CHAPTER I
INTRODUCTION
1.1. Background of the Study
English
as an international language has an important role to develop science and
technologies many countries in the world use English as a medium of
communication among people in different countries, and also of writing many
kinds of books in which those are spread in different countries. In Indonesia
there are many kinds of foreign books written in English, whether they are
medical, Economical, Botanical, or other books, they claim Indonesian students
to be able to learn and to use English in schools or in society in order that
the books they read can be applied in various fields so that the development of
science and technologies in Indonesia can be obtained.
For
many years, English has been the most important foreign language in Indonesia,
Which is taught from elementary school to university. However, in senior high
school, English is taught as main subject in which the government has changed
the curriculum into Curriculum Based on Competence 2004 to be KTSP in 2008.
According to Departemen Pendidikan Nasional (2003: 36).
“The competence-basing language curriculum is a systematic
draft and strategy which build the communicative competence or the competence
of contextual. It means that it builds all the basis of competences themselves.
They are like linguistics competences, social culture and strategies to make
the benefit context.”
From the statement above, it is
clear that Curriculum Based on competence 2004-2009 tries to develop and
achieve the communicative competence or discourse competence and has
perspective that is comprehensive to the discourse. The learners must be able
to master the four skills, they are: listening, speaking, reading, and writing,
also English components such as: grammar, vocabulary, pronunciation, etc.
Among
the four skills above, writing is the most difficult one. Because it requires
demonstrating the control of a number of variables simultaneously; they are
control of content, format, sentence structure, vocabulary, punctuation
spelling, etc. Nunan (1989: 35) points out, “It has been argued that that
learning to write fluently and expressively is the most difficult of the macro
skills for all language users regardless of whether the language in question is
first, second, or foreign language.” Another opinion comes from Heaton (1989:
138). He explain that the writing skills are complex and sometimes difficult to
teach, requiring mastery not only of grammatical and rhetorical devices but
also of conceptual and judgment elements. It means that ability to write needs
a special skill and process in organizing language material by using learners’
own words and ideas and to be a good composition.
According
to the results of the research done by the students of IKIP Budi Utomo Malang
show that in learning English, most of the students find difficulties,
especially in applying grammar in their speaking and writing. So, they will
make mistakes and errors. It describes that learners’ ability in English is
still poor and they need to be taught more effectively.
The
learners often make mistakes and even errors in learning English, especially
when they try to arrange sentences or use tenses in their writing. As a result,
they will write sentences ungrammatically. Actually, ungrammatical sentences
have great influence when the learners are writing sentences. That can be
influenced by the first language which is different from the second language in
written form. Therefore, the first language can interfere learners in the
process of the second language. Abbort (1981: 216) wrote,
“For pedagogic purposes, teachers and others more likely to
be concerned with the performances of whole groups and especially with the
problems they have in commons. For these purposes, we need to ensure that the
data comes from fairly homogeneous groups as regards mother tongue, age,
previous teaching, and if possible, intelligence. Perhaps the most important of
these factors is the mother tongue, particularly if phonological errors arte
being studied
From the statement above, it can be
seen that errors in learning a second language are caused by the interference
of the learners’ mother tongue. In other words, errors made by the learners
sometimes are caused by use of the first language.
Making
Errors are a natural and unavoidable part of the process of learning English.
Many kinds of errors arise when the learners write because they do not master
the English structure well. Also, errors are the inability of the students in
using rules of the components and elements of the second language. Brown (1987:
170) Said that ”second language learning is a process that is clearly not
unlike first language learning in its trial and errors nature”. It means that
the learners cannot avoid errors in learning second language. That statement is
supported by Wiganti (2000: 11)
“Many
linguist and researcher have found out that learners’ errors may account the
process of learning a target language, in other words, making errors is
considered to be natural to the learners. More extremely, they hypothesize that
errors should not be viewed as problems to be overcome, but rather as normal
and inevitable features indicating the strategies that learners use.”
So almost all learners must make
errors when they are learning English because it is difficult to separate error
in the process of learning English.
Students’
errors are very useful ways of showing what they have and have not learnt.
Dubin F. and Olshtain E. (1986: 74) reported,:
… , today errors are viewed as
an integral part of the language-learning process from which we can gain very
significant insight.” It tells that errors are important to study in order to
understand the process of learning. A study of learners’ errors describes what
problems the learners are having now and help the teacher to plan remedial
work. In addition, the teacher should not see negatively as a sign of failure
but see them positively as an indication of what the teacher still needs to
teach. So, if the teacher tries to prevent students; errors, he/she never finds
out what they do not know.
There
are four standard competences in curriculum based on competences in Curriculum
Based on Competence 2004-2009. One of them is writing. In writing students are
hoped to be able to express many written meanings that have purposes in
communicative, text structure etc. They can develop their writing in the forms
of genre (kinds of text) such as: narrative, descriptive, recount, news items,
etc as a means of communications.
One
of genres is recount. Non-continuous tells something happening in the present
time, like: brochure, label, biography, diary, report, personal letter, etc. As
it tells some events, it usually uses sequence words such as: If, while, after,
before, until, etc. Then, tense used in recount text is simple present tense,
because it tells present events.
To
make a good composition, the students must be able to master and apply the
structure correctly, especially about tense used. In this case, the tense used
is simple present tense. If they cannot do that, of course, errors will arise.
Automatically their writing will cause misunderstanding for the readers,
because the readers cannot receive the massage or expression of their idea
well. Most of the students still find problems in using it, because of their
limited mastery, especially the differences between regular and irregular verb.
Therefore the writer wants to analyze the errors made by the students and tries
to give solutions to overcome their problems. He chooses the title “An Error
Analysis on the Use of Simple present Tense among the Ninth Year Students of
SMPN 3 Pare.”
1.2. Statement
of the problems
Based
on the background of the study there are problems, which can be formulated
after identifying the type errors, omitted among the ninth year students of
SMPN 3 Pare
The problem can be stated as
follows:
-
What analysis is to be described on
the use simple present tense among students of the ninth year SMPN 3 Pare?
-
What analysis is to be described on
the frequency occurrence of the errors made among the students of the ninth
year students of SMPN 3 Pare on the use simple present tense?
1.3. Objective
of the Study
This
study has their objectives relating to the formulation of the problems above.
They can be stated as follows:
-
To describe what errors, made among
the students of the ninth year students of SMPN 3 Pare on the use simple
present tense.
-
To describe the frequency occurrence
of the errors made, among the students of the ninth year students of SMPN 3
Pare on the use simple present tense.
1.4. Limitation
of the Study
In
this study, the researcher used a test to find the students errors. She gave
some material and the students all of them. The researcher only took Indonesian
students who were in the ninth year students at SMPN 3 Pare.
The
students did not concentrate on all structure/tense problems found in students
doing, since the researcher limited her study in the problem of tense
especially simple present tense.
1.5. Significance
of the Study
The
use of the result of the study has great sign finance:
1.5.1 For teacher:
- Teacher will know the errors that
usually make among students on the use of simple present tense.
-
Teacher will be able to predict the
errors that probably will happen to the students so that he will be able to
overcome the troubles.
1.5.2
For
the students:
-
The students will be able to study
the simple present tense more easily.
1.6. Definition
of key terms
To
avoid misunderstanding of the concepts used in this study, some definitions are
provided as the following:
- Errors
are flowed side learned speech or
writing they are those parts of conversation or writing that deviated from some
selected of nature language performance.
- Mistakes are due to memory, lapses, physical static such as
tiredness and psychological condition such as strong emotion of the language
the learner is making errors are systematically made, it is due to do the
learners still developing the knowledge of the target language rule system.
- Simple
present tense; the simple present is the tense
normally used for the relation of daily event, the simple present tense is used
for actions completed in the present at a definite time. It is used for an
action whose time now terminated, or occurred in period of time now terminated.
It is also used for a present habit, and it is used in conditional sentences,
type I.- Native
language, the learner’s first language or mother tongue, in this case
Bahasa Indonesia.
- Target
language, the new language the learners are
learning, in this case English.
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