used with the present perfect, it should describe a time period which is
unfinished.8 On the other hand, the most important in past tense form is
stressing the definitive time of the action.
Then, from the student’s sentence above it means that when using the
verb as ”I have done my homework”, it must not be followed by the adverb of
time “yesterday”, because it indicates the present perfect tense. Whereas in the
use of present perfect tense, the adverb of time is not “important” to be used.
It is different from past tense that is usually followed by adverb of time. As it
is stated by Martin Parrot in his book that is” learners generally have far more
difficulty in using present tense correctly than in understanding them”.9
Consequently, learning present perfect tense is really important for the
students in order to understanding its usage correctly, how they use it in
sentences and to do not change into past tense. So, when the students want to
make sentences that have happened or have done they should use the present
perfect tense, for example: “I have done my homework”, without using past
time. In this case, the writer is interested to analyze the students’ problem in
learning Present Perfect Tense”, because there are many students who still
have difficulties in understanding the simple perfect tense, and also they still
have difficulty in using the right form of simple present perfect like the use of
have/has and the use of verb form like regular and irregular verb, and the
usage (the use of time expression) of present perfect tense, and some students
are still lack of knowledge of regular and irregular verb.
8http://www.geocities.com/SiliconValley/2527/presentperfect.html#introduction,18
Oktober 2009 9 Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2000), p.162
5
Based on the problem mentioned above, the writer would like to
discuss about “An Error Analysis on Students’ Learning in Present
Perfect Tense” ( A Case Study at the first year Students of Madrasah Aliyah
Soebono Mantofani Jombang-Ciputat).
B. The Limitation of the Study
To avoid misunderstanding and to clarify the problem, it is necessary
to make the limitation of the problem; The writer limits the problem only on
the students’ English difficulty in form and usage of present perfect tense
done by students at the first grade of Madrasah Aliyah Soebono Mantofani
Jombang- Ciputat.
C. Formulating of the Study
Based on the limitation above, the writer would like to state the
problem as follows: “What are the common mistake that is made by the
students in learning present perfect tense?”
D. Significance of the Study
The finding (result) of this study are expected to give useful
information on students’ error which in turn, it can help teachers to correct the
students’ errors and also to improve methods or ways of their teaching.
The writer hopes this research will be useful for everyone who reads
this research especially those interested in English education. Besides that, for
the students, it could become a motivation to make better in future. It can also
to encourage teachers to pay more attention on explaining the form and the
usage of present perfect tense especially in distinguishing past tense and
perfect tense. Moreover, it is as inputs too for the writer to identify what part
of the language programs found difficult for students.
6
E. Organization of Writing
The writing of the skripsi will be systematically divided into five
chapters. The first chapter will discuss about Introduction that conclude the
background of the study, limitation of the problem, formulation of the
problem, significance of the study and organization of writing.
The second chapter will explain about the theoretical framework. This
chapter consists of three parts. Part one describes about Error Analysis which
covers the definition of error, cause of error, distinction between error and
mistake, goal of error, types of error, and procedures of Analysis. Part two is
tense which covers the definition of tenses and the types of tense. The last is
part three; it discusses about the present perfect tense which covers definition
of Present Perfect, the form of Present Perfect and the Usage of present
perfect tense.
The third chapter will discuss about research methodology. It consist
of objective of the research, place and time of research, method of research,
population and sample, instrument of the research, and the technique of data
collection.
The fourth chapter will discuss about Research findings. It consists of
data description, data analysis, and data interpretation.
The fifth chapter consists of conclusion and suggestion. It contains of
the conclusion and suggestion.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
1. The Understanding of Error Analysis
Learning foreign language is different from learning one‘s mother
tongue. Therefore, learners in the teaching process often made error and it is
not only inevitable but also a necessary part of the language learning process.
As the learner of foreign language error can‘t be a void ever the most
intelligent, conscientious and motivated students do some error and
sometimes the native speaker also. The error made by students indicated that
they are in the process of learning.
There are some definitions of error analysis. One of them is as stated
by Carl James stated that ―error analysis is the process of determining the
incidence, nature, causes, and consequences of unsuccessful language‖.1and
Valentine Rido (2007) stated that when the children learn mother tongue
sometimes use improper pronoun, ambiguous words, or incorrect word
formation.2 It seems that, the learners are not only made error in foreign
1 Carl James, Error in Language and Use, (New York: Longman, 1998), p.1
2 Valentino Rido Rasmodjo, Types of Correction Supporting the Learner- Centered
Learning in English Classes, (Fourth Conference English Studies: 26-27 November 2007), p.44
8
language, but also in their mother tongue, because error is a process of
learning.
Error analysis is part of the methodology of psycholinguistic
investigation of language learning.3 Thus, error analysis is significant in
developing students‘ competence. Moreover, Brown wrote: the fact that
learners do make error, and that these error can be observed, analyzed, and
classified to reveal something of the system operation within the learner‘s
error, called error analysis.4
Based on the definitions previously, it can be concluded that error
analysis is an investigation methodology in language learning for analyzing,
observing, and classifying learner‘s error to give us indication in learning
process.
2. Cause of Error
Errors occur for many reasons. One obvious cause is interference from
the native language. One of strategies to prevent students from making the
same error is by looking at the causes of error itself.
Pit Corder claims that there are three major causes of error, which he
labels ‗transfer error‘, ‗analogical error,‘ and ‗teaching-induced errors’.
While Hubbard proposed the same categories with different names, they are.5
a. Mother-tongue interference
Although young children appear to be able to learn a foreign language
quite easily and to reproduce new sound very effectively, older learners
experiences considerable difficulty. The sound system (phonology) and the
grammar of the first language impose themselves on the new language and
this lead to a ―foreign‖ pronunciation, faulty grammatical patterns and,
occasionally, to the wrong choice of vocabulary.
3 S.p Corder, Error Analysis and Inter Language, (New York: Oxford University Press,
1981), p. 45 4 Brown, principle of language learning and teaching (New York: Prentice Hall, Inc,
1987)., p.206 5 Petter Hubbard, et al., A Training Course for TEFL, (New York: Oxford University
Press, 1983)., pp. 140-143
9
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect
various stages in the language development of the learner. It claims that
the learner processes new language data in his mind and produces rules for
its production, based on the evidence. Where the data are inadequate, or
the evidence only partial, such rules may produce incorrect pattern.
c. Error encouraged by teaching material or method
The teaching material or method can also contribute to the students errors.
Behaviorism says error is evidence of failure, or in effective teaching or
lack of control. If material is well chosen, graded and presented with
meticulous case, there should never be any error.
The similar idea comes from Douglas Brown, he distinguishes the
causes of error into four causes. He labels; inter lingual transfer, intra lingual
transfer, context of learning and communication strategies.6
a. Inter lingual Transfer
Inter lingual transfer is a significant source of error for all learners. The
beginning stages of learning a second language are especially vulnerable
to inter lingual transfer from the native language, or interference. In these
early stages, before the system of second language is familiar, the native
language is the only previous linguistic system upon which the learner can
draw.
b. Intra lingual Transfer
Intra lingual transfer (within learning a second language) is a major factor
in second language learning. Researcher have found that early stages of
language learning are characterized by a predominance of interference (
Inter lingual transfer), but once learner have begun to acquire parts of the
new system, more and more intra lingual transfer. Generalization within
the target language – is manifested. As learners progress in the second
language, their previous experience.
c. Context of learning
6 H. Douglas Brown, Principles of Language Learning …, p.21
10
In a classroom context, the teacher or textbook can lead the learner to
make faulty hypothesis about the language. Students often make errors
because of misleading explanation of the teacher, faulty presentation of a
structure or word in a textbook, or even because of a pattern that was
rottenly memorized in a drill but improperly contextualized.
d. Communication Strategies
Communication strategies were defined are related to learning style.
Learners obviously use production strategies in order to enhance getting
their message across, but at times these techniques can make themselves
become a source of error.
Mean while, Richard distinguishes three causes of error as follows:
a. Interference errors as a result of the use of element from one language
while speaking another.
b. Intra lingual errors reflect the general characteristics of rule learning such
as faulty generalization, in complete application of rule and failure to learn
condition under which rules apply.
c. Development errors occur when the learner attempts to build up
hypotheses about the target language on the basis of limited experience.7
3. Distinction between Mistake and Error
Most of people misunderstanding about errors and mistakes; they
think they are in the same meaning. So we need to distinguish errors and
mistakes. Errors reflect gaps in a learner‘s knowledge; they occur because the
learner does not know what is correct. Mistakes reflect occasional lapses in
performance; they occur because, in particular instance, the learner is unable
to perform what he or she knows.
Brown defines error and mistake. According to him an error is a
noticeable deviation from the adult grammar of a native speaker, reflects the
7 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003),
p. 58
11
competence of the learner. And mistake is a ―slip,‖ a failure to utilize a
known system correctly, and mistakes can be self-corrected.8
Based on the definition above the writer concludes that students make
error because they do not know of the knowledge about what they write, and
they can not recognize it unless other people, their friends or their teachers
tell and correct them. And for mistake, actually the students have known
about what they write but they just ‗slip up‘ and do mistake. In this case,
students are able to correct and realize their own mistake.
4. Goal of Error Analysis
According to Heidi Dulay and his friends, there are two major
purposes in studying learners‘ errors:
1) Provides data from which inferences about the nature of the language
learning process can be made
2) Indicates to teacher and curriculum developers which part of the target
language students have most difficulty producing correctly and which
error types detract most from a learner‘s ability to communicate
effectively.9
Rod Ellis states that helping learners to learn a L2 by evaluating errors
is the purpose of error analysis.10
It means that after the research found the
error that students make, it is important to evaluate them and explain to
learners so they will not do the same errors in another time. And then, they
will understand and learn L2 better than before.
8 Douglas Brown, Principle of Learning and Teaching, (New York: Prentice hall, Inc,
1987), p.217 9 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford
University Press, 1982), p. 138 10
Rod Ellis, Second Language Acquisition …,p.19
12
5. Types of Error
There are three main types of errors. They are lexical errors,
grammatical errors, and phonological error.11
According to Muhammad S. Haded in his book The Merit of
Exploiting Error Analysis in Foreign Language Teaching and Learning, ―
types of error are divided into five:‖12
a. The Omission of Auxiliary
This type of error is likely caused by mother tongue interference. The
error that figured prominently in the students‘ answer, either in the
progressive or perfect structure.
Example: Mary eaten while Rosale do washing up
Please wait till w finished our work
b. Incorrect verb forms
Includes the wrong formation of past tense of finite verbs and verb.
Phrases that have the participle past auxiliary. The error that appeared to
be a systematic is the over-generalization of pas tense form.
Example: When we arrived to the city, We all feeled tired
They leaved just now.
The students sometimes have problem with past participle formation.
This fault could be attributed to intra-lingual confusion since in some cases
the subjects applied the past tense marked‖ –ed‖ of regular form to
irregular ones.
c. Unmarked third person singular verb
The students are also sometimes fail to mark the third person singular
verb in the simple present tense.
Example : He wash his clothes by himself
Most of children like candy.
11
Valentino Rido Rasmodjo, Types of Correction Supporting the Learner-Centered
Learning … 12
Moh S. Haded, The Merits of Exploiting Error Analysis in Foreign Language Teaching
and Learning, (RELC. Journal, vol.29, Singapore: SEAMEO Regional language Center, 1998), pp.
60-63
13
Haded think that errors is not a case of mother tongue interference but
it can be attributed to intra lingual difficulty. He also says it make be a
consequence of the influence of teaching technique in the sense that
Error =( in the speech or writing of a second or foreign language learners)
they use of linguistic item( e.g. a word, a grammatical item, a language
regards as showing faulty or incomplete learning. Distinction is sometimes
made between errors which result from incomplete knowledge and mistake
made by a learner when writing or speaking and which is caused by lack of
attention, fatigue, carelessness, or some other aspect performance.13
As an addition Carl James states that an error arises only when there is
no attention to commit one. He also draws distinction between error and
mistake, he says, ―the learner is inclined and able to correct a fault in his
/her out put, it is assumed that the form he /she selected was not the one
intended, and we shall say that the fault is mistake. If, on the other hand,
the learner is unable or in anyway disinclined to make the correction, we
assume that the form the learner used was one it intended and that is an
error.‖14
On the other hand, Corder defines, ―an err or Is a breach of the
language‘s code, resulting in an unacceptable utterance: with L2 learners
occur because the learners have not yet internalized the information rules
of the code. While mistakes or lapses are the result of some failure of
performance. They occur when the language user makes a slip such as
false star or a confusion of structure.15
For this paper the writer adopts the definition of error as a noticeable
deviation resulting from incomplete knowledge which reveals a portion of
learners‘ competence in the target language. While a mistake refers to
performance error that is either a random guess or a ―slip‖, in that it is a
13
Jack Ricard, et al, Longaman Dictionary of Language Teaching and applied Linguistic,
(London: Longman, 1992), p. 127 14
Carl James, Error in language learning and use: Exploring Error Analysis, (New
York: Addision Wesley Longman limited, 1998), p.78 15
Keith Johnson and Helen Johnson, Encyclopedic Dictionary of Applied Linguistic
(London: Black Well Publisher inc,. 1999), p.111
14
failure to utilize a known system correctly. Classroom drills of the form do
not make sufficient distinction between marked and marked forms.
d. Wrong tense sequence
In this case, the wrong tense sequence is coordinate structure. Many
students often make wrong tense application.
Example: He does not go to school yesterday
Rebecca has always been a good girl before she got married.
This type of error is not mother tongue inference but mostly due to
ignorance of target language restriction on tense sequence.
e. Miscellaneous
Another type of errors gathered from the study demonstrate a
systematic use, for example the use of ―be+ infinitive‖ in:
1) Honey bee are attack people who approach their lives.
2) Almost every child is like ice cream.
Betty Azar in her book understanding and using English grammar give
guidance for correcting writing errors. In the book, the types of error are
explained more details. The errors are classified as:
Singular-plural, word form, word choice, verb tense, add a word, omit the
word, word order, spelling, punctuation, capitalization, article and meaning
not clear, in complete sentence, and run-on sentence.16
Nicos N. Michaelides also draws the types of error. According to him
the types of error are:
1. Error of performance
Performance is what actually occurs in practice. Errors performance
are errors that occurs in speaker‘s performance. This types of error is the
result of the mistake language use and manifest themselves as:
a. Repeat, for example; they asked me to keep to keep the bottle away.
b. Anticipation, for example; on Wednesday he always buys two loaves of
bread.
16
Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice hall,
Inc, 1989), p.29
15
c. A correlation and repeated, for example; they wanted they said they
wanted to leave.17
These error are unsystematic and not very serious problem because the
student themselves can correct. These errors are attributed to carelessness,
lapse of memory, sick or emotion state.
2. Error of competence
Competence is knowing what is grammatically right. Errors of
competence are the result of application rules by the learners of the
language that do not (yet) correspond to the foreign language norm. these
errors are persistent and systematic and in consequence serious and their
treatment calls for careful analysis to discover their causes.
6. Procedures of Error Analysis
In the language teaching, either a native language/ a second language
teaching, study about students‘ errors is very important. There are some
procedures in error analysis, namely:
1) Identification of errors, the first step in the process of analysis is
recognition/ identification of errors. In this step teachers recognize the
students‘ errors from the task give by the teachers.
2) Description of errors, the next step is the describing errors. It begins when
an identification stage has taken place. The description of student errors
involves classification of kinds of errors made by the students.
3) Explanation of errors, the third step in the process of analysis is the
explanation of error that can be regarded as a linguistic problem. This step
attempts to account for how and why the students‘ errors happen.
4) Evaluation of errors, in this step, the teacher gives evaluation from the task
done by the students depends on the task that teacher will be giving to the
students.
17
Ratnawati, Error Analysis on Students Narrative Writing, (Jakarta: UIN Syarif
Hidayatullah, 2004), p.8
16
5) Preventing/ correction of error, finally the last step in the process of
analysis is correction of error when the teacher checks the result from the
task done by the studesnts. And then the teacher gives the correct answer
from the errors has been done by the students.18
Table 2.1
The Procedures of Error Analysis
Identification of
error
Description and
error classification
Explanation Correction
I watch TV
yesterday.
Simple past tense
- Omission of –ed
The verb ―watch‖
should be past form.
I watched TV
yesterday.
He is owing me six
thousands rupiah.
Verb
- Inappropriate verb
construction
―owe‖ is a stative verb
and doesn‘t require
the -ing participle.
He owes me six
thousands rupiah.
B. TENSE
1. The Understanding of Tense
The word ―tense‖ is derived ultimately from the Latin word ‖tempus‖
meaning ―time‖.19
Tense commonly refers to the time of the situation which
relates to the situation of the utterance or at the moment of speaking.
There are many definitions of tense. One of them is as stated by
Geoffrey Leech and Jan Svartvik stated that by tense we understand the
correspondence between the form of the verb and our concept of time ( past,
present, or future).20
And Michael Swan stated that ―the verb-forms which
show differences in time are called tense. Tense are formed either by
18
Theo Van Els and friends, Applied Linguistics and the Learning and Teaching of
Foreign Languages, (London: a Division of Hodder & Stoughton, 1983), p.47 19
John Lyons, Linguistics Semantic An Introduction, (Cambridge: Cambridge University
Press,1995), p.312 20
Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (London:
Pearson Education Limited, 2002), 3rd
ed., p.415
17
changing the verb (e.g know, knew; work, worked),or by adding auxiliry
verbs (e.g will know; had worked)‖.21
In Oxford Dictionary of English Grammar, tense is defined as a form
taken by a verb to indicate the time at which the action or state is viewed as
accruing.22
In another source it is said that ―tense is the form of a verb that
shows us when the action or state happens (past, present or future). The name
of a tense is not always a guide to when the action happens. The "present
continuous tense", for example, can be used to talk about the present or the
future.23
Tense refers to the indication of time by the form of the verb or verb
phrase, ie whether an action is a present, past or future one.24
Based on the
definitions above, the writer concludes that tense is a verb-form that is
indicates the time at which a state happens or the action.
2. Types of Tense
Tense is used to show the relation between the action or state
described by the verb and the time, which is reflected in the form of the verb.
There are two basic tenses in English; the present tense and the past tense.25
The present is like the base form, although the verb of the third person
singular is added -s. Regular verbs are added -ed or -d to show the past tense,
while irregular verbs change in many different ways, or not at all in some
cases.
The time that a verb shows is usually called tense. The most common
tenses are the simple present, past and future. In addition, there are nine other
21
Michael Swan, Practical English Usage, ( Oxford: Oxford University Press, 1980),
p.604 22
Silvia Chalker and Admund Weiner, The Oxford of English Grammar, (NY: OUP,
1998), P.395 23
http://www.englishclub.com/grammar/grammar-glossary.htm,16 th of November,2009 24
Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage,
(Singapore: Pearson Education Asia Pte Ltd, 1992), p.294 25
Http://Www.Usingenglish.Com/Glossary/Tense.Html,3rd
of ,Desember, 2009
18
tenses, that enable to express more specific ideas about the time.26
Furthermore, Azar stated in more detailed overview the English verb tenses
as the simple tense, the progressive tenses, the perfect tenses and the perfect
progressive tenses.27
There are four types of verb tense in English: the Simple, the
Continuous, the Perfect, and the Perfect Continuous. Each type of tense has a
Present, a Past, and a Future form, as well as other modal forms.
Thus, just as there are four present tenses in English, there are also
four past tenses: the Simple Past, the Past Continuous, the Past Perfect, and
the Past Perfect Continuous.28
Based on the explanation above, the writer agrees with the statement
of John Langan. So, the writer concludes that there are twelve verb tenses,
and examples of each tense. They are :
Tense Examples
Present I work
Past Howard worked on the lawn
Future You will work overtime this week
Present perfect Gail has worked hard on the puzzle
They have worked well together
Past perfect They had worked eight hours before their
shift ended
Future perfect The volunteers will have worked many
unpaid hours
Present progressive I am not working today, you are working the
second shift
Past progressive She was working outside
26
John Langan, Sentence Skills, form A, (New York: Mc. Graw Hill Companies, Inc,
2003), 7ed, pp. 188-189 27
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey:
Prentice Hall, 1989), pp.2-7 28
http://www.fortunecity.com/bally/durrus/153/gramch06.html,16th of November, 2009
19
The plumbers were working here this
morning
Future progressive The sound system will be working by
tonight
Present perfect progressive Married life has not been working out for
that couple
Past perfect progressive I had been working overtime until recently
Future perfect progressive My sister will have been working at that
store for eleven straight months by the time
she takes a vocation next week.
The perfect tenses are formed by adding have, has, or had to the past
participle (the form of the verb that ends, usually, in –ed). The progressive
tenses are formed by adding am, is, are, was, or were to the present participle
(the form of the verb that ends in –ing). The perfect progressive tense are
formed by adding have been, has been, or had been to the present participle.
C. PRESENT PERFECT TENSE
1. The Understanding of Present Perfect Tense
The present perfect tense is one of the more difficult English tenses to
use well or even correctly. However, it is not as difficult as it is often made,
and many of the problems students have with it are the result of the
inadequate explanations usually given in material books.
In linguistics, the perfect tense is the past tense used to describe
completed (thus "perfect") actions in the past.29
According to Betty Azar
stated that ‖the present perfect expresses the idea that something happened (
or never happened) before now at an unspecified time in the past. The exact
time it happened is not important. It also, expresses the repetition of an
activity before now. It also when used for and since, expresses a situation that
began in the past and continuous to the present.30
29
http://en.wikipedia.org/wiki/Perfect_tense 30
Betty Schampfer Azar, Understanding and Using English Grammar, ... P.29
20
The present perfect simple tense is used to talk about a past time,
which has very strong meaning for the present.31
Figure 2.1
Present Perfect Simple Timeline
Present Perfect
Simple
Used to show
unfinished time
I have studied English
twice this week.
For example:
Q) Where's Jane?
A) She has gone out. She should be back in an hour.
The present perfect tense expresses an action that began in the past
and has recently been completed or is continuing in the present.32
The present
perfect tense is a perfect tense used to express action that has been completed
with respect to the present. (The word perfect in its name refers to the idea of
completion—of being now finished—rather than to perfection in the sense of
"no flaws".).33
"I have finished" is an example of the present perfect. The
present perfect is a compound tense in English (and in many other languages),
meaning that it is formed by combining an auxiliary verb with the main verb.
For example, in modern English, it is formed by combining a present-tense
form of the auxiliary verb "to have" with the past participle of the main verb.
31
http://www.learnenglish.de/grammar/tensepresperfsim.htm,thrusday,18 th of Juni 2009 32
John Langan, Sentence Skill form A ..., p.190 33
http://en.wikipedia.org/wiki/Present_perfect_tense 18th of June 2009
21
In the above example, "have" is the auxiliary verb, whereas the past
participle "finished" is the main verb. Another example:
The boy took an English test. (Emphasis is on the fact that the boy took an
English test.) The boy has taken an English test. (Emphasis is on the present
state of the boy, resulting from the fact that he saw the car.)
Actually, the present perfect tense and simple past tense are used for
past actions or states, but the present perfect describes the present state of the
subject as a result of a past action or state (i.e., the subject is being talked
about in the present), whereas the simple past describes solely a past action or
state of the subject (i.e., the subject is being talked about in the past).
From the definitions above the writer concludes that the present
perfect tense is used to expresses a situation began in the past and continued
to the present or it designates action which began in the past but which
continues into the present or the effect of which still continues.
2. The Form of Present Perfect Tense
The present perfect tense is a rather important to learn for students
because the students have to know the difference between the regular and
irregular verbs. Some of the students have confused in using of the present
prefect tense. In fact, the structure of the present perfect tense is very simple.
The problems come with the use of the tense.
Structurally the term perfect signifies that a form of have accompanies
a verb as an auxiliary.34
In addition, George E. Wishon and Julia M. Burks
stated that ― the present perfect tense is a construction made up the auxiliary
have +the past form of the main verb‖.35
The simple present perfect is formed with the auxiliary verb ―have‖ in
the corresponding form for the subject of the sentence, followed by the
34
Marcela Frank, Modern English: a Practical Reference Guide, (New Jersey: Prentice
Hall), p.77 35
George E.Wishon and Julia M.Burks, Let Write English, Revised Edition, (New York:
Linton Educational, 1980), p.206
22
participle of the main verb.36
And Raymond Murphy stated that,‖ the present
perfect tense is formed with have/has + the past participle.‖37
According to A.J. Thomson and A.V. Martinet ‖the present perfect
tense is formed with the present tense of have/has + the past participle, for
negative is formed by adding not to the auxiliary. The interrogative is formed
by inverting the auxiliary and subject‖.38
Basically, the present perfect tense is formed by using the auxiliary
verb of have and the past participle from of the main verb (have/has+ past
participle (the form of regular and irregular verb) and it is commonly
accompanied by definite time words such as since and for.
The writer formulates the form of Present Perfect Tense into three
types of sentences, they are: affirmative, negative, and interrogative.
a. Affirmative
1) To make an affirmative statement of the verb other than be, it is used
design of the following formula:
Examples:
Table 2.2
Subject Have/has Past participle
I Have finished my homework
You Have seen the movies
We Have had eaten
Selly Has studied English
Fahri Has played football
36
http://www.geocities.com/SiliconValley/2527/presentperfect.html#introduction,18
November 2009 37
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
1994), 2nd
ed., p.14 38
A.J Thomson A.V Martinet, A practical English Grammar, (Oxford: Oxford University
Press, 1986) 4th
ed., p.165
S + have/has + Past Participle + …
23
2) To make an affirmative statement of the verb be, it is used the design
of the following formula
Examples:
Table 2.3
Subject Have/
has
Been
I have been here since morning
You have been sick for a week
They have been in Japan since 1997
Mr. Brown has been to Moscow
Alisya has been married twice
The basic form of the present perfect tense: S + have/has + past
participle. The auxiliary of have is used when I, you, we, they, or a plural
noun (e.g., students) as subject. The auxiliary of has is used when she, he, it,
or a singular noun (e.g. Daniel) as subject. With pronouns, have is contracted
to apostrophe + ve (‗ve ) and has to apostrophe+ s (‗s),39
( e.g. He‘s worked
as teacher and they‘ve played football)
b. Negative
1) To make a negative statement of the verb other than be, it is used the
design of the following formula:
39
Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice Hall
Regents, 1986), 2nd
ed., p.33
S + have/has + been + …
S + have/has + not + past participle …
24
Examples:
Table 2.4
Subject Have/has Not Past Participle
I have not seen the movie
You have not gone to Bali
The kids have not played the dolls
Linday has not studied English
It has not broken
2) To make a negative statement of the verb be, it is used design the
following formula:
Examples :
Table 2.5
Subject Have/
Has
Not Been
I have not been here for a year
You have not been in the library
We have not been in Mexico
Mr. John has not been Married for two year
Mrs. Mita has not been here since
morning
c. Interrogative
1) To make an interrogative statements of the verb other than be, it is used
the design of the following is the formula:
S + have/has + not +been + …
Have/has + S + Past participle …?
25
Example :
Table 2.6
Have/has Subject Past participle
Have you watched the horror movie?
Have they gone to Bali?
Has she studied English?
Has fanny finished the test?
2) To make an interrogative affirmative statement of verb be, it is used the
design of the following is formula:
Example :
Table 2.7
Have/has Subject Been
Have you been here for two days?
Have they been at hospital since 9 am?
Have the children been at school since morning?
Has Margarita been to
Singapore
this afternoon?
Has Mr. John been to Bali this holiday?
3) To make an interrogative negative statement of verb other than be, the
following formula is used:
Have/has + S + been + …?
Haven’t/hasn’t + S + past participle + …?
26
Example :
Table 2.8
Haven’t/hasn’t Subject Past participle
Haven‘t I studied English ?
Haven‘t we played the card?
Hasn‘t uncle visited to mother‘s house?
Hasn‘t Mrs. Tuti taught history since 2 p.m?
4) To make an interrogative negative statement of verb be, the auxiliary
the negative haven‘t/hasn‘t is put before the subject. The formula is:
Example :
Table 2.9
Haven’t/hasn’t Subject been
Haven‘t the students been at school Since morning?
Haven‘t we been in the garden for half hour?
Haven‘t they been to the museum today?
Hasn‘t Fahri been at home since 2. p.m?
Hasn‘t She been to England this holidays?
The present perfect tense can be used to say that an action happened at
an unspecified time before now, the exact time is not important. It cannot be
used with specific time expression such as: yesterday, last week, a three years
ago; in the other hand, it can be used with unspecific expressions such as:
never, ever, once, many times, several times, before, so far, already, yet, etc.
Therefore, from the description above the writer can conclude, the
present perfect tense is result that can still felt after the something have done,
for example: I have already eaten, and the result is ―that‘s why I don‘t feel
hungry anymore‖.
Haven’t/hasn’t + S + been + …?
27
3. The Usage of The Present Perfect Tense
The perfect tenses are used when an action or situation in the present
is linked to a moment in the past. It is often used to show things that have
happened up to now but are not finished yet or to emphasize that something
happened but is not true anymore.
In addition, the present perfect tense is used to talk about experience
that have done it in his/her life and it is not important if she/he did it. And
adverb of time to talk experience are ever and never, beside that the present
perfect tense is used to talk about an action which started in the past and
continuous up to now, the adverb of time is often used with since and for to
say how to long the action has lasted and it is used to talk about action that
has the result in the present, the adverb of time often used is just, already and
yet.
Perfect tenses are never used something happened such as yesterday,
last year etc. But can be used when discussing the duration of something i.e.
often, for, always, since etc. The most important thing to remember about the
present prefect is that it can never be used with adverbs which describe
finished time periods, such as yesterday, five minutes ago, and at three
o’clock. If a time adverb is used with the present prefect, it should describe a
time period which is unfinished. As an example including today and this
week. They are:
I‘ve been to the shops twice already today
I went to the shops before Toy arrived
Thomson and Martinet pointed out, that ―present perfect tense may be
used to be a sort of mixture of present an past, it always implies a strong
connection with the present and is chiefly used in conversation, letter,
newspaper, and radio reports‖.40
Michael Swan in Practical English Usage stated that: the use of the
present perfect are:
40
A.J. Thomson and A.V. Martinet, A practical English Grammar, (Oxford: Oxford
University Press, 1986), p.166
28
a. The present perfect simple is often used to talk about finished actions and
events. This normally happens when the past events have some present
importance, and when we could make a present tense sentence (with a
similar meaning) about the same situation
b. The present perfect is also used to talk about past actions which are not
recent, but which are ‗still with us‘ as part of our experience and
knowledge.
Here is the time expression in present perfect tense
a. the present perfect tense is often used with ‘indefinite‘ time expressions
which mean ―at any time up to now‖ or ―by now‖. Example are: ever,
never, yet, already, before.
In negative sentences, when we say that things have not happened, since
and for are often used. e.g. I haven’t seen a film for weeks, she hasn’t
written to me since September
b. ‗definite‘ time expressions(like today, this week, this morning) are not
often used with the present perfect when we talk about finished even. The
present perfect is not used when are thinking about a particular finished
point of time.41
From the discussion above it can be known that present perfect tense
is focused on the action that happened in the past but related to the present
moment. It is used commonly to show that the action has just been completed,
or at least the effect of the action is still felt at the moment of speaking.
Here is the table about comparison between present perfect and simple
past
Table 2.10
The Difference between Present Perfect and Simple Past
PRESENT PERFECT SIMPLE PAST
1. The present perfect always connects
the past and the present
a. we use the present perfect to talk
about something which started in
the past and continues up to the
1. the past simple tells us only about the
past
a. we use the past simple to talk about
something which started and finished
in the past.
41
Michael Swan, Practical English Usage, (London: Oxford University Press, 1980) ,p.495
29
present.
10 years
Past present
I’ve lived in London for ten years. (= I
still live in London now.)
b. We also use the present perfect
when the result of past action is
connected to the present.
I have lost my wallet.(= I have not
got the wallet now.)
- we often use the present perfect to
announce ‗new‘.
e.g. someone has stolen my motorbike
10 years
Past Present
I lived in Manchester for ten years.(= I
do not live in Manchester now.)
b. We use the past simple when the
result of a past action is not
connected to the present.
I lost my wallet, but I have got it back
again now.
- we use the past to give details of the
news.
e.g. I left the bike outside for a few
minutes and when I came back, it
wasn‘t there.
2. When we say a definite past time e.g. yesterday, last week, six weeks ago, we
always use the past simple ,never the present perfect.
e.g. I lost my wallet yesterday. (not: I have lost my wallet yesterday )
- we use the present perfect to talk about an indefinite time up to the present
e.g. ever, never, recently. Compare :
PRESENT PERFECT PAST TENSE
Have you ever seen ghost ? Did you see your friend yesterday?
I have never been to New York. I went to London last week
- in conversation, we often begin indefinitely, with the present perfect, then we
use the past simple when we think about the definite time that something
happened.
‗have you ever been to the Unites States?‘ ‗ yes, I went there in 1985.‘ ‗Did
you go to New York (= when you were there in 1985)?‘
I‘ve seen that film. I enjoyed it (= when I saw it)very much.
3. we can use today, this morning, this afternoon, etc:
30
with the present perfect when these with the past when these periods of time
periods of time are not finished. are finished
e.g. I‘ve seen peter this morning. e.g. I saw peter this morning.
(It is still morning.) (It is now afternoon, evening, or night
time)
1. we normally use a past tense, not the present perfect, to ask when something
happened.
When did you arrive home last night? (Not: when have you arrived home last
night? 42
42
Digby Beaumont & Colin Granger, The Heinemann English Grammar with Answer Key, (
Oxford: Heinemann, 1989), pp.25-26
30
CHAPTER III
RESEARCH METHODOLOGY
A. Objective of the Research
In this purpose of the research, the writer would like to find empirical
evidence of errors in learning present perfect tense made by the first year
students of senior high school at Madrasah Aliyah Soebono Mantofani Jombang-
Ciputat in terms of form and usage. In addition, the writer expects that this
skripsi will be useful for herself, English teacher and another people in general.
B. Place and Time of the Research
The research was held at the first year students of Madrasah Aliyah
Soebono Mantofani Jombang-Ciputat which is located on Jl. Sumatra Jombang–
Ciputat. The writer conducted this research from May 17th
until May 26th
2010.
In the first day she came to school and asked for permission to the head master to
do the research. Then, she continued her research by reviewing the material
about present perfect tense. Next, she interviewed the English teacher in the
school related to the teaching learning process. Finally, she gave a test about
Present perfect tense on May 26th
to the first year students in the school.
31
C. Method of the Research
This skripsi is written based on field research supported by library study;
in this case she takes Madrasah Aliyah Soebono Mantofani Jombang as the place
in which the research was held. She observes some difficulties and problems that
are faced by the first grade students Senior High School in learning present
perfect tense.
In the library study, the writer visited some libraries such as Faculty of
Tarbiyah library, the Main library of State Islamic University, Atmajaya library
and other sources to collect the data. She also read and analyzed kind of books
which are relevant to the topic.
In the field research, the writer observed the first grade students of
Madrasah Aliyah Soebono Mantofani Jombang by giving the test about Present
Perfect Tense as data of this study to the students.
D. Population and Sample of Research
The population of the study is the students of Madrasah Aliyah Soebono
Mantofani Jombang. And the writer took the first year students as the sample of
this research which consists of 40 students; they are from two classes, class A (19
students) and class B (21 students).
E. Instrument of the Research
The instrument of the research used by the writer is English test given to
the students to find out the difficulties in present perfect tense. The test is
multiple choice form. This test consists of 25 items which are asking about two
main areas of the difficulties in present perfect tense. The first is the form area
(15 items). It is divided into three categories, they are the form of have/has,
regular verb, and irregular verb. The second is the usage area (10 items). It is
32
discussed about the distinguishing of using the present perfect tense and the
simple past tense.
F. Technique of Data Collecting
The writer uses two techniques of collecting data in this research, they are test and
interview.
1. Test
Test is a technique in collecting the data to find out the students’ difficulty in
learning present perfect tense. The test consists of 25 questions in multiple
choice form; 15 questions for measuring the form difficulties of Present
Perfect Tense and 10 questions for measuring the usage of Present Perfect
Tense.
2. Observation
It is done to get real and accurate data about location and population where the
research is carried out.
3. Interview
This technique is used to supplement the data needed which are not covered
by technique previously. The writer asked some questions to the English
teacher in the school in order to know how the English teaching-learning
process is done in the class.
G. Technique of Data Analysis
The technique of data analysis that is used by the writer in this research is
descriptive analysis technique (percentage), which is described in the table
percentage. In this table percentage she used the formula:
P= F x 100%
N
33
F = frequency
P = percentage
N = number of sample which is observed.1
After getting the frequency and percentage of difficulty, the writer
analyzed the average mark by using formula:
P = percentage
F = frequency of false answer
N = number of students
n = number of items
1 Anas Sujiono, Pengantar Statistic Pendidikan, (Jakarta: PT. Raja Grafindo Persada,2006),
p.43
P= F x 100%
Nx n
34
CHAPTER IV
RESEARCH FINDING
A. Data Description
In this part, the writer is going to provide description about instrument
of data used in this study. The data are English test result about present
perfect tense. She gave the test to the forty students of the first grade senior
high school which consists of 25 items (15 items for form and 10 items for
usage). The instrument is enclosed in appendix 1.
However, the instrument of this research is divided into two parts of
area discussed in present perfect tense, and the distributions are described in
the following tables:
Table 4.1
Area tested of form and usage in present perfect tense
No Error in present perfect Question Number Total
Items
1. The form of present perfect tense
a. have/has
b. Regular verb
c. Irregular verb
1,4,10,11,14
3,5,7,9,13
2,6,8,12,15
5
5
5
2 Distinguish the usage of present
perfect tense and simple past
16, 17,18, 19, 20, 21,
22, 23, 24, 25
10
35
Table 4.2
Students’ Score of Test Result
No Sample Score No Sample Score
1 Student 1 4,8 21 `Student 21 8,8
2 Student 2 7,2 22 Student 22 3,6
3 Student 3 4,0 23 Student 23 3,6
4 Student 4 3,6 24 Student 24 4,0
5 Student 5 7,6 25 Student 25 7,2
6 Student 6 7,6 26 Student 26 7,6
7 Student 7 5,6 27 Student 27 5,6
8 Student 8 4,0 28 Student 28 1,6
9 Student 9 7,2 29 Student 29 3,6
10 Student 10 3,2 30 Student 30 3,6
11 Student 11 4,4 31 Student 31 3,2
12 Student 12 7,6 32 Student 32 4,0
13 Student 13 6,8 33 Student 33 4,4
14 Student 14 5,6 34 Student 34 4,0
15 Student 15 4,4 35 Student 35 5,2
16 Student 16 7,6 36 Student 36 3,6
17 Student 17 6,4 37 Student 37 5,2
18 Student 18 100 38 Student 38 3,6
19 Student 19 3,6 39 Student 39 4,4
20 Student 20 3,2 40 Student 40 4,07
36
B. Data Analysis
In this part, the writer intends to analyze the instruments of data of this
research. She is going to discuss the test items per area of difficulties which is
divided into two areas. They are form and usage.
1. Form
In this area, there are three categories including to form area in present
perfect tense. The areas are form of has/have, regular verb, and irregular
verb. Each area consists of 5 questions, the instrument of the test can be
seen in appendix
2. Usage
In the usage area the students are asked to distinguish the usage of present
perfect tense and simple past tense. In each area consists of ten questions,
the instrument of the test can be seen in appendix.
The frequency of the difficulty of present perfect tense, both in the
form and the usage, could be seen in the following table:
Table 4.3
Frequency of Error in the Form of Present Perfect
No Present perfect tense Items
number
Frequency of
error
Percentage
1 Form of has/have 1 7 2.81%
2 Form of has/have 4 31 12.45%
3 Form of has/have 10 17 6.83%
4 Form of has/have 11 20 8.03%
5 Form of has/have 14 21 8.43%
6 Form of regular verb 3 10 4.02%
7 Form of regular verb 5 10 4.02%
37
8 Form of regular verb 7 14 5.62%
9 Form of regular verb 9 8 3.21%
10 Form of regular verb 13 0 0%
11 Form of irregular verb 2 14 5.62%
12 Form of irregular verb 6 18 7.23%
13 Form of irregular verb 8 28 11.24%
14 Form of irregular verb 12 23 9.24%
15 Form of irregular verb 15 28 11.24%
Total 15 249 100%
To find out of the whole average is by using formula as follows:
P = F x 100%
N x n
= 249 x 100%
40 x 15
= 249 x 100%
600
= 41.5%
The table above explains about errors made by students in the form of
present perfect tense such as form of has/have, regular verb and irregular
verb. The whole average from the form of present perfect tense is 58.75%.
Table 4.4
Frequency of Errors in the usage of present perfect tense
No Present perfect tense Item number Frequency of Percentage
38
error
1 Present perfect tense
and simple past tense
16 21 8.94%
2 Present perfect tense
and simple past tense
17 17 7.23%
3 Present perfect tense
and simple past tense
18 21 8.94%
4 Present perfect tense
and simple past tense
19 25 10.64%
5 Present perfect tense
and simple past tense
20 30 12.77%
6 Present perfect tense
and simple past tense
21 19 8.09%
7 Present perfect tense
and simple past tense
22 28 11.91%
8 Present perfect tense
and simple past tense
23 22 9.36%
9 Present perfect tense
and simple past tense
24 17 7.23%
10 Present perfect tense
and simple past tense
25 35 14.89%
Total 10 235 100%
To find out of the whole average is by using formula as follows:
39
P = F x 100%
N x n
= 235 x 100%
40 x 10
= 235 x 100%
400
= 58.75%
The table above explains about the whole average of errors made by
students in the usage of present perfect tense (present perfect tense and past
tense). The percentage is 58.75% of students made errors in both.
After explaining the genaral frequency of errors above, the writer
would like to explain about the specific frequency of errors that were made by
the students. Here are the tables of specific frequency.
Table 4.5
Specific frequency of errors in the form of present perfect tense
No Items number Error made Frequency Percentage
1 1 Omission of auxiliary 7 2.81%
2 4 Omission of auxiliary 20 8.3%
Third person singular
verb
11 4.24%
3 10 Third person singular
verb
17 6.83%
4 11 Omission of auxiliary 20 8.3%
5 14 Omission of auxiliary 21 8.24%
6 3 Omission of auxiliary 10 4.2%
7 5 Incorrect verb form 10 4.2%
8 7 Incorrect verb form 14 5.62%
9 9 Omission of auxiliary 8 3.21%
10 13 - 0 0%
11 2 Omission of auxiliary 10 4.2%
40
Incorrect verb form 4 1.2%
12 6 Omission of auxiliary 8 3.21%
Incorrect verb form 10 4.2%
13 8 Incorrect verb form 28 11.24%
14 12 Incorrect verb form 23% 9.24%
15 15 Incorrect verb form 28% 11.24%
Number of Error 249 100%
It can be seen from the table above that the specific errors made by the
students in the form has/have is the ommision of auxiliary and correct verb
form. The students mostly use” has” in the third person like in sentence the
children has found the lost puppy and They leaved just now. Beside that, it
is also caused by mother tongue interference. And The error that appeared
to be a systematic is the over-generalization of pas tense form.
The students sometimes have problem with past participle formation.
This fault could be attributed to intra-lingual confusion since in some cases
the subjects applied the past tense marked” –ed” of regular form to
irregular verb.
Table 4.6
Specific frequency of errors in the usage of present perfect tense
No Items number Error made Frequency Percentage
1 16 Omission of auxiliary
and incorrect verb
form
21 8.94%
2 17 Omission of auxiliary
and incorrect verb
form
17 7.23%
3 18 Omission of auxiliary
and incorrect verb
form
21 8.94%
41
4 19 Omission of auxiliary
and incorrect verb
form
25 10.64%
5 20 Omission of auxiliary
and incorrect verb
form
30 12.7%
6 21 Omission of auxiliary
and incorrect verb
form
19 8.09%
7 22 Omission of auxiliary
and incorrect verb
form
28 11.91%
8 23 Omission of auxiliary
and incorrect verb
form
22 9.36%
9 24 Omission of auxiliary
and incorrect verb
form
17 7.23%
10 25 Omission of auxiliary
and incorrect verb
form
35 14.89%
Number of Error 235 100%
The table above shows that errors made by the students are mostly
omission of auxiliary verb and incorrect verb. They made errors in the usage
of present perfect (present perfect tense and past tense). The students still get
confused the present perfect tense and the simple past tense because both of
them has the same meaning that is they are used to refer to an event or state in
the past. In addition, both can be used to refer to a state of affairs that existed
for a period of time.
From the table explanation above, the writer would like to conclude
42
that the most mistakes done by the students both in the form and usage of
present perfect tense and in distinguishing the present perfect tense and
simple past tense.
The writer took twelve items which in each item there are ten and
more students who made mistakes. These students were choosing the answer
which is not in the form of present perfect tense.
a. In item number 4 there are 31 students or 12.45% who made mistakes.
This item about the form of has/have which is form of the affirmative or
positive statement. The right answer is : The children have found the lost
puppy.
b. In item number 10 there are 17 students or 6.83% who made mistakes.
This item is about the form of has/have which is form of the negative
statement. The right answer is: Our parcel haven’t arrived yet
c. In item number 11 there are 20 students or 8.03% who made mistakes.
This items is about the form of the interrogative statement. The right
answer is: Has Fahry already spoken to you?
d. In item number 14 there are 21 students or 8.43% who made mistakes.
This item is about the form of has/have, which is in the form of positive
statement. The right answer is: Rahman: “Oh my god! Someone has
stolen my motorcycle!”
e. In item number 3 there are 10 students or 4.02% who made mistakes. This
item is about the form of regular verb. The right answer is : Rani hasn’t
worked for last December.
f. In item number 5 there are 10 students or 4.02% who made mistakes. This
item is about the form of regular verb. The right answer is : We have
lived here for a year
g. In item number 7 there are 14 students or 5.62% who made mistakes. This
item is about the form of regular verb. The right answer is : They have
moved in a new apartment.
43
h. In item number 2 there are 14 students or 5.62% who made mistakes. This
item is about the form of irregular verb. The right answer is : I have seen
my new teacher.
i. In item number 6 there are 18 students or 7.23% who made mistakes. This
item is about the form of irregular verb. The right answer is : Alan has
been married
j. In item number 8 there are 28 students or 11.24% who made mistakes.
This item is about the form of irregular verb. The right answer is :
Andrew : “have you met many people since you came here?”
Serly : “yes, I have.”
k. In item number 12 there are 23 students or 9.24% who made mistakes.
This item is about the form of irregular verb in negative statement. The
right answer is : I haven’t written any letter yet
l. In item number 15 there are 28 students or 11.24% who made mistakes.
This item is about the form of irregular verb in positive statement. The
right answer is: Maria has taught English since 1998
From the description above the most mistakes done by the students are
the form of present perfect tense that is in item number 4. This item is about
the form of has/have which is form of the affirmative or positive statement.
The students still get confused about the subject between plural or singular
pronoun.
The second is to distinguish usage of present perfect tense and simple
past tense. The writer took four which are in each number there are more than
10% students who made mistakes. The writer would only give the data from
the mistake done by the students in the using of present perfect tense not in
simple past tense. In each number, most of the students wrote their own
answers which are not in the present perfect tense.
a. In item number 19 there are 25 students or 10.64% who made mistakes.
The right answer is: Has Ali visited his grandfather since January?
b. In item number 20 there are 30 students or 12.77% who made mistakes.
The right answer is : Mary and Calissa have slept for hours.
44
c. In item number 22 there are 28 students or 11.91% who made mistakes.
The right answer is: You broke my watch last week!
d. In item number 25 there are 35 students or 14.89% who made mistakes.
The right answer is : He ate pizza three days ago
From the description above it shows that the students are still get difficulty
to distinguish the usage of present perfect tense.
C. Data Interpretation
After classifying the items into area tested and explaining the
frequency and percentage of error in each item, the writer formulated the
difficulty in learning present perfect tense based on the highest frequency of
error as follows:
Table 4.5
Kind and percentage of Error in Present Perfect Tense
No Kind of Error Percentage of Error
1 The form of present perfect
tense:
a. has/have 48%
b. regular verb 28%
c. irregular verb 55%
2 The distinction between the
usage of present perfect tense
and simple past tense
58.75%
The table above shows that there are various of error in the form
of present perfect tense items test, it can be seen that there are 48% students
who still made error in the form of has/have, in this case, the students still
get confused in putting has/have in the right sentences especially in singular
subject and plural subject; they unaware made mistake in it. for example: The
children has found the lost puppy, this sentence is wrong, the students should
45
put auxiliary have not auxiliary has because the subject is plural. Second,
there are 28% students who still did error in the form of regular verb, some of
the students still get confused to distinguish between regular and irregular
verb. Third, there are 55% students who still made error in the form of
irregular verb. The students have lack of knowledge of irregular verb.
Especially, the third form that are used in present perfect tense, in addition,
there are some students still difficulty in memorizing the irregular verb so,
when they did the test, they unconscious that they made mistake. And the last
is in distinguishing the usage of present perfect tense and simple past tense,
there are 58.75% students who made error in this area. The students still get
confused the present perfect tense and the simple past because both of them
has the same meaning that is they are used to refer to an event or state in the
past and in this area the students most made error . The whole percentage of
average error from the difficulty in the form of present perfect tense is 41.5%
students and the usage of present perfect and past tense is 58.75%. Therefore,
the writer can interpret that most of the first year students of MA Soebono
Mantofani Jombang-Ciputat were still difficult in the form and the usage of
present perfect tense.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the data described in the previous chapter, the writer could
draw a conclusion that the most students made error in the form of present
perfect tense there are 48 % error made by the students in the form of has/
have in the present perfect tense. The second is the form of regular verb. In
the form of regular verb there are 28% and in this form there are few students
done mistakes. Next, There are 55% error which are made by students in the
form of irregular verb. Then, the error in distinguishing the usage of present
perfect tense is 58.75%, the students still get confused to distinguish between
present perfect tense and simple past tense.
According to the writer, the students made many errors in the form
and the usage of present perfect tense because of the students’ mother tongue
inference. And The error that appeared to be a systematic is the over-
generalization of past tense form.
46
47
B. SUGGESTION
Based on the conclusion above, the writer would like to serve some
suggesstions for teacher and students they are:
1. The students have to pay attention when the teacher explanation about the
present perfect tense.
2. The students have to do more exercise, so that, they can distinguish
between present perfect tense and simple past tense.
3. The students should memorize regular and irregular verb to prevent them
making error in the future.
4. The teacher should be well prepared before serving the material that are
going to be taught to the students and
5. The teacher should give detail and clear explanation to the students about
the form and usage of present perfect tense.
6. The teacher should be creative in using method of English teaching.
7. The teacher should give students the opportunities to be more active in
English learning, and give encourage to the students more practice what
they have learned in the class.
48
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Test Instruments
Name :
Class :
Choose the best answer by using present perfect tense!
1. They….(go) to a rock concert
a. have gone c. gone
b. had gone d. has gone
2. I … (see) my new teacher
a. have seen c. has seen
b. has see d. have saw
3. Rani has (work)……. for last December
a. worked c. work
b. works d. workn
4. The children … (find) the lost puppy
a. has found c. had found
b. have found d. found
5. We have… (live) here for a year
a. Life c. lived
b. living d. live
6. Alan … (be) married twice
a. has been c. has be
b. have been d. has being
7. They have (move)…….in a new apartment
a. move c. movent
b. moved d. movn
8. Andrew : “have you ..... many people since you came here?”
Serly : “yes, I have.”
a. Met c. meted
b. meet d. mite
9. …. They …. (fix) the car ?
a. have – fixed c. had fix
b. has – fixed d. had fixed
10. Our parcel … (not arrive) yet
a. haven’t arrived c. arrived
b. hasn’t arrived d. hadn’t arrive
11. ... Fahry already ….( speak) to you ?
a. has – speaked c. has -spoken
b. have – spoken d. had – speaked
12. I … (write) any letter yet
a. hasn’t written c. hasn’t writed
b. haven’t written d. haven’t writed
13. Mary has …(stay) in Jakarta for three years
a. staye c. stayes
b. stayed d. stay
14. Rahman : “oh my god! Someone ..... my motorcycle!”
Andri :”call the police!”
a. Have stole c. Has stolen
b. has steal d. Has stole
15. Maria has….(teach) English since 1998
a. taught c. taughted
b. teached d. teaching
Choose the suitable tense the present perfect or the simple past tense in
the following sentence!
16. George ... (go) to the store yesterday
a. has gone c. go
b. have gone d. Went
17. Rafli ... (read) the newspaper for two hours
a. has read c. Have readed
b. have read d. Readed
18. Amir ... (study) English last week
a. Studied c. Has studied
b. Study d. Have studied
19. …….Ali ....(visit) his grand father since January ?
a. Have - visited c. did- visit
b. Has - visited d. does - Visit
20. Mary and Calissa.... (sleep) for four hours
a. Has slept c. slept
b. Have slept d. Sleeped
21. I .... (know) Greg Adam for ten years
a. Has known c. Has know
b. Have known d. Have knew
22. You ... (break) my watch last week !
a. Break c. broke
b. Have broken d. Has broken
23. He .... (finish) the exercise since this morning
a. Have finished c. Has finish
b. Have finishing d. Has finished
24. ... you ever... (smoke) a cigarette ?
a. Has – smmoked c. Have - smoke
b. Have – smoked d. Has – smoke
25. He ..... (eat) pizza three days ago
a. Ate c. Have eaten
b. Eaten d. Has eaten
ANSWER KEY
1. A
2. A
3. A
4. B
5. C
6. A
7. B
8. A
9. A
10. A
11. C
12. B
13. B
14. C
15. A
16. D
17. A
18. A
19. B
20. B
21. B
22. C
23. D
24. B
25. A
INSTRUMENT WAWANCARA
Interviewee : Mr. Yadi S.pd.
Hari/ tanggal : Rabu, 26 Mei 2010
Tempat : Ruang guru
1. Sejak kapan bapak mengajar disekolah ini?
Saya mengajar disekolah ini sejak tahun 2008
2. Bagaimana antusias siswa terhadap pelajaran bahasa inggris dikelas XS?
Pada dasarnya mereka semua antusias terhadap pelajaran bahasa inggris,
ketika dikelas mereka memperhatikan apa yang dijelaskan oleh guru
3. Metode apa yang digunakan oleh bapak dalam mengajarkan grammar?
Saya menggunakan berbagai metode sesuai dengan materi yang
diajarkankan seperti GTM, TPR, drilling dan formulation
4. Fasilitas penunjang apakah yang tersedia disekolah ini khususnya pada
mata pelajaran bahasa Inggris?
Buku paket seperti focus, LKS dan buku Acuan pengajaran bahasa Inggris
untuk SMA/MA dan buku lain seperti English modul special edition for
the first grade
5. Menurut bapak, seberapa pentingkah pengajaran grammar bagi siswa?
Sebenarnya, grammar merupakan hal yang sangat penting dalam
mengembangkan kemampuan siswa untuk berbicara, menulis, dan
membaca bahasa Inggris
6. Kendala-kendala apa saja yang bapak hadapi dalam pengajaran bahasa
inggris khusus nya dalam pengajaran grammar?
Kendalanya adalah mereka tidak serius dalam menanggapi pelajaran,
ketika mereka diminta untuk mengerjakan soal dan hapalan mereka bisa,
tapi ketika ganti materi mereka lupa pada pelajaran yang lalu ( yang sudah
diajarkan)
7. Kesalahan- kesalahan apa saja yang dilakukan siswa dalam pelajaran
grammar, khusus dalam pelajaran present perfect tense?
Kesalahan yang dilakukan oleh mereka adalah biasanya dalam
penggunakan kata kerja nya antara regular verb dan irregular verb