A DESCRIPTIVE STUDY OF STUDENTS ABILITY IN USING SIMPLE PRESENT TENSE IN SD NEGERI CANDI II BANDUNGAN IN THE SIXTH GRADE STUDENTS OF 2012/2013

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1 A DESCRIPTIVE STUDY OF STUDENTS ABILITY IN USING SIMPLE PRESENT TENSE IN SD NEGERI CANDI II BANDUNGAN IN THE SIXTH GRADE STUDENTS OF 2012/2013 A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Educational Faculty State Institute of Islamic Studies (STAIN) Salatiga By: CHOERUL ANAM ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

2 MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Tentara Pelajar 02 Phone Salatiga website: DECLARATION In the name of Allah, The Most Gracious, The Most Merciful, Hereby the writer fully declares that this graduating paper is made by the writer himself and it is not containing materials written or has been published by other people s idea, except the information from the references. The writer is capable to account for the graduating paper if in the future this graduating paper can be proved of containing others idea or in fact the writer imitates the other s graduating paper. be understood. Likewise, the declaration is made by the writer and the writer hopes it can Salatiga, 7 th March 2013 The Writer Choerul Anam NIM:

3 MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Tentara Pelajar 02 Phone Salatiga website: Salatiga, 07 March 2013 Norwanto, M.Hum. The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga ATTENTIVE CONSELOR S NOTE Case: Choerul Anam s Graduating Paper Dear, The Head Master of State Islamic Studies Institute of Salatiga Assalamu alaikum. Wr. Wb. After reading and correcting Choerul Anam s Graduating Paper entitled A DESCRIPTIVE STUDY OF STUDENTS ABILITY IN USING SIMPLE PRESENT TENSE IN SD NEGERI CANDI II BANDUNGAN IN THE SIXTH GRADE STUDENTS OF 2012/2013, I have dedicated and would like to propose that if it could be accepted by educational faculty, I hope it would be examined as soon as possible. Wassalamu alaikum Wr. Wb. Consultant, Norwanto, M.Hum. NIP

4 MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN SALATIGA) Jl. Tentara Pelajar 02 Phone Salatiga website: GRADUATING PAPER A DESCRIPTIVE STUDY OF STUDENTS ABILITY IN USING SIMPLE PRESENT TENSE IN SD NEGERI CANDI II BANDUNGAN IN THE SIXTH GRADE STUDENTS OF 2011/2012 CREATED BY: CHOERUL ANAM NIM: Has been brought to the board of examiners of English Department of Education Faculty State Islamic Studies Institute (STAIN) Salatiga in April 2 nd, 2013, and hereby considered to completely fulfill the requirement of the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department. Boards of examiners, Head : Dr. Imam Sutomo, M.Ag. Secretary : Benny Ridwan, M.Hum. 1 st Examiner : Munajat, MA, Ph.D. 2 nd Examiner : Ruwandi, S.Pd., M.A. 3 rd Examiner : Norwanto, M. Hum. Salatiga, 2 nd April 2013 Head of STAIN Salatiga Dr. Imam Sutomo, M.Ag NIP

5 Motto A person who never made a mistake, never tried anything new -Albert Einstein 5

6 DEDICATION This graduating paper is whole heartedly dedicated to: 1. My beloved parents, father (Zainuddin) and my beloved mother (Maemonah), thanks all support, trust, finance, encouragement, praying and I just can say thank you, I love you so much. (God Bless You) 2. My beloved brothers Abdul Ghofur and Ana Krismiati thanks for your support, kindness and togetherness. 3. My cool friends (nthunk cluster) Anas, Ahmad, Masruri, Latif, Jati, and Bustan thanks for your kindness, cool kidding, brotherhood, and so on. We will never forget each others. 4. Mr. Noorwanto, thank you very much for your support and gives me advices, so I can finish my graduating paper soon. 5. My friends in D class, Thanks for your supports, jokes, brotherhoods, loves, smiles and so on. I will never forget it, Keep in touch even we cannot get together anymore. 6. My friends in STAIN Salatiga 07 thank you. 7. Someone who helped and supported in finishing this graduating paper, I just can say thank you so much. 6

7 ACKNOWLEDGEMENT In the name of Allah, the most gracious, the most merciful, the lord of universe, because of him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan Islam in English Department of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga in Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1. Dr. Imam Sutomo, M.Ag., the head of State Islamic Studies Institute (STAIN) Salatiga. 2. Suwardi, S.Pd, M.Pd. as the chief of Educational Faculty. 3. Maslikhatul Umami, S.Pd,I. MA, as the chief of English Department. 4. Norwanto, M.Hum, as the consultant who has educated, supported, directed, and given the writer advice, suggestion, and a recommendation for this graduating paper from beginning until the end. 5. All of the lecturers in English department. 6. All of the staff who have helped the writer in processing of graduating paper administration. 7

8 7. All of staff, teachers in SD Negeri Candi II Bandungan and especially students in sixth grade thanks for your help and kindness. 8. My beloved father and mother, thanks all support, trust, finance, and encouragement. 9. My beloved brothers and my best friends thanks for your helps and support. 10. My big family in Bandungan Sub district who always support me. Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers. Salatiga, 7 th March 2013 The Writer, CHOERUL ANAM NIM:

9 ABSTRACT Anam, Choerul A Descriptive study on students ability in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2011/2012. English and Education Department State Islamic Studies Institute. Consultant: Noorwanto, M.Hum. Keywords: A descriptive study, students ability, simple present tense The objectives of this study are to find error in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2012/ The instrument used was a test on English simple present tense. The data sources are taken from the result of students test. They should write sentences using simple present tense. They are sixth grade student of SD Negeri Candi II Bandungan in the academic year of 2012/2013. The data consisted of 20 students. Students errors identified in this study were categories into six types, Subject - auxiliary agreement. The mistake of this type are 28 its mean level of error this type is 17,5 %. Pronoun mistake or subject is wrong, meanwhile auxiliary verb or verb is right. The mistake of this type are 10 its mean level of error this type is 6,25 %. Auxiliary verb is correct meanwhile verb still added es/s. The mistake of this type are 22 its mean level of error this type is 13,75 %. Auxiliary verb wrong in sentence. The mistake of this type are 11 its mean level of error this type is 6,87 %. Double subject in sentence. The mistake of this type are 10 its mean level of error this type is 6,25 %. The sentence does not have subject or verb. The mistake of this type are 4 its mean level of error this type is 2,5 %. From the highest to the lowest percentage, the error were: Errors in subject auxiliary agreement, Auxiliary verb is correct meanwhile verb still added es/s, Auxiliary verb wrong, Pronoun mistake or subject is wrong, Double subject, and The sentence does not have subject or verb. The writer found some mistakes that students made are caused them have not known the pattern of English simple present tense. Therefore, the teacher should give more attention and motivation to their students in using English simple present tense correctly. 9

10 TABLE OF CONTENTS TITLE... i STATEMENT OF CERTIFICATION... ii ATTENTIVE COUNSELOR NOTES... iii DECLARATION... iv MOTTO... v DEDICATION... vi ACKNOWLEDGEMENT... vii ABSTRACT... ix TABLE OF CONTENTS... x CHAPTER I INTRODUCTION A. Background of the Study... 1 B. Limitation of the Problems... 4 C. Statement of the Problem... 4 D. Objective of the Study... 5 E. Significance of the Study

11 F. Definition of Terms Descriptive Students Ability Simple Present Tense... 6 G. Literature Review... 6 H. Research Methodology Type of Research Data Source Method of collecting data Data analysis I. Graduating Paper Outline... 9 CHAPTER II REVIEW OF RELATED LITERATURE A. Student B. Ability C. Simple Present Tense CHAPTER III RESEARCH METHOD A. Descriptive research B. General situation of SDN Candi II Facilities School Vision

12 3. Mission of SDN Candi II Problem of Teaching English in SD Organization structure Research methodology a) Type of research b) Data source c) Method collecting data a. Test b. Documentation d) Data Analysis CHAPTER IV DATA ANALYSIS A. Analysis of Common mistake B. Type of Error C. Error type explanation CHAPTER V CLOSURE A. Conclusion B. Suggestions BIBLIOGRAPHY APPENDIXES 12

13 13 CHAPTER I INTRODUCTION A. Background of the study As a foreign language, English is important to master, since it has been used as a means of international language and communication. In Indonesia, conversation using English is common to ear. English as an international language has an important role to develop science and technologies. Some countries in the world use English as a medium of communication among people in different countries. 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 subject in which the government has changed the curriculum into competence based on curriculum However, the result of teaching English has not been satisfactory yet (Kasbolah, 2001:7). It can be seen by majority of high school graduates who have studied English for approximately six years but they are still not be able to master it. They even can t read English book. Thus the English language learning needs to be improved since junior high school. According to Departemen Pendidikan Nasional (2003: 36) The competence-based language curriculum is a systematic draft and strategy which build the communicative competence or the 1

14 14 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 Competence Based on curriculum 2004 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, as well as: grammar, vocabulary, pronunciation, etc. Among the four skills above, writing is the most difficult one. Because it requires practical control of a number of variables simultaneously; they are control of content, format, sentence structure, vocabulary, punctuation spelling, etc. Noonan (1989: 35) points out It has been argued that learning to write fluently and expressively is the most difficult of the macro skills for all language users, whether the language in first, second, or foreign language. Another opinion comes from Heaton (1989: 138). He explains 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 writing ability to needs a special skill and process in organizing language material by using learners own words and ideas and to be a good composition. The learners often make mistakes and even errors in learning English, especially when they are trying to arrange sentences or using tenses in their writing. As a result, they write sentences ungrammatically. Actually, 14

15 15 ungrammatical sentences have great influence when the learners are writing sentences. It can be influenced by the first language which is different from the second language in written form. Therefore, the first languages can interfere learners in the process of the second language. In other words, learners make some errors that are caused by using of the first language. Making Errors are a natural and unavoidable part of the process of learning English. Many kinds of errors arise 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. So, some learners make errors when they are learning English because it is difficult to separate error in the process of learning English. Student s errors are very useful ways to show 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 15

16 16 needs to teach. So, if the teacher tries to prevent students; errors, he/she never finds out what they do not know. To make a good composition, the students must be able to master and apply structure correctly, especially about tense. 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, some of the students still find problems in using it, because of their limited mastery. Therefore the writer wants to analyze the extent of their abilities made by the students and tries to give solutions to overcome their problems. Based on the situation above the writer conduct a research entitled A descriptive study of students ability in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2012/2013. B. Limitation of the Problems In this research, the writer limits the study to make the research easier. The study is focused on; 1. The research focuses on the ability in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2012/ Common error in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2012/2013. C. Statement of the Problems 16

17 17 To analyze the problem student s ability in present perfect tense, the writer formulates the problem as follow, What are errors in using simple present tense in SD Negeri Candi II sixth grade students of 2012/2013. D. Objectives of the Study The objectives of the study of this research are as follows, To find error in using simple present tense in SD Negeri Candi II Bandungan in the sixth grade students of 2012/2013. E. Significance of the Study The use of the result of the study has great sign finance for: 1. Teacher: - Teacher will know the errors made by students on the use of simple past tense. - Teacher will be able to predict errors that probably will happen to the students so that he will be able to overcome the troubles. 2. Students: - The students will be able to study the simple present tense more easily. F. Definition of Term 17

18 18 To avoid misinterpretation and make easy to understand the title of this research, the writer would like to clarify and explain the terms used in this study as follows: 1. Descriptive Descriptive is one of traditional modes of discourse a rhetorical strategy using sensory details to portray a person, place or thing. 2. Student Student is a learned person (especially in the humanities) someone who by long study has gained mastery in one or more disciplines. 3. Ability Ability means possession of the qualities (especially mental qualities) required doing something or getting something done; danger heightened his powers of discrimination. 4. 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. 18

19 19 G. Literature review There are some researches that discuss about grammar. In this paper the writer takes review of related literature from other thesis as comparison of this research. The writer uses other thesis from Mochamad Noertjahjono with his paper entitled An Error Analysis on the Use of Simple past Tense among the Ninth Year Students of SMPN 3 PARE, from Muhammad Muttaqin with his paper entitled An Error Analysis of Using Adverb in Reported Speech (A case Study of the Second Year Students of SMU Sudirman Andong Boyolali in the Academic year of ) Mochamad Noertjahjono (2008) explains on his paper that common mistake about error of making English sentences is caused by the fact that students do not pay attention enough in English grammar. He classifies errors into four types, they are: - Errors of omission: the absence of an item test must appear in a wellfarmed utterance. - Errors of addition: the presence of an item, which must not appear in a well-farmed utterance. - Errors of miss formation: the use of the wrong form of the morpheme or structure. - Errors of disordering the incorrect placement of a morpheme or a group of morpheme in an utterance. 19

20 20 This case maybe happened because they studied English and often make a sentence just translate from their daily language to English without pay attention on English grammar. A mistake in making sentence can happened because a simple grammar that they not take attention on it. H. Research Methodology 1. Type of research This research is qualitative research. In qualitative research the writer just analyzes the data collected without any calculation. 2. Data source This research used student of sixth grade in SD Negeri Candi Bandungan II results test. Students are given test about task that contains simple present tense. 3. Method of collecting data a) Test The method used in this research to collect the data needed is test as instrument of data collection. The writer gives test to the students in order to be done. Test materials are English sentences that must be completed by use of articles. b) Documentation 20

21 21 Documentation is used to know the students' profile by taking data provided and to know the situation and location of this research including the general description, history, vision and mission of SD Negeri Candi II Bandungan. 4. Data analysis Data is a mistake or made by student ability is found in the written test students. Once all the data has been collected, the researchers analyzed the data by identifying common mistakes or criticize. The authors also analyzed the ability of students to use the simple present tense. After identifying the reconstruction error correction researchers formed sentences in the target language, or in other words, the researchers compared the original sentence, and finally describe the difference. I. Graduating Paper Outline This paper consists of five chapters; they are chapter I that contains background of the study, limitation of the problem, statement of the problem, the objective of the study, the benefit of the study, the definition of the key terms, the literature review, the methodology of research, and systematic of writing paper. Chapter II will explain about definition of descriptive, student, ability, simple present tense and related theory about them. Chapter III will discuss the description of this research that includes the type of research, 21

22 22 general description of SD Negeri Candi II, population, sample, data source, method of collecting data, and data analysis. Chapter IV will discuss about data analyses, which have been collected and Chapter V will discuss about closure that contains of conclusion and suggestion. The writer will analyze student s ability in simple present tense. CHAPTER II REVIEW OF RELATED LITERATURE The purpose of the chapter to relate explains about definition of descriptive study, student, ability, and simple present tense. A. Student 22

23 23 Student is anyone who studied or devote to the acquisition of knowledge (Hornby, 1973: 523). According to Philiph Babcock (1981: 3) say that student is a person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student. One who studies or examines in any manner, an attentive and systematic observer; as, a student of human nature, or of physical nature. so, it can be said that students are person who study matter, event, lesson or other object studies, and they want to know about it content. They study in formal or non-formal learning institutes. They get explanation from their teachers directly or by looking for the object study alone. They study in classroom and study for certain time. As Pisa assert (2003:136) Students are input component in the educational system, which is then processed in the educational process, so that a man who qualified in according to national education goals. As an educational component, students can be viewed from a variety of approaches, 10 including: social approaches, psychological approaches, and educational approaches/pedagogic. 1. Social approach, students are community members who are prepared to become a better member of society. As a member of society, she is in the family, society, and the wider community. Students need to be prepared in time be able to carry out its role in the world of work and can adjust to 23

24 24 society. Social life of the family that started and continued until the school community. In this context, students interact with fellow peers, teachers, and people associated with the school. In this situation of social values that best can be implanted through a gradual process of learning and experience (Pisa; 2003:136). 2. Psychological approaches, the student is an organism that is growing and developing. Students have a wide range of human potential, such as talent, innate, needs, personal-social-emotional, and physical abilities. These potentials need to be developed through a process of education and learning in the school, resulting in the development of a whole human being. Describes the development of quality changes and abilities in a person; namely a change in the structure, capacity, functionality and efficiency. Developments that is whole, for example the development of intelligence, social, emotional, spiritual, which are interconnected with one another (Pisa; 2003:136). 3. Educational approach/pedagogic, educational approach put students as an essential element, which has the rights and obligations in order to comprehensive and integrated system of education (Pisa; 2003:136). B. Ability Ability means possession of the qualities mental and psychology to do something or get something done. Qualities are skills that person has. 24

25 25 They use these skills to achieve their aims. Ability is combination between intention and effort ( Based on explanation above student s ability is the ability to do something correctly. The student s ability can be described by knowing their error or mistake that they do when they do something. Error or mistake is a measurement that will shown level of ability. Students who do many mistakes or errors have lower level than who have no error or mistake. Some linguists have different concept Fromkin (1978: 361) states that the human brain is able not only to acquire and store the mental grammar, but also access that linguistic store house to speak and understand what is spoken, meaning they are against the grammatical rule of the language and result in unacceptable utterances, in second language learning they occur because the learner has not internalized the grammar of the second language. In other words, the student arise out of lack of competence, therefore errors are systematical. Furthermore, they make a distinction between errors, mistakes, and lapses. Mistakes arise when the speaker fails to match the language to the situation and result in appropriate utterances. Lapses, in the other hand, arise out tiredness, nervousness; or stain which result in slip of tongue, false starts confusion of structure, etc. Both mistake and lapses are not systematical and belong to phenomena of performance. Unlike the two definitions mentioned above, Dullay in Brown (1987: 170) uses the term errors to refer to any deviations from a selected norm of 25

26 26 language performance, and matter what the characteristics or causes of the definitions might be. They also explain that the norm used to identify the errors may be anyone of the dialect of other varieties of language the native speaker uses. The terms errors, as noted by Dullay above is used for the systematic deviations due to the learners still developing knowledge of the target language rule, system or for idiosyncrasies in the inter language of the learner which are direct manifestations of system with which a learner is operating at the time. In this present study the researcher prefer to use the definition of errors given by her on the consideration that this study is not intended to differentiate between errors and mistakes C. 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. There are several explanations of the Simple Present Tense which of course we need to understand together. According to Raymond Murphy (2003: 4) says that "We use the present simple to talk about things in general. We use it to say that something happens all the time or repeatedly, or that something is true in general." We use the Simple Present to talk about things in general. We use the Simple Present to express something that happens all the time or repeatedly, or stating something common truth. Meanwhile, 26

27 27 according to Michel Swan (2005: 448) said, "When we talk about permanent situations, or about Things that happen Regularly or all the time (not just around now) Usually we use the simple present tense". When we talk about permanent situations, or about things that happen on a regular basis or at all times (not just now), we usually use the simple present. Clearer explanation of the simple present tense of the Betty (2002: 2) which states "in general, the simple present expresses events or situations that exist always, Usually, habitually; they exist now, have Existed in the past, and probably will exist in the future". Generally, simple present states of events or situations that always, usually, habitually there; simple present exist at the current time (now), there has been in the past, and the possibility of will exist in the future. Pattern: Affirmative (+) : S + V1 (-s/ -es) + c (complement). Negative (-) : S + do/does not + infinitive + c. Interrogative (?) : Do/does + S + infinitive + c? Example: Sentence pattern of simple present tense: Affirmative (+): S + V1 (-s/ -es) + c (complement). - I walk to school everyday. 27

28 28 - He brings a new car three times in a week. Example: Sentence pattern of simple present tense: Negative (-): S + do/does not + infinitive + c. - I do not walk to school. - He does not bring a new car. Example: Sentence pattern of simple present tense: Interrogative (?): Do/does + S + infinitive + c? - Do you walk to school? - Does he bring a new car? The use of this tense is limited to indicate that an activity, state or occurrence in daily without indicates any connection with the everyday is one of the safe time signals for this tense. In the simple present tense we must use verb-i and added s or es for all singular subjects. The verbs in the simple present tense there are of two forms: 28

29 29 1) Transition Verbs: a. The simple present tense using transition verb is formed by adding -s/-es to the infinitive: Work - Works Cook - Cooks b. Verbs ending in e add s Only Love - Loves c. Verbs ending in y following consonant change the y into i before adding es : Study - Studies Fly - Flies 2). Bare Infinitive Verbs These very considerably in their simple present form: To speak - Speak To eat - Eat To See - See To leave - Leave To come - Come To fight - Fight To find - Find 29

30 30 To hold - Hold To make - Made, etc The simple present form of the usage of these verbs must therefore be learnt, but once this is done there is no other difficulty, as time sequence Meanwhile the functions of Simple Present Tense based on Wiratno (1997: 44) are divided into three, they are: 1. To express habitual action (custom) or actions undertaken on a regular basis. adverbs are often used to characterize the habit include: month, Usually, always, generally, often, frequently, sometimes, rarely, never, etc - How often do you meet your supervisor? - The lecture never comes late. - I smoke (habit). - I live in French (unchanging situations). - French is a mode city (general truth). - I hope I can go to French (wishes). 2. To disclose the fact or general truth. Because the truth is personal, often it was said as timeless (unlimited). Example: - A year has twelve month. - Sponge is soft. 30

31 31 - It rains in rainy seasons. 3. To express fixed arrangements, presents or events scheduled in the future. Example: - The English class starts the day after tomorrow. - We leave Solo at 3 o clock next Tuesday afternoon and drive in Salatiga on Wednesday at 5 o clock in the morning. - What time does the film begin? 31

32 32 CHAPTER III RESEARCH METHOD This chapter discusses the descriptive research, general description of SD Negeri Candi II Bandungan, the type of research, data source, method of collecting data, and data analysis. A. Descriptive Research Descriptive research aims to provide a description of what cause an event. (Houser, 2008:325) It answers questions relating to: a. Who? b. What? c. When? d. Where? e. How? Descriptive research may be quantitative or qualitative, in quantitative descriptive research, the aims is to describe the data and 32

33 33 characteristics about phenomena under study but does not provide the reason for the situation, whereas a qualitative descriptive research study might provide the answers, an example of descriptive research is discussing/describing opinions from interested parties (whether personal or lay) about level of health service provision in a given area. This type of research can be answered using qualitative or quantitative methods or as a combination of two (triangulation). (Vickers; 200:196) Descriptive study is used to establish the existence of phenomena by explicitly describing them (Sheliger; 1989: 124). Actual good descriptive study of the process and realize that just like other quantitative studies. In addition, this study also requires careful action on each of the components in order to describe the subject or the object under study approaching the truth. For example, the goal should be clearly described, significant problems studied, the research variables can be measured, sampling techniques must be carefully determined and the proper relationship or comparison needs to be done to get an object or subject under study is complete and correct. In this descriptive study, the researchers did not manipulate the variables and assign events will happen, and usually involves events that happened today. With descriptive studies, allowing researchers to answer research questions related to the variable relationship or association, and also find comparative relationships between variables. 33

34 34 following: The uniqueness that is the descriptive research method includes the 1. Descriptive research using questionnaires and interviews, respondents often earn very little, resulting bias in making conclusions. 2. Descriptive research using observation, sometimes in the data collection did not obtain sufficient data. It is necessary for the observer who is trained in observation, and if necessary makes a check list in advance about the object to be seen, so the researchers obtained the desired data objectively and reliably. 3. Descriptive research also requires the problems to be identified and clearly formulated, so that researchers do not have difficulty in capturing the data while in the field. B. General Situation of SD Negeri Candi II Bandungan, Semarang SD Negeri Candi II is located in Candi village, JL. Hadiningrat 02 Bandungan, Central Java. It is approximately 11 kilometers or about half an hour driving from Ambarawa town. The school was established in The school occupies an area of 990m 2. All of the areas are used for the school building about 694 m 2 and 300 m 2 for yard. It has some rooms. Six rooms for learning activities from first years up to six years. This school building consists of: 1. Three units of school building. 34

35 35 They include 8 classes (with TK Negeri) and 1 teacher s office. Teacher office room size about 8x5 m 2. There are 12 desks and tables for teacher. It is used by them to gather and release tired after teaching or waiting for their period lesson. It also has one computer unit for them to finish their work. 2. Headmaster office This room size is about 6 m 2. It is used by headmaster to accomplish school document. 3. Library This room size is about 40 m 2. There are many kinds of books such as history, science, civil, social, story, map, globe and other support equipments for students study. 4. Health care unit This room size is about 9 m 2. It is used by students or others who got health troubles. 5. Counseling office This room size is about 12 m 2. It is used for students and people who want to claim about learning process, student s troubles. 6. Security office This room size is about 25 m 2. This room serves as a temporary home school security. It is located behind the school. 35

36 36 7. Canteen and toilet. 8. Inventory data consist of: a. Electrical installations : 3 units. b. Wells : 2 pieces. c. Telephone : 1 unit. d. Computer : 1 unit. e. Furniture can be divided into: Table : 160 pairs Teacher s desk : 7 pairs Office desk : 11 pairs Living room table : 1 set Board : 11 pieces. Board statistic : 4 pieces. Cupboard : 11 pieces. Board data : 11 pieces. Board attendance : 7 pieces. 36

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40 40 The headmaster of the school has changed eight times since the school was built. The newest headmaster has been handing the school for about one year. There are 11 teachers in this school. They are classified in two categories. There are six teacher as both the teacher of general subjects and the class teacher, while the other as the teacher of specific subject, such as the English teacher, Islamic Study teacher, Sport teacher, Qur anic teacher, and Art teacher. For detail information, look at this table: Table 3.1 Teachers NO Teacher s name Job 40

41 41 1 Suratno, S. Pd SD Headmaster 2 Agnes Hartati Maria 1 st class Teacher 3 Suyatini Maria Theresia 2 nd class Teacher 4 Ratmi Nurasih 3 rd class Teacher 5 Hj. Yusdawati 4 th class Teacher 6 Setiyoningsih, S.pd 5 th class Teacher 7 F Sri Endah Hartati 6 th class Teacher 8 Dedy Prasetyo, A. Ma Sport Teacher 9 Asmu I, S. Pdi Islamic Teacher 10 Abdul Ghofur, S. Pdi English Teacher 11 Shohibul Ikhsan Qur anic teacher 12 Neni Indratni Counseling Teacher 13 Tokiyodin Security The total number of student in SD Negeri Candi II Bandungan is 103 students, 59 are males and 44 are females. Most of the student is native of the village. Like the other student in other school, they study from Monday until Saturday. The teaching-learning process in SD Negeri Candi II Bandungan begins at a.m. and finished at p.m. 2. School vision 41

42 42 The vision of SD Negeri Candi II Bandungan is to prepare students to excel in developing virtuous personality, independent, and can be mastered faith piety and science technology. 3. Mission of SD Negeri Candi II, Bandungan a. Discipline of time and administration. b. Improving teaching and learning through process skills approach. c. Developing motivation and learning pleasure. d. Optimizing extracurricular activities and co curricular. e. Strengthening student s devotion to Allah swt. 4. Problem teaching learning English in Elementary School a. Poor of medium to practice English. b. Less interaction in teaching English. c. Less of students interest to learn English. 5. Organization Structure as follows; Organization structure of SD Negeri Candi II Bandungan, Semarang is Headmaster School Committee 42 Secretary

43 43 Treasurer 2 nd class Teacher 3 rd class Teacher 4 th class Teacher 5 th class Teacher Counseling Teacher School Guard Student People Explanation: : Coordinator line : Command line 43

44 44 C. Research methodology a. Type of research The use of the method in research is necessary, because it can help researchers to obtain data easily. In this paper the writer uses descriptive qualitative method. Because this is a qualitative research so, the writer only analyzed data collected without any calculations. The case that was surveyed in this research was about phenomena of English simple present tense errors committed by the sixth grade students of SD Negeri II Candi Bandungan. b. Data sources The data sources of this research are taken from the result of students test. They should write sentences using simple present tense. They are second year students of SD Negeri Candi II, Bandungan in the academic year of 2012/2013. c. Method of collecting data a. Test 44

45 45 Based on Seliger (1989: 176) definition, a test is a procedure used to collect data on subjects ability or knowledge of certain disciplines. The technique used to collect data in this study is giving test to student. Before that, teacher gave short explanation about simple present tense focus on write sentence in positive, negative and interrogative form. Then students are instructed to complete sentences in the right form (maybe positive or negative or interrogative form be able instruction). The questions that given to students are making right sentences, it mean for example if the sentence is positive form students have to make negative and interrogative form. Student work is needed to analyze the student s ability focus on using right grammatical rule in simple present tense b. Documentation Documentation is used to know the student s profile. It is done by taking data that is provided in the school. It is called primer data. This activity s aim to know the situation and location of this research included the general description, vision and mission of SD Negeri Candi II, Bandungan. In other hand the writer also look for other information from internet or other as seconded data. d. Data analysis 45

46 46 According to the Carden s Model (1987:173) the first step in process if analysis is the identification of errors. After identifying the errors the total number of errors, made by the learners was counted, and the value each errors was 1 (one). The data were the errors found in the sentences in the students writing. After the records had been collected, the data processing procedure was carried out. Table 3.2 Name of students No Name 1. Reza 2. Dwi Agustina 3. Satria 5. Joko Arianto 6. Panca taufik Hidayat 7. Sahal Mahfudh 8. Tutik Aryani 9. Via Tri Prabowo 10. Wulan 11. Catur Pamungkas 12. Wahyu walyono 13. Wahyu Wahyudi 46

47 Adit Setyawan 15. Aly Syamsudin 17. Dinda Dwi Untarti 18. Efa Ade Fitria 19. Lukman Adi Yulianto 20. Novi puji Rahayu CHAPTER IV DATA ANALYSIS In this chapter, the writer analyzes the tests that have been done by students. The writer emphasizes error that they made. It involves students ability to use the simple present tense in sentence; the writer collects the students sheet answer, classifies into some kind type of error, analyzes and writes mistakes of the student s test and corrects answers are based on English grammar s rules. In this case I do not concern about the writing, but the focus in the use of simple present tense as grammatical order only. A. Analysis of Common Mistakes in Using Simple Present Tense The writer wants to analyze the data that have been collected from the result of students test. There are 5 sentences that will be analyzed based on students test result to complete the sentences simple present tense. 47

48 48 The data are presented as follow: Nama : 32 No : Isilah kalimat-kalimat yang kosong dibawah ini! Contoh: (+) He brings a new car (-) He does not bring a new car (?) Does he bring a new car? 1. (+) He sweeps the yard in the morning (-) 48

49 49 (?) 2. (+) (-) I do not walk to school (?) 3. (+) (-) (?) Do you walk to school? 4. (+) (-) Nafa does not read the novel (?) 5. (+) Andi and Latif plays badminton everyday (-) (?) Then students are instructed to accomplish the test as they ability in using simple present tense as they ability. B. Type of Error NO Error Data 1. Subject - auxiliary agreement, subject is right, meanwhile T1 Error T1 are 28 49

50 50 auxiliary verb or verb is wrong In answer number 1 - (-) He does the yard the morning. - (?) Does she buys morning. In answer number 3 - (+) I do not walk to school. - (-) You do walk to school. In answer number 4 - (+) Nafa read the novel. - (+) Does Nafa read the novel. - (+) Nafa does not write the novel. - (?) You read th novel 2. Pronoun mistake or subject is wrong, meanwhile auxiliary verb or verb is right T2 Error T2 are 10 In question number 2 - (+) We walk to school - (?) Do they walk to school? - (?) Do we walk to school? - (?) Do sy it is school? In question number 3 - (-) I do not walk to school. - (-) Do not walk to school. In question number 4 - (?) Does not read the novel - (?) Does he read the novel - (?) You read th novel 50

51 51 3. Subject Auxiliary Verb agreement, auxiliary verb is correct meanwhile verb still added -es/s.. T3 Error T3 are 22 In answer number 1 - (-) He does not sweeps the yard in the morning. - (-) He does not sweeprs yard in the morning. - (-) He does not sweers the yard. - (-) He does not sweps the morning. - (?) Does he sweeps the yard in the morning. - (?) Daes he sweeps the yard in the morning. - (?) Does he sweeps the yard. - (?) Does he sweps the yard. - (?) Does he sweps the morning. In answer number 4 - (+) She read the novel. 4. Auxiliary verb wrong in sentence. T4 Error T4 are 11 In answer number 2 - (?) I does not to school? - (?) I does not walk to school? - (?) Does not I walk to school? In answer number 3 51

52 52 - (+) Do walk not to school. - (-) Do you not to school - (-) not Do you walk to. In answer number 4 - (+) Does Nafa read the novel 11 - (?) Nafa read the novel? - (?) Nafa not read the novel? - (?) You read the novel? 5. Double subject in sentence T5 Error T5 are 10 In answer number 1 - (+) He she boys In answer number 2 - (+) We I do not walk to school. - (+) His do you the nower - (?) Me him not (maybe) clocthe. In answer number 3 - (+) He you walk to school - (+) He do you walk to school? - (+) You we do school - (-) I you walk to school - (-) You do we to school In answer number 4 - (+) We Nafa read the novel 6. the sentence has not T6 52

53 53 subject or verb Error T6 are 4 In answer number 1 - (-) He doesnot in the morning. - (?) Does the yard in the morning? - (?) Does he yard in the morning? In answer number 3 - (+) you we do school. - (?) I do not to school? Error type explanation T1: Subject - auxiliary agreement If subject is right, meanwhile auxiliary verb or verb is wrong. For example: - (-) He do not sweep the yard in the morning. He as subject is not followed by right auxiliary verb (do); it should be changed into does because the subject is singular. So the right answer is He does not sweep the yard in the morning (in negative form). - (?) Do Nafa not read the novel? Nafa as subject is not followed by right auxiliary verb (do). It should be changed into does because the subject is 53

54 54 singular. So the right answer is Does Nafa read the novel (in interrogative form). - (-) He does the yard the morning. The question is He sweeps the yard in the morning. (in positive form) meanwhile the answer is He does the yard the morning. (in negative form). So the right using not (does not) is He does not sweep the yard in the morning (in negative form). T2: Pronoun If subject is wrong, but auxiliary verb or verb is right. For example: - (?) Does he read the novel? The question is (-) Nafa does not read the novel and the answer is Does he read the novel? (in interrogative form). He as subject in the answer should be changed to be she, because she is pronoun from Nafa. So, the right answer is Does Nafa read the novel? or Does she read the novel? 54

55 55 - (+) We walk to school. If the question is I do not walk to school. (in negative form) meanwhile the answer is We walk to school. (in positive form). We as subject in the answer should be changed to be I because the question use I not we. So, the right answer is I walk to school (in positive form). - (?) Do they walk to school? The question is I do not walk to school. (in negative form) meanwhile the answer is Do they walk to school (in interogative form). We as subject in the answer should be changed to be I because the question use I not they. So, the right answer is I walk to school (in positive form). - (?) Do we walk to school? The question is I do not walk to school. (in negative form) meanwhile the answer is We walk to school. (in interogative form). We as subject in the answer should be changed to be I because the question use I not we. So, the right answer is I walk to school (in positive form) - (?) Do sy it is school? 55

56 56 The question is I do not walk to school (in negative form) meanwhile the answer is Do sy it is school (in interrogative form). We as subject in the answer should be changed to be I. because th equestion use I not sy. So, the right answer is I walk to school (in positive form) - (-) I do not walk to school. The question is Do you walk to school? (in interogative form) meanwhile the answer is I do not walk to school (in negative form). I as subject in the answer should be changed to be you. Because the question use you not sy. So, the right answer is You do not walk to school (in negative form) - (-) Do not walk to school. If the question is Do you walk to school? (in interogative form) meanwhile the answer is Do not walk to school. (in negative form). The question uses you as the subject. So, the right answer is You do not walk to school (in negative form). - (?) Does not read the novel The question is Nafa does not read the novel? (in negative form) meanwhile the answer is Does not read 56

57 57 the novel (in interrogative form). The question use Nafa as the subject. So, the right answer is Does Nafa read the novel? (in interrogative form) - (?) Does he read the novel The question is Nafa does not read the novel? (in negative form) meanwhile the answer is Does he read the novel. (in interrogative form). In The question use Nafa as subject. So, the right answer is Does Nafa read the novel? (in interrogative form) - (?) You read th novel The question is Nafa does not read the novel? (in negative form) meanwhile the answer is You read th novel. (in interrogative form). The question use Nafa as the subject. So, the right answer is Does Nafa read the novel? (in interrogative form) T3: Subject Auxiliary Verb agreement Auxiliary verb is correct meanwhile verb still added es/s. it is usually found in negative form. For example: 57

58 58 - (?) Does he sweeps the yard in the morning? Sweeps in the sentence should be changed become sweep, without s. So, the right answer is Does he sweep the yard in the morning? - (+) She read the novel. Read in the sentence should be changed reads in positive form, so, the right answer is She reads the novel or Nafa reads the novel (in positive form). T4: Wrong Auxiliary If wrong in arrange subject. For example: - (?) I do not walk to school? In interrogative form, auxiliary verb should be placed in front of subject, or before subject. So the right answer is Do I walk to school? (in interrogative form). - (?) I do not to school? 58

59 59 In interrogative form, auxiliary verb should be placed in front of subject, or before subject. So the right answer is Do I not walk to school? - (?) Do not I walk to school? The question is I do not walk to school. (in negative form) meanwhile the answer is Do not I walk to school? (in interrogative form). So the right answer is Do I not walk to school? - (+) Do yu wal to school. The question is Do you walk to school? (in interrogative form) meanwhile the answer is Do yu wal to school (in positive form). The form should be arranged become subject+verb. So, the right answer is you walk to school (in positive form). - (-) Do you not to school The question is Do you walk to school? (in interrogative form) meanwhile the answer is Do you not to school (in interrogative form). The form should be arranged become subject+do not+verb. So, the right answer is you do not walk to school (in negative form). 59