AN ERROR ANALYSIS OF REGULAR AND IRREGULAR ...

AN ERROR ANALYSIS OF REGULAR AND IRREGULAR

VERBS IN STUDENTS' WRITING RECOUNT TEXT (A Qualitative Case Study Of The Eighth Grade Level Students Of SMPN 40

Jakarta Pusat In The Academic Year Of 2020/2021)

SKRIPSI

By:

AHMAD DANDI AFIATHA PRATAMA

11170140000013

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYA AND TEACHING SCIENCES

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2021

AN ERROR ANALYSIS OF REGULAR AND IRREGULAR VERBS

IN STUDENTS’ WRITING RECOUNT TEXT

(A Qualitative Case Study Of The Eighth Grade Level Students Of SMPN 40

Jakarta Pusat In The Academic Year Of 2020/2021)

Skripsi

Presented to the Faculty of Educational Sciences

in partial Fulfillment of the Requirements for the Degree of S.Pd.

(Bachelor of Art) in English Language Education

By

AHMAD DANDI AFIATHA PRATAMA

11170140000013

Approved by the Advisors

Prof. Dr. Ratna Sari Dewi, M.Pd. Childa Faiza, M.Pd.

NIP. 19720501 199903 2 013 NIDN. 2015038601

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2021

i

ABSTRACT

Ahmad Dandi Afiatha Pratama (11170140000013) An Error Analysis Of

Regular And Irregular Verbs In Students’ Writing Recount Text (A

Qualitative Case Study Of The Eighth Grade Level Students Of SMPN 40 Jakarta

Pusat In The Academic Year Of 2020/2021).

Advisor I : Prof. Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Childa Faiza, M.Pd.

Keywords: Error Analysis, Types of Error, Sources of error, Regular verbs,

Irregular Verbs.

The goal of this research was to discover students’ errors in applying

regular and irregular verbs in recount text writing. The qualitative descriptive

research method was employed by the researcher. This study's instruments were a

writing test and an interview. This research included thirty students from SMPN

40 Jakarta's eighth-grade level. Students made errors in verb two of regular and

irregular verbs as a result of this study. The students were separated into two

groups after the writing test: those who could write 200-249 words in 45 minutes

and those who could write 250-300 words in 45 minutes. This study comprises

four findings. First, both categories produced misformation error as the highest

errors. Second, both categories produced interlingual error as the highest error.

Third, both categories produced local errors as the highest errors. Fourth was the

way to overcome the students’ errors in using regular and irregular verbs in their

writing recount text. First, the students had to make a note of the forms of regular

and irregular verbs from Youtube or Google. Second, the students memorized

those forms. Third, the students were then required to learn the content in online

meetings with the teacher. Fourth, the teacher also had to provide students with a

soft copy of the content, such as a Word file, PDF, Powerpoint, so that they could

be able to comprehend the subject at home. The last, they needed learning partners

for help them to remember the forms of regular and irregular verbs.

ii

ABSTRAK

Ahmad Dandi Afiatha Pratama (11170140000013) An Error Analysis Of

Regular And Irregular Verbs In Students’ Writing Recount Text (A

Qualitative Case Study Of The Eighth Grade Level Students Of SMPN 40 Jakarta

Pusat In The Academic Year Of 2020/2021).

Advisor I : Prof. Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Childa Faiza, M.Pd.

Keywords: Analisis Kesalahan, Jenis Kesalahan, Sumber Kesalahan, Regular

verb, Irregular verb.

Tujuan dari penelitian ini adalah untuk menemukan kesalahan siswa dalam

menerapkan kata kerja beraturan dan tidak beraturan dalam penulisan teks

recount. Metode penelitian deskriptif kualitatif digunakan oleh peneliti. Instrumen

penelitian ini adalah tes menulis dan wawancara. Penelitian ini melibatkan tiga

puluh siswa kelas delapan SMPN 40 Jakarta. Siswa membuat kesalahan dalam

kata kerja dua kata kerja beraturan dan tidak beraturan sebagai akibat dari

penelitian ini. Siswa dibagi menjadi dua kelompok setelah tes menulis: mereka

yang bisa menulis 200-249 kata dalam 45 menit dan mereka yang bisa menulis

250-300 kata dalam 45 menit. Studi ini terdiri dari empat temuan. Pertama, kedua

kategori menghasilkan kesalahan misformasi sebagai kesalahan tertinggi. Kedua,

kedua kategori tersebut menghasilkan kesalahan interlingual sebagai kesalahan

tertinggi. Ketiga, kedua kategori tersebut menghasilkan kesalahan lokal sebagai

kesalahan tertinggi. Keempat adalah cara untuk mengatasi kesalahan siswa dalam

menggunakan kata kerja beraturan dan tidak beraturan dalam menulis teks recount

mereka. Pertama, siswa harus mencatat bentuk-bentuk kata kerja beraturan dan

tidak beraturan dari Youtube atau Google. Kedua, siswa menghafal formulir-

formulir tersebut. Ketiga, siswa kemudian diminta untuk mempelajari konten

dalam pertemuan online dengan guru. Keempat, guru juga harus membekali siswa

dengan soft copy konten, seperti file Word, PDF, Powerpoint, sehingga mereka

iii

dapat memahami pelajaran di rumah. Terakhir, mereka membutuhkan mitra

belajar untuk membantu mereka mengingat bentuk-bentuk kata kerja beraturan

dan tidak beraturan.

iv

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah, The Most Gracious, The Most Merciful

All Praise be to Allah SWT, Lord of the world for all His blessings,

mercy, Taufik, and guidance so that the researcher could complete this study

which has a title An Error Analysis Of Regular And Irregular Verbs In Students’

Writing Recount Text (A Qualitative Case Study Of The Eighth Grade Level

Students Of SMPN 40 Jakarta Pusat In The Academic Year Of 2020/2021).

Furthermore, the researcher wanted to say thank you to the people who

supported the researcher to complete this study. At the bottom of the heart, the

researcher wanted to say the greatest thanks to:

1. The Chairman of the English Education Department, Didin Nuruddin

Hidayat, M.A., Ph.D. and the secretary of English Education Department,

Zaharyl Anasy, M.Hum.

2. The advisors who always gave guidance to the researcher to complete this

study; Prof. Dr. Ratna Sari Dewi, M.Pd. and Childa Faiza, M.Pd.

3. The researcher’s family who always gave the researcher a motivation.

4. All the lecturers in English Education Department who gave the researcher

a knowledge.

For the last one, this research is very far from being perfect, so that the

researcher wanted to say apologize to the people who read this study if there is a

mistake inside this research.

Jakarta, September 29th 2021

Ahmad Dandi Afiatha Pratama

v

TABLE OF CONTENT

ABSTRACT ........................................................................................................... i

ABSTRAK ............................................................................................................ ii

ACKNOWLEDGEMENT ……………………………………………………. iv

TABLE OF CONTENT ....................................................................................... iv

LIST OF TABLES ……………………………………………….…………... viii

LIST OF APPENDICES …………………………………………….…….....… x

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

A. Background Of The Study ................................................................................... 1

B. Identification Of The Problem ............................................................................. 3

C. Limitation Of The Study ................................................................................ 4

D. Formulation Of The Problem ............................................................................... 4

E. Objective Of The Study ................................................................................. 4

F. Significance Of The Study .................................................................................... 4

CHAPTER II THEORETICAL FRAMEWORK ..............................................6

A. Error Analysis ................................................................................................ 6

1. The Definition of Error Analysis ............................................................... 6

2. Surface Strategy Taxonomy ...................................................................... 6

3. Procedures of Error Analysis ..................................................................... 7

4. The Sources of Error ................................................................................. 7

5. Local and Global Errors ............................................................................ 8

B. Writing ........................................................................................................... 8

1. The Definition of Writing ......................................................................... 8

C. Recount Text .......................................................................................................... 9

1. The Definition of Recount Text ................................................................. 9

2. Language Features of Recount Text .......................................................... 9

vi

3. Generic Structure ....................................................................................... 9

4. The Steps In Writing Recount Text ........................................................ 10

D. THE REGULAR AND IRREGULAR VERBS .............................................. 10

1. The Definition of Regular Verbs ............................................................. 10

2. The Definition of Irregular Verbs ............................................................ 12

E. Related Previous Study ....................................................................................... 14

CHAPTER III RESEARCH METHODOLOGY .............................................16

A. Research Design .......................................................................................... 16

B. Place and Time of the Research ......................................................................... 16

1. Place of the Research ............................................................................... 16

2. The Time of the Research ........................................................................ 16

C. Population and Sample ................................................................................ 16

D. Research Instrument .................................................................................... 16

E. Techniques for Collecting the Data ................................................................... 17

1. Writing Test ............................................................................................. 17

2. Interview .................................................................................................. 17

F. Data Analysis Techniques .................................................................................. 19

1. Error Analysis Procedures ....................................................................... 19

CHAPTER IV FINDINGS AND DISCUSSION .............................................244

A. Data Description .......................................................................................... 24

1. The Result of Written Test ...................................................................... 24

a. The Result Of 200-249 Words ................................................................. 24

b. The Result Of 250-300 Words ................................................................. 29

2. The Result Of The Interview ................................................................... 36

a. Students’ Answer ..................................................................................... 36

vii

a.1 Answer Number One (200-249 & 250-300 words category) .... 37

a.2 Answer Number Two (200-249 words category) ....................... 37

a.3 Answer Number Two (250-300 words category) ....................... 38

a.4 Answer Number Three (200-249 words category) .................... 40

a.5 Answer Number Three (250-300 words category) .................... 41

a.6 Answer Number Four (200-249 words category) ...................... 43

a.7 Answer Number Four (250-300 words category) ...................... 52

a.8 Answer Number Five (200-249 words category) ....................... 43

a.9 Answer Number Five (250-300 words category) ....................... 44

b. Teacher’s Answer .................................................................................... 45

B. Data Interpretation and Discussion ................................................................... 46

1. The explanation of students’ error in 200-249 words category ............... 47

2 The explanation of students’ error in 250-300 words category ................ 79

3. The Discussion ...................................................................................... 127

CHAPTER V CONCLUSION AND SUGGESTION .....................................131

A. Conclusion ................................................................................................. 131

B. Suggestion.................................................................................................. 131

REFERENCES ...................................................................................................133

APPENDIX .........................................................................................................140

viii

LIST OF TABLES

Table 2.1: Regular Past Form By Adding -ed ........................................................11

Table 2.2 : /Id/ After Bases Ending In /d/ and /t/ ...................................................11

Table 2.3 : /d/ After Bases Ending In Voiced Sounds Other Than /d/ (including

vowels) .................................................................................................................. 11

Table 2.4 : /t/ After Bases Ending In Voiceless Sounds Other Than /t/ ................11

Table 2.5: Irregular Verbs' Type of Three of Verbs Are Identical .......................12

Table 2.6: Irregular Verbs' Type of Two of Three Forms Are Similar .................12

Table 2.7: Irregular Verbs' Type of All Verbs’ Form Are Different ....................12

Table 2.8: Miscellaneous Category of Irregular Verb ...........................................13

Table 2.9: Irregular Verbs:Alphabetical List ....................................................... 13

Table 3.1: The Types of Students' Error ................................................................19

Table 3.2: The Percentages of Students’ Types of Error .......................................21

Table 3.3: The Sources of Students’ Error .............................................................21

Table 3.4: The Percentages of Students’ Sources of Error ....................................22

Table 3.5: The Evaluation of Students’ Error ........................................................22

Table 3.6: The Percentages of Students’ Evaluation Error ....................................23

Table 4.1: The Result of Students’ Types of Error In 200-249 Words ..................24

Table 4.2: The Result of Students’ Error In Regular And Irregular Verbs (200-249

words).....................................................................................................................27

Table 4.3: The Result of Students’ Sources of Error In 200-249 Words ...............28

Table 4.4: The Result of Students’ Evaluation of Error In 200-249 Words ..........28

Table 4.5: The Result of Students’ Types of Error In 250-300 Words ..................30

Table 4.6: The Result of Tudents’ Error In Regular And Irregular Verbs (250-300

words) ............................................................................................................................ 32

Table 4.7: The Result of Students’ Sources of Error In 250-300 Words .............. 33

Table 4.8: The Result of Evaluation of Error In 250-300 Words ..........................35

Table 4.9: The Answer of Number 2 (200-249 Words Category) .........................38

Table 4.10: The Answer of Number 2 (250-300 Words Category) .......................39


ix


Table 4.13: The Explanation of Students’ Types of Error In 200-249 Words .......47

Table 4.14: The Explanation of Students’ Sources of Error In 200-249 Words ... 58

Table 4.15: The Classification of Sources of Errors In Regular And Irregular

Verbs (200-249 Words)......................................................................................... 68

Table 4.16: The Explanation of Students’ Evaluation of Error In 200-249 Words

......................................................................................................................................... 69

Table 4.17: The Classification of Evaluation of Errors In Regular And Irregular

Verbs (200-249 Words)......................................................................................... 78

Table 4.18: The Explanation of Students’ Type Of Error In 250-300 Words .......79

Table 4.19: The Explanation of Students’ Sources of Error In 250-300 Words ... 94

Table 4.20: The Classification of Sources of Errors In Regular And Irregular

Verbs (250-300 Words)....................................................................................... 109


....................................................................................................................................... 111


Verbs (250-300 Words)....................................................................................... 125

x

LIST OF APPENDICES

Appendix 1: Instructions of making handwriting of recount text .......................140

Appendix 2: Students’ handwriting of 200-249 and 250-300 words ..................141

Appendix 3: The Students’ Transcripts of Interview ......................................... 159

Appendix 4: Teacher’s Transcript of Interview ................................................. 191

Appendix 5: References Examination Paper ......................................................

1914

Appendix 6: Surat Bimbingan Skripsi ............................................................... 209

Appendix 7: Surat Permohonan Izin Penelitian ................................................. 211

Appendix 8: Surat Keterangan Izin Penelitian Dari Sekolah ............................. 212

1

CHAPTER I

INTRODUCTION

A. BACKGROUND OF THE STUDY

Writing is a skill of language that is difficult for students because the

students have to focus on several items in writing. The previous statement is in

line with Brown (2001) in Apsari (2017), which stated that the students must

focus on how to generate ideas, organize them coherently, use discourse markers,

and rhetorical conventions to put them cohesively into a written text, revise text

for more explicit meaning, edit text for appropriate grammar, and produce a final

product when producing writing. From the explanation above, it can be stated that

the students must remember many items when writing in English.

Furthermore, writing is inextricably linked to text, and recount text is one

of the texts that Indonesian students learn. Recount text is the text that tells a story

in a past time. The previous explanation is in line with Hyland (2003) in Suci

(2019) that Recounting is the process of reconstructing previous events by

retelling them in the original order. In writing recount text, the students had to use

the past verb; therefore, the students had to change the verb one into verb two or

verb three of the regular and irregular verb. Based on Mahmud (2003) in Fasikh

(2020), the simple past tense is the tense that is generated by using the verbs’ past

forms, that can be either regular verbs, such as adding –ed to the verb one (as the

most case in regular verbs), or irregular verbs must be learned in each case. Then,

Kay et al. (2008) in Fitria (2021) argued that the tense of simple past is built by

changing regular and irregular verbs.

Furthermore, there are two verbs changing V1 into V2 or V3; the regular

and irregular verbs. According to Pardiyono (2007) on page 98 in Annisa (2020),

in the English language, the forms of the verbs are categorized by two types: the

verbs of regular and irregular. The verb in regular verbs changes in the past tense

or past participle regularly. For example, the verbs in regular verbs are added -ed

to the based form at the end of the verb. The irregular verbs do not have a fixed

2

form, and irregular verbs do not change regularly. The verbs of irregular must be

remembered because the changes are not permanent.

Furthermore, the Indonesian verbs do not have the forms of verb one, verb

two, and verb three. The English verbs are different than Indonesia. The verbs of

English have forms. For intense, the verb “go” must be transformed into “went”

in the tense of simple past, while in Indonesia, the verb “pergi” in the present

time is still “pergi” in the past time. For example, “saya pergi ke Jakarta hari

ini” and “saya pergi ke Jakarta kemarin”, those sentences had different time, but

the verb that is used for those two sentences are “pergi”. The verb is not changed

at all. The previous explanation is in line with Fasikh (2020) that there is no past

form of the verbs in Indonesian, while in English, we must modify the forms

depending on the rules of grammatical. It causes Indonesian students to struggle

and make errors while applying regular and irregular verbs in the simple past

tense. According to that statement, the students may difficulty to grasp regular

and irregular verbs in the simple past tense. Students may commit errors while

writing regular and irregular verbs in the past sentence.

Furthermore, Irregular verbs are more challenging and complicated than

regular verbs because irregular verbs have many forms. The statement is in line

with Idek and Lee Lai Fong (2015) in Rosydah (2018), which stated that irregular

verbs are one of the most complex grammatical structures for the students of EFL

to grasp. In addition, Thornbury (2002) in Rosydah (2018) argued that verbs are

categorized into two forms based on their past form; the regular and irregular

verbs. A verb of regular is a past form of a verb which is changed from present to

past form by attaching "ed" or "d" at the end of the verb, while a verb of irregular

is a past form of a verb that does not have certain formula to change it from

present to past form. Another reason the irregular verbs become difficult is

because patterns of those verbs are various and unpredictable. The previous

statement is in line with Hariyono and Carthy (2008) in Arief (2016); verbs with a

[-d] or [-ed] at the end of the word are called regular verbs. Irregular verbs do not

follow any clear guidelines for generating past verbs.

Next, students must consider the changing verbs such as Regular and

Irregular verbs when changing from the present to the past. The verb changes will

3

have an impact on the sentence's time signal. Based on Harmer (2001) in Somba

(2018), The grammar of a language describes how words in that language can

change forms and be combined to form sentences. One example is the simple past

tense structure, which transforms the first verb form into a second verb caused by

a change in the time statement from the present to the past.

When the researcher implemented the recount text in PLP (Pengenalan

Lapangan Persekolahan) to the students, the researcher found that they sometimes

were interfered with by their first language. It happened because the students still

used the first grammatical language when writing English. Furthermore, Brown

(1980), on page 160, added that most of the errors that the students made in the

second language came from the students’ assumption that the second language

forms are similar to the first language or mother tongue. Next, Samsur (2019) also

claimed that learning a foreign language is far more complex than mastering one’s

tongue. One of the error sources in foreign language acquisition is interference

from the first language. In addition, Mitchell and Myles (2004) in Muftah (2016)

stated that the significance of L1 patterns interfering with L2 patterns was stated.

It can either facilitate or obstruct the acquisition of the L1. If the L2 and the L1

structure are similar, the acquisition procedure will be much easier; otherwise, it

will be much more difficult.

The researcher decided to analyze the Regular and Irregular verbs' errors

in the students' Recount text according to the background. The researcher wanted

to research an error Analysis Of Regular and Irregular Verbs In Students' Writing

Recount Text (A Qualitative Case Study Of The Eighth Grade Level Students Of

SMPN 40 Jakarta Pusat In The Academic Year Of 2020/2021).

B. IDENTIFICATION OF THE PROBLEM

There are some statements of the problem in this study as follows:

1. Writing is a difficult skill for the students.

2. The interference of the first language is one of the error sources in learning a

foreign language.

3. Indonesian verbs do not have a past form.

4. The irregular verbs are unpredictable.

4

C. LIMITATION OF THE STUDY

The researcher only focused on the error of Regular and Irregular verbs in

students’ handwriting of Recount text.

D. FORMULATION OF THE PROBLEM

1. What were the types of errors that the students made in conducting the Regular

and Irregular verbs in their writing recount text?

2. What were the sources of errors that caused the students’ errors in conducting

Regular and Irregular verbs inside their writing Recount text?

3. What were the solutions to overcome the students’ errors in Regular and

Irregular verbs inside students' writing Recount text?

E. OBJECTIVE OF THE STUDY

According to the problem statements above, the goal of this research is as follows:

1. Describing the types of students' errors in Regular and Irregular verbs inside

their writing Recount text.

2. Describing the sources of the students' errors in Regular and Irregular verbs

inside their writing Recount text.

3. Giving the solutions to overcome students' errors in Regular and Irregular verbs

inside students' writing Recount text.

F. SIGNIFICANCE OF THE STUDY

There are several significances to this research for the people that are

related to the learning system. They are:

1. For the teacher

The teachers will understand how important to do the error analysis

procedure since it reveals the students' error area. It has been done to change the

teacher's learning process methods to better ones.

2. For the students

5

The students will recognize their errors in writing and comprehend the

Regular and Irregular verbs' patterns. After implementing this error analysis study,

the students will understand their errors and fix their errors. The error analysis

will provide feedback on learners' errors. It is evident because the learners were

sometimes unconscious about their Regular and Irregular verbs' errors in writing

Recount text.

3. For the researcher

The researcher will know the best solutions to overcome the students'

errors in using Regular and Irregular verbs from the study’s conclusion and

suggestions

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Error Analysis

1. The Definition of Error Analysis

According to Gass and Selingker on page 103 (2008) in Dinamika (2019),

EA is defined as a process for evaluating second language data that starts with

errors made by students and then seeks to explain them. According to them, there

are two significant sources of error. First is interlanguage; it is a negative

interference from the first language. Second is interlanguage interference from the

second language, and it is developmental errors between first language and second

language.

Furthermore, Divsar and Heydari (2017) in Erlangga (2019) also stated the

definition of error analysis. Divsar stated that an error analysis is a technique for

gathering the errors that were found in the students' language, determining

whether the errors are systematic or not, and explaining the motives behind errors

found in the learners.

Next, Corder (1981) on page 23 in Setti (2018) also stated the definition of

error analysis. Corder stated that the study analysis of errors made by the students

of a second language to predict the errors or difficulty in learning a foreign

language is known as error analysis.

Based on the three explanations above, it can be concluded that the error

analysis is a technique for searching the learners' errors when the learner of a

foreign language implements the second language.

2. Surface Strategy Taxonomy

According to Dulay (1982) on page 150-162, The surface strategy

taxonomy shows how the surface structure is changed. There are four types of

error in this taxonomy. The first is omission. This error happens when there are

omitted items in the sentence. For instance, “I look a bird yesterday.” The correct

sentence should be “I looked a bird yesterday.” The second is addition. This error

happens when there is unnecessary items come into a sentence. For instance, “I

tooked a book on a desk yesterday” the correct sentence should be “I took a book

7

on a desk yesterday.” The third is misformation. This error happens when a wrong

form of a word comes into a sentence. For instance, “I taked a pen yesterday.”

The correct sentence should be “I took a pen yesterday.” Fourth is misordering.

This error happens when an item is put in a sentence incorrectly. For instance, “I

do not know where was she going.” The correct sentence should be “I do not

know where she was going.”

3. Procedures of Error Analysis

According to Ellis, R. in 1997 on page 15-21 (Ellis, 1997), There are four

steps in error analysis. They identify the error, describe the error, explain it, and

error evaluation. The first step is identifying the error. In this step, the students’

errors need to be identified. The second is describing errors. In this step, the

students’ errors are classified into omission, misformation, and misordering. The

third is explaining errors. In this step, the students’ sources of errors must be

described. There are two types of errors sources in this step; overgeneralization

and transfer error. For overgeneralization, the students overgeneralize the forms;

for instance, the students write “eated” to place “ate.” Another one is the transfer

error. This error happens when the students try to implement the students’ first

language knowledge. The fourth is error evaluation. This step is focused on

whether the students’ error includes the local or global error.

4. The Sources of Error

Furthermore, according to Brown in 2007, there are four errors’ sources.

The first source of error is interlingual transfer. Based on Brown (2007) in Asni et

al. (2018), Interlingual transfer or interference from the mother tongue is

especially common in the early stages of learning a second language. It can be

known that interlingual transfer is an error that caused by the interference of

students’ mother tongue. For instance, “I take a pencil and write an essay

yesterday.” A correct sentence should be “I took a pencil and wrote an essay

yesterday.” In addition, Corder (1974) in Pratiwi (2015) also claimed that the

interlingual errors induced by a transfer error. The second source of error is

intralingual transfer. According to Brown (2007) in Siregar et al. (2019), It was

argued that intralingual transfer produces much more error than interlingual error

8

in L2. This error occurred as a result of the students' errors in learning the L2 as a

result of the complexities of the English language system. Then, Based on Brown

(2007) in Asni et al. (2018) shows the example of the error such “She buyed

vegetables yesterday.” The student knew that adding –ed is to form the past form,

but a verb “buy” is not a regular verb so it cannot added by –ed at the end of the

verb. It has its form in verb two. The correct answer should be “She bought

vegetables yesterday.” Next, the third sources of error is context of learning.

Based on Brown (2007) in Wicaksono (2014), context of learning is the source of

error that including the interlingual and intralingual transfer. Then, the thirs

source of error is communication strategies. Based on Brown (2007) in

Wicaksono (2014), communication strategies are the conscious use of language

processes to convey an idea when linguistic forms are not available to the students

for a several reasons.

5. Local and Global Errors

Furthermore, Brown (2007) in Muhammad & Dahlan (2019) also stated

another errors, they are local and global errors. The local error is an error that does

not affect communication fluency; despite the fact that there are many forms of

language errors, they do not result in misunderstanding. Then there are global

errors, which are faults that hinder communication and prevent the reader from

grasping several messages.

B. Writing

1. The Definition of Writing

According to Harmer (Harmer, 2001) in Ali Mustofa (Mustafa, 2019),

Writing is a way of representing one's thoughts or feelings in written form.

Furthermore, based on Leo (2007) in Husna (2019), The process of expressing

ideas or thoughts in words that can be done in a spare time is writing. The last

expert who defined the writing is Harmer, According to Harmer (2001) in

Mustafa (2019), Writing is a method of communicating thoughts or feelings in

writing. According to the previous three statements, it can be concluded that

9

writing is someone's feeling or thought that express in a written form as a

communication tool.

C. Recount Text

1. The Definition of Recount Text

According to Knapp and Watkins (2005) in Sianipar (2020) that a text that

lists and explains the past experiences by recounting events in the chronological

sequence in which they occurred is a recount text. Furthermore, Anderson and

Ketty (1997) in Samsur (2019) stated that the text that retells events to give the

audiences the description of what happened and when it happened is known as

recount text. The last one is from Hyland (2003) in Suci et al., (2019) Recount is

the process of reconstructing past events by telling them again in their original

order. From the previous explanations, the researcher might conclude that a

recount text is a text that depicts or tells the action or event that occurred in the

past in a sequential manner.

2. Language Features of Recount Text

According to Gerot and Wignell in 1994 on page 194 (Gerot, L and

Wignell, 1994) in Sayukti & Kurniawan (2018) the use of the past tense, the use

of specific participants, the use of time and place circumstances, the use of first-

person, the use of additive conjunction, and the use of the material process are all

language features of recount text.

3. Generic Structure

According to Anderson & Anderson in 2003 on page 50 (Anderson, M., &

Anderson, 1997) which was cited in Sayukti’s journal in 2018 (Sayukti &

Kurniawan, 2018), Recount text consists of orientation, record of events, and

reorientation. Furthermore, Derewianka (1990) also explained that there are three

generic structures in recount text as follow:

a. Orientation

The first is orientation. In this steps, the writer of recount text should tell

the background or information of the story. The writer should use what, when,

who, and why.

10

b. Series of Events

The second is series of events. The writer of recount text should write the

activities or events in order. The writer starts from the first activity, the second,

the third, until the writer finish to write the last activity.

c. Re-orientation (optional)

Reorientation is the final step. The writer might wrap up the recount text in

this part by summarizing the results or outcomes, and evaluating the topic's

relevance, or giving personal commentary or opinion.

4. The Steps In Writing Recount Text

As well as the writing text, the Recount types also have the sequence in

implementing the story. According to Ngabut (2003) in Samsur (2019), there are

five steps in writing the recount text. The first step is to gather the necessary

information depending on the theme or topic. The second step is to give the

setting and introduce the participants to an orientation. The third step is to decide

what happens next based on the sequences. The fourth step is to summarize the

reorientation events. The final step is to arrange all.

D. THE REGULAR AND IRREGULAR VERBS

Geoffrey Leech and Jan Svartvik stated the Regular and Irregular verbs.

According to Geoffrey Leech and Jan Svartvik in 2003 on page 222 (2003), There

are two types of verbs: main verbs and auxiliary verbs. Regular verbs such as call,

like, try, and irregular verbs such as drink, set, and buy are examples of main

verbs.

1. The Definition of Regular Verbs

According to Hariyono and Carthy (2008) in Arief (2016), Regular verbs

are verbs that adhere to the usual form by adding [-d] or [-ed] at the end of the

words to produce past verbs. Moreover, Geoffrey Leech and Jan Svartvik (2003)

on page 223, According to the article, the –ed form of regular verbs is produced

by adding –ed to the base. Furthermore, there are some classifications of regular

verbs, and these are examples in Muftah (2016) :

11

Table 2.1: Regular Past Form By Adding -ed

V stem + -ed V past

Kick + -ed Kicked

Add + -ed Added

Watch + -ed Watched

Furthermore, According to Geoffrey Leech and Jan Svartvik in 2003

(Geoffrey Leech and Jan Svartvik, 2003) on page 257, explained the –ed ending

of Regular verbs. Gefoffrey explained the classification of regular verbs based on

the spoken forms.There are three spoken forms:

Table 2.2 : /Id/ After Bases Ending In /d/ and /t/

Present form Past form

Pad Padded

Pat Patted

Table 2.3 : /d/ After Bases Ending In Voiced Sounds Other Than /d/ (including

vowels)


Mow Mowed

Praise Praised

Table 2.4 : /t/ After Bases Ending In Voiceless Sounds Other Than /t/


Press Pressed

Pack Packed

12

2. The Definition of Irregular Verbs

According to Hariyono and Carthy (2008) in Arif (2016); Irregular verbs

are types of verbs which lacks clear guidelines for transforming the past verbs. In

addition, according to the Geoffrey Leech and Jan Svartvik in 2003 on page 218

(2003), the Irregular verbs were devided into three types. The first type is all the

base, the past, and the past participle are identical such as cut, cut, cut. The second

type is two of three parts are identical, such as spend, spent, spent, and come,

came come. The third type is all of verbs are different, such as speak, spoke,

spoken.

To sum up the explanation above, here is the table below will show the

example of each type in Irregular verbs:

Table 2.5: Irregular Verbs' Type of Three of Verbs Are Identical

V1/infinitive V2/simple past V3/past participle

Cut Cut Cut

Coast Coast Coast

Table 2.6: Irregular Verbs' Type of Two of Three Forms Are Similar


Hold Held Held

Feed Fed Fed

Table 2.7: Irregular Verbs' Type of All Verbs’ Form Are Different


Wake Woke Woken

Break Broke Broken

13

In addition, Based on Marcella Frank (1972) in Indriyani (2021) showed

that the verb be is one of the examples of irregular verbs inside the category of all

three participal parts are different. The verb be is including in miscellaneous

category. The table below shows the Miscellaneous category of Irregular Verb:

Table 2.8: Miscellaneous Category of Irregular Verb


Be Was Been

Dive Dove/Dive Diven

Do Did Done

Eat Ate Eaten

Fall Fell Fallen

In addition, Betty Azhar on page 22 (1999) also stated the Irregular verbs

list. On page 22, there is a table of irregular verbs list and there is the verb be on

that table of irregular verbs. Here is the table of Irregular verbs from Betty Azhar

on page 22:

Table 2.9: Irregular verbs: Alphabetical list

Simple Form Simple Past Past Participle

Arise Arose Arisen

Be Was, Were Been

Bear Bore Borne/born

Beat Beat Beaten/Beat

Become Became Become

Furthermore, Frank (1972) on page 72, in Agustina (2017), stated that

there are two different forms of the verb be to form the past verb. The first is

“was” which is used for the singular subject, and “were” that is used for the plural

14

subject. Then, Goldsten et al. (2015) in Fitria (2021) stated that the simple past

forms of verb be are “were” and “was.”

E. Related Previous Study

Several previous studies discussed the error analysis of Regular and

Irregular verbs in students' writing recount text in this stage. The first study was

conducted by Selvia Lisa Asni and Susi Susanti, which had a title of an analysis of

grammatical errors in writing recount text at the eighth grade of SMP Negeri 20

Kota Jambi. The methods of collecting data that they used in their study were

written tests and interviews. The results of their research were the error of

omission and the source of error in intralingual. The major participants' errors

were omission with 38,97%, and the significant sources of error that were

appeared in this study's result were intralingual with 35,76% (Asni et al., 2018).

The second study was conducted by Mukhlasul Fasikh, which had a title

of the error analysis of Regular and Irregular verbs in the simple past tense: a case

study for second-grade junior high school students. The collection method that he

used in his research was only questionnaires. The researcher gave the students

questions and asked them to complete the affirmative, negative, and interrogative

sentences. His study's results were the error of Regular verbs, and the source of

error was overgeneralization. The most error was captured in the Regular verb

with 70,48%, and the significant errors' source that was appeared in this study's

result was an overgeneralization (Fasikh, 2020).

The third came to form Eti Fitriana in 2018. The title of her thesis is

Regular and Irregular Verbs Errors in Writing Recount Text: (A Case Study of

The Tenth Grade Students At Senior High School 1 Bungaraya). The collecting

data was that the researcher analyzed the students’ document of writing recount

text and students’ interview. The dominant type of students errors was

misformation. Furthermore, The main source of students’ errors was the context

of learning (Fitriana, 2019).

16

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research is qualitative descriptive research. According to Creswell

(2009) A qualitative study is a research that is conducted to analyze and

understand the meaning that individuals or groups assign to a social or human

issue. Next, Moleong in Mayasari explained about the descriptive research.

According to Moleong (2017) in Mayasari (2020), the research approach that

attempts to describe and interpret an object as it is, is known as descriptive

research.

B. Place and Time of the Research

1. Place of the Research

The target place of the research was in SMPN 40 Jakarta Pusat. Because of

the COVID-19 in 2021, the researcher implemented the research in online

activity.

2. The Time of the Research

The researcher started the research in May 25th 2021 and accomplished the

research in August 15th 2021.

C. Population and Sample

The research sample of this study was the thirty students of SMPN 40

Jakarta, while the population of this study is the students of the eighth grade level

of SMPN 40 Jakarta. All of the students who became the participants in this study

were in the second semester in the academic year of 2020/2021.

D. Research Instrument

The researcher chose two instruments to conduct this research; they were

writing test and interview. First, the researcher conducted the writing test. The

researcher asked the students to conduct their writing recount text in the blank of

paper and to take photos of their paper of writing recount text. After taking a

photo, the students sent their photo of writing results to the researcher to the

media of Google Form or WhatsApp group that the researcher had prepared

17

before. Then, the researcher started to analyze students’ writing Recount text after

downloading all of the images that students sent before.

Second, the researcher asked several questions to the students regarding

the difficulties while they were writing a recount text. The researcher used Voice

Note fiture of WhatsApp to get students’ answer. The researcher asked several

questions and the students answered it through Voice Note fiture of WhatsApp. It

was done to know what were the difficulties that the students faced while writing

a past tense especially in determining the form of Regular and Irregular verb.

E. Techniques for Collecting the Data

1. Writing Test

The first instrument was writing test. The researcher asked the students to

write their writing recount text (handwriting). The researcher built a developed

instructions. There were several instructions for the students to write a recount

text as their guidances. These were the instructions:

1. Please write a recount text in the blank of paper in the title of “the best moment

of my life” (Hand Writing).

2. Please write a recount text in the rating of 250 – 300 words.

3. Please write a recount text at least 3 paragraphs.

4. Please write a recount text in 45 minutes.

5. Please take a picture of recount text and send it to the Google Form or

WhatsApp

2. Interview

The researcher asked the students several questions that were related to

their difficulties in writing a recount text and regular or irregular verbs. The

researcher built developed questions. The function of the interview was to

convince the results of Types of error, Source of Error , and to know how to

overcome students’ error in the students’ writing recount text. In addition, the

researcher also asked the students about what were the solutions to overcome their

errors. These were the questions of the interview:

2.1 For students:

1. In your opinion, what was more difficult to you whether while you changed the

form of Regular verb or Irregular verb?

2. If you did not know the form of V2 and V3 of Regular and Irregular Verbs

when writing recount text, what would you write?

3. When writing a Recount Text, did you think you were interfered by your

mother tongue so you had difficulties in changing V1 into V2 or V3 (interlingual

error)? Another option is when you wrote the past tense, did you do not know at

all the form of V2 or V3 because of the complexity of English structure

(intralingual error)?

4. In your opinion, what were the solutions to overcome the error of Regular and

Irregular verbs?

5. In your opinion, what was the way or method that the teacher should teach to

you when learning Regular and Irregular verbs?

2.2 For teacher:

1. According to the teacher's view, what were difficulties that students

experienced when writing a recount text? Did they have difficulty changing the

form of regular or irregular verbs?

2. What was the teacher's view of the errors that were made by students in

conducting regular and irregular verbs in their recount text writing? What were

the errors they made with the regular and irregular verbs they wrote?

3. According to the teacher’s view, were the errors they made when writing

regular and irregular verbs because they were affected by their first languages so

that they experienced errors when wrote V2 and V3? Another option, Did they

really do not know the forms of V2 and V3 of both regular and irregular verbs

because of the complexity of English structure ?

4. According to the teacher's view, how did you overcome students' errors when

writing regular and irregular verbs in their recount text? This was be done in order

the students would not repeat the same errors in regular and irregular verbs.

5. According to the teacher's view, in this online learning, what was the best way

to teach regular and irregular verbs to students so that they can easily understand

the material?

F. Data Analysis Techniques

1. Error Analysis Procedures

The researcher found Regular and Irregular verbs' errors through students'

writing recount text by error analysis procedures. The researcher took the theory

from Ellis in Karim’s journal. These were several explanations about the steps in

doing error analysis based on Ellis's book in 1997 on page 15 – 21 (Ellis, 1997) as

the previous descriptions in the literature review :

Firstly, the researcher identified the data. The researcher collected and

identified the data of students’ writing recount text by Whatsapp. The researcher

downloaded the picture on WhatsApp and read the whole of the paragraphs. After

that, the researcher highlighted the sentences that could produce errors. While

identifying the error, the researcher mentioned the error by giving a symbol of

each error.

Secondly, the researcher classified and described the error based on its

error's type. The researcher decided whether the error includes an omission,

addition, misformation, and misordering, as the explanations in a theoretical

framework. Then, the researcher inserted each errors’ types into the table. Each of

the students had made their writing recount text to have their table based on their

error sentence, error’ types, and error correction. This was the table for each of the

student:

Table 3.1: The Types of Students' Error

Name No. Error Correction

Type

of

Error

Main

Error

ST

UD

EN

T ...

1. ... ... ... ...

2. ... ... ... ...

3. ... ... ... ...

4. ... ... ... ...

5. ... ... ... ...

6. ... ... ... ...

7. ... ... ... ...

8. ... ... ... ...

9. ... ... ... ...

Explanations Misformation error ...

(Regular Verb)

Misformation error

(Irregular Verb) ...

Omission error

(Regular Verb) ...

Omission error


Addition error (Regular

Verb) ...

Addition error


Misordering error

(Regular Verb) ...

Misordering error


Total errors ...

Then, the researcher counted the percentage from all of the errors. There is

a formula that the researcher used for calculating the percentage of each error in

Regular and Irregular verbs. The researcher took the theory of formula by Walizer

and Wiener in 1990 on page 96 (Walizer, M. H., & Wiener, 1990) that described

inside Aziz’s journal (Aziz et al., 2020):

𝑃 = 𝐹 ×100%

𝑁

Notes:

P: To find the percentage of the error's type and source's type

F: To put the frequency of the error's type and source's type

N: To place the number of all errors

After that, the researcher counted each percentage of errors that were listed

in the previous table. After counting each error by the previous formula, the

researcher inserted the percentages from all students in a table. This was the table

for collecting the percentage:

Table 3.2: The Percentages of Students’ Types of Error

There were many symbols in the table. R is for regular verb, while I is for

irregular verb. Furthermore, MF is for misformation error, OM is for Omission

error, AD is for addition error, and MO is for misordering error.

Next, the third step was about explaining the errors. In this stage, the

researcher explained the source of each of the error. The researcher had to know

that all of the students’ errors were whether including Interlingual or Intralingual.

The researcher knew the error sources by looking at students' recount text as same

as knowing the students' errors type. This was the table of sources of error:

Table 3.3: The Sources of Students’ Error

Name No Error Correcti

on

Interlingual

Error

Intralingual

Error

Main

error

ST

U

DE

N

T ...

1.

2.

3.

No Name

Word

s

count

MF OM AD MO Total error’s type

R I R I R I R I

1 student 1

2 student 2

3 student 3

4 student 4

5 student 5

6 student 6

7 student 7

8 student 8

9 student 9

10 student 10

11 student 11

Total overal

Percentage

Total percentage

4.

5.

6.

7.

8.

9.

TOTAL

After that, the researcher counted the percentages to know how many the

possibilities of local and global error in students' writing recount text. The formula

that was used in this section was the formula that had been discussed by Walizer

and Wiener's in 1990. This was the table:

Table 3.4: The Percentages of Students’ Sources of Error

No. Nama Words

count

Interlingual

error

Intralingual

error Total

1 student ...

2 student ...

3 Student ...

Total

Percentages ... % ... % ... %

After knowing the percentages of interlingual and intralingual errors, the

researcher made the classification of local error and global errors. This section

was the evaluation of the errors whether the errors were including the local error

or global errors. The table showed whether the sentences that the students made

was including the local or global error. This was the table:

Table 3.5: The Evaluation of Students’ Error

Name No Error Correction Local

Error

Global

Error

Main error

Stu

den

t ...

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

TOTAL

After that, the researcher put the percentages of errors in the table. The

researcher concluded the percentages of local error and global error in a table.

This was the table:

Table 3.6: The Percentages of Students’ Evaluation Error

No. Name Words

count Local error

Global

error Total

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Total

Percentages

After getting the results of all the students’ errors in conducting Regular

and Irregular verbs inside their handwriting Recount text, the researcher gave the

solutions to solve students’ errors based on the results that the researcher got after

doing the interview. Then, the researcher concluded this research.

24

CHAPTER IV

FINDINGS AND DISCUSSION

A. Data Description

After implementing the written test to the30 students in 45 minutes at the

same time, the researcher found two results. The first result, from 30 participants

of this research, the researcher found that there were 11 students who could be

able towrite 200-249 words. Second, there were only 19 students who could write

about 250-300 words.

According to that result, the researcher had started to analyze the students’

errors in conducting Regular and Irregular verbs inside their writing recount text.

In addition, because the respondent of this research has been divided into two

categories, the researcher asked both two categories with the same questions to

strengthen the research question in an interview.

1. The Result of Written Test

a. The Result Of 200-249 Words

In this section, some errors were produced by the students who could write

about 200-249 words of recount text in 45 minutes. There are three tables in this

category, they are the table of errors type, the table of errors’ source, and the table

of global and local errors.

The first table is including the describing errors section which tells the

types of errors whether the errors that the students made were including the

omission error, addition error, misinformation error, or misordering error.

Table 4.1: The Result of Students’ Types of Error In 200-249 Words

No Name Words

count

MF OM AD MO

Total

error’s

type

R I R I R I R I

1 student 1 200 0 6 1 0 0 2 0 0 9

2 student 2 200 0 3 0 0 0 0 0 0 3

25

3 student 3 211 0 4 2 0 0 0 0 0 6

4 student 4 213 0 5 2 0 0 0 0 0 7

5 student 5 221 0 3 0 1 0 0 0 0 4

6 student 6 223 2 14 2 3 0 0 0 0 21

7 student 7 227 0 6 3 1 0 0 0 0 10

8 student 8 232 0 6 4 3 0 0 0 0 13

9 student 9 235 0 5 0 0 0 0 0 0 5

10 student

10 236 0 3 1 0 0 0 0 0 4

11 student

11 246 1 6 0 1 0 0 0 0 8

Total overal 2444 3 61 15 9 0 2 0 0

90 64 24 2 0

Percentage 3% 68% 17% 10% 0% 2% 0% 0%

100% 71% 27% 2% 0%

Total percentage

According to the table above, MF is for misformation error, OM is for

omission error, AD is for addition error, MO is for misordering error, R is for

regular verbs, and I is for irregular verbs. Based on data presented in table 4.1, the

type of error which have a major error in the table is misformation error by 64

error verbs from 2444 words by the percentage of 71%. The misformation error in

the table has been divided into two categories, they are the misformation of

regular verb and the misformation of irregular verb. From 64 error verbs, they are

only 3 misformation of regular verb by the percentage of 3% and 61 misformation

of irregular verb by the percentage of 68%. In the type of misformation error, the

error of irregular verb has a higher error than the regular verb.

In addition, the second place of error is omission error. The omission error

has 24 error verbs from 2444 words count by the percentage of 27%. The error of

omission in the table has been divided into two categories, they are the omission

of a regular verb and the omission of an irregular verb. From 24 error verbs, they

are 15 omissions of the regular verb by the percentage of 17% and 9 omissions of

the irregular verb by the percentage of 10%. In the type of omission error, the

error of a regular verb has a higher error than an irregular verb.

26

Moreover, the third place of error is the addition error. The addition error

has only 2 error sentences from 2444 words count by the percentage of 2%. The

error of addition in the table has been divided into two categories, they are the

addition of regular verb and the addition of irregular verb. From 2 error verbs,

they are 0 addition of regular verb by the percentage of 0% and 2 addition of

irregular verb by the percentage of 2%. In the type of omission error, the error of

irregular verb has a higher error than a regular verb.

Besides, the last place of error is a misordering error. The misordering

error has no error sentences at all from 2444 words count by the percentage of

0%. The error of addition in the table has been divided into two categories, they

are the misordering of regular verb and the misordering of irregular verbs. Both

from misordering of regular verb and misordering of an irregular verb, they have

no errors at all.

Finally, it can be concluded that the errors that were produced by the

students who could write 200-249 words in 45 minutes were Irregular verbs.

Then, the highest type of error in this category is the misformation error by 64

error verbs in the percentage of 71%. It can be known from the result that

misformation is in the first place as the highest error of all types of error with 64

error verbs by 71%, then the second place is omission error with 24 error verbs by

27%, the third place in addition with 2 error sentences by 2%, and the last one is

misordering with 0 error sentences by 0%. The result of this research has similar

order with a thesis by Wahyuni Amaliyyah Setti in 2018 (Wahyuni Amaliyyah

Setti, 2018). The result of that thesis stated that the highest error is misformation

with 235 errors by 63%, the second place is omission error with 88 errors by 24%,

the third place in addition with 46 errors by 24%, and the last place is misordering

with 3 errors by 1%.

27

Table 4.2: The Result of Students’ Error In Regular And Irregular Verbs

(200-249 Words)

No. Name Words

count

Regular

verbs’

error

Irregular

verbs’

error

Total

1 student 1 200 1 8 9

2 student 2 200 0 3 3

3 student 3 211 2 4 6

4 student 4 213 2 5 7

5 student 5 221 0 4 4

6 student 6 223 4 17 21

7 student 7 227 3 7 10

8 student 8 232 4 9 13

9 student 9 235 0 5 5

10 student 10 236 1 3 4

11 student 11 246 1 7 8

Total overal 2444 18 72 90

Percentage 20% 80% 100%

Furthermore, based on data presented in table 4.2, the errors that were

produced by the students who could be able to write 200-249 words in 45 minutes

were 90 errors from the total of 2444 words count. The 90 error verbs consist of

18 errors of regular verbs and 72 errors of irregular verbs. It is found that the

irregular verb is the major error which has the percentage of 80% while the

regular verb is the minor error which has the percentage of 20%. The result of this

study in the amount of error in regular and irregular verb has a similar result with

a thesis by Tira Nur Fitria in 2021 (Fitria, 2021). The thesis stated that the most

error is in students’ writing is irregular verbs with 170 errors by 54,49% and the

minor error is in regular verbs with 142 errors by 45,51%.

Next, the second table is including the explaining errors section which tells

the types of errors whether the errors that the students made were including the

interlingual error or intralingual error. In this section, the researcher wanted to

know the percentages of sources of error.

28

Table 4.3: The Result of Students’ Sources of Error In 200-249 Words

No. Name Words

count

Interlingual

error

Intralingual

error Total

1. student 1 200 7 2 9

2. student 2 200 3 0 3

3. student 3 211 6 0 6

4. student 4 213 7 0 7

5. student 5 221 4 0 4

6. student 6 223 19 0 19

7. student 7 227 10 0 10

8. student 8 232 13 0 13

9. student 9 235 5 0 5

10. student 10 236 3 0 3

11. student 11 246 8 0 8

Total 2444 85 2 87

Percentages 98% 2% 100%

Based on data presented on table 4.3, the errors that were produced by the

students who could be able to write 200-249 words in 45 minutes was about 87

errors’ source of Regular and Irregular verbs from the total of 2444 words count.

It can be seen from the table that the students had the highest errors’ source in

interlingual by 85 errors’ source from 87 errors in the percentages of 98%. In the

other words, the students have the lowest errors’ source in intralingual by 2 errors’

source from 87 errors in the percentages of 2%. Furthermore, this research has a

similar result with a thesis by Umi Afifa in 2019 (Umi Afifa, 2019). The thesis

stated that the major source of error is interlingual transfer with 195 errors by

72,22% and the other one is an intralingual error with 59 errors by 2,85%.

Next, the third table is including the evaluating errors section which tells


local error or global error. In this section, the researcher wanted to know the

percentages of errors’ evaluation.

Table 4.4: The Result of Students’ Evaluation of Error In 200-249 Words

No. Name Words

count

Local

error

Global

error Total

1. student 1 200 9 0 9

29

2. student 2 200 3 0 3

3. student 3 211 6 0 6

4. student 4 213 7 0 7

5. student 5 221 4 0 4

6. student 6 223 19 0 19

7. student 7 227 10 0 10

8. student 8 232 13 0 13

9. student 9 235 5 0 5

10. student 10 236 3 0 3

11. student 11 246 8 0 8

Total 2444 87 0 87


Based on data presented on table 4.4, the errors that were produced by the

students who could be able to write 200-249 words in 45 minutes was about 87

errors’ explanation whether the errors were including the local or global errors

from the total of 2444 words count. It can be seen from the table that the students

have the highest errors in local errors by 87 error verbs from 87 error verbs in the

percentages of 100%. In the other words, the students had the lowest errors

sentence in global error by 0 error verbs from 87 error verbs in the percentages of

0%.

b. The Result Of 250-300 Words

In this section, some errors were produced by the students who could write

about 250-300 words of recount text in 45 minutes. There are three tables in this

category, they are the table of error type, the table of errors’ source, and the table

of global and local errors.

The first table is including the describing errors section which tells the

types of errors whether the errors that the students made were including the

omission error, addition error, misinformation error, or misordering error.

30

Table 4.5: The Result of Students’ Types of Error In 250-300 Words

No. Name Words

count

MF OM AD MO Total

error's

type R I R I R I R I

1 student 1 250 0 3 0 0 0 0 0 0 3

2 student 2 250 1 0 0 0 0 0 0 0 1

3 student 3 250 0 8 7 0 0 0 0 0 15

4 student 4 260 1 2 0 2 0 0 0 0 5

5 student 5 261 0 13 3 1 0 1 0 0 18

6 student 6 267 0 4 1 0 0 0 0 0 5

7 student 7 269 1 3 2 2 0 0 0 0 8

8 student 8 273 0 3 0 0 0 0 0 0 3

9 student 9 274 0 0 0 2 0 0 0 0 2

10 student

10 279 0 6 2 0 0 0 0 0 8

11 student

11 285 0 6 2 1 0 1 0 0 10

12 student

12 287 0 5 4 1 0 0 0 0 10

13 student

13 287 0 4 3 1 0 0 0 0 8

14 student

14 300 0 7 1 2 0 0 0 0 10

15 student

15 300 0 1 2 0 0 0 0 0 3

16 student

16 300 0 1 0 0 0 0 0 0 1

17 student

17 300 0 1 2 0 0 0 0 0 3

18 student

18 300 0 11 0 1 0 0 0 0 12

19 student

19 300 0 3 0 0 0 0 0 0 3

Total overal 5292 3 81 29 13 0 2 0 0 128

Percentage 84 42 2 0

2% 63% 23% 10% 0% 2% 0% 0% 100%

Total percentage 65% 33% 2% 0%

Based on data presented in table 4.5, the type of error which has a major

error in the table is misformation error by 84 error verbs from 5292 words count

by the percentage of 65%. The misformation error in the table has been divided

into two categories, they are the misformation of regular verb and the

31

misformation of irregular verb. From 128 error verbs, they are only 3

misformation of regular verb by the percentage of 2% and 81 misformation of

irregular verb by the percentage of 63%. In the type of misformation error, the

error of irregular verb has a higher error than the regular verb.

In addition, the second place of error is omission error. The omission error

has 42 error verb from 5292 words count by the percentage of 33%. The error of

omission in the table has been divided into two categories, they are the omission

of a regular verb and the omission of an irregular verb. From 42 error verbs, they

are 29 omissions of the regular verb by the percentage of 23% and 13 omissions

of the irregular verb by the percentage of 10%. In the type of omission error, the

error of a regular verb has a higher error than an irregular verb.

Moreover, the third place of error is the addition error. The addition error

has only 2 error verbs from 5292 words count by the percentage of 2%. The error

of addition in the table has been divided into two categories, they are the addition

of regular verb and the addition of irregular verb. They are 0 addition of regular

verb by the percentage of 0% and 2 addition of irregular verb by the percentage of

2%. In the type of omission error, the error of irregular verb has a higher error

than the regular verb.

Besides, the last place of error is a misordering error. The misordering

error has no error sentences at all from 5292 words count by the percentage of

0%. The error of addition in the table has been divided into two categories, they

are the misordering of regular verb and the misordering of irregular verbs. Both

from misordering of regular verb and misordering of an irregular verb, they had

no errors at all.

Finally, It can be known from the result that misformation is in the first

place as the highest error of all types of error with 84 error verbs by 65%, then the

second place is omission error with 42 error verbs by 33%, the third place in

addition with 2 error verbs by 2%, and the last one is misordering with 0 error

sentences by 0%. The result of this research has similar order with a thesis by

Santi Iswahyuni in 2014 (Santi Iswahyuni, 2014). The result of that thesis stated

that the highest error is misformation by 65%, the second place is omission error

32

by 24%, the third place in addition by 7%, and the last place is misordering by

4%.

Next, the second table is including the explaining errors section which tells


interlingual error or intralingual error. In this section, the researcher wanted to

know the percentages of sources of error.

Table 4.6: The Result of Students’ Error In Regular And Irregular Verbs

(250-300 Words)

No. Name Words

count

Regular

verbs'

error

Irregular

verbs'

error

Total

1 student

1 250 0 4 4

2 student

2 250 1 0 1

3 student

3 250 7 8 15

4 student

4 260 1 4 5

5 student

5 261 3 15 18

6 student

6 267 1 4 5

7 student

7 269 3 5 8

8 student

8 273 0 3 3

9 student

9 274 0 2 2

10 student

10 279 2 5 7

11 student

11 285 2 8 10

12 student

12 287 3 8 11

33

13 student

13 287 2 6 8

14 student

14 300 1 9 10

15 student

15 300 2 1 3

16 student

16 300 0 1 1

17 student

17 300 2 1 3

18 student

18 300 1 11 12

19 student

19 300 0 3 3



Based on data presented in table 4.6, the errors that were produced by the

students who could be able to write 250-300 words in 45 minutes were 129 errors

from the total of 5292 words count. The 129 errors consist of 31 errors of regular

verbs and 98 errors of irregular verbs. It is found that the irregular verb is the

major error which has the percentage of 76% while the regular verb is the minor

error which has the percentage of 24%. The result of this study in the amount of

error in regular and irregular verb has also a similar result with a thesis by Tira

Nur Fitria in 2021 (Fitria, 2021). The thesis stated that the most error is in

students’ writing is irregular verbs with 170 errors by 54,49% and the minor error

is in regular verbs with 142 errors by 45,51%.

Table 4.7: The Result of Students’ Sources of Error In 250-300 Words

No. Name Words

count

Interlingual

error

Intralingual

error Total

1 student

1 250 4 0 4

2 student

2 250 1 0 1

34

3 student

3 250 15 0 15

4 student

4 260 5 0 5

5 student

5 261 17 1 18

6 student

6 267 5 0 5

7 student

7 269 7 1 8

8 student

8 273 3 0 3

9 student

9 274 1 1 2

10 student

10 279 7 0 7

11 student

11 285 10 0 10

12 student

12 287 11 0 11

13 student

13 287 8 0 8

14 student

14 300 10 0 10

15 student

15 300 3 0 3

16 student

16 300 1 0 1

17 student

17 300 3 0 3

18 student

18 300 12 0 12

19 student

19 300 3 0 3




students who could be able to write 250-300 words in 45 mintues was about 129

errors’ source of Regular and Irregular verbs from the total of 5292 words count.

35

It can be seen from the table that the students have the highest errors’ source in

interlingual by 126 errors’ source from 129 errors in the percentages of 98%. In

the other words, the students have the lowest errors’ source in intralingual by 3

errors’ source from 129 errors in the percentages of 2%. Furthermore, this

research has a similar result with a thesis by Umi Afifa in 2019 (Umi Afifa,

2019). The thesis stated that the major source of error is interlingual transfer with

195 errors by 72,22% and the other one is an intralingual error with 59 errors by

2,85%.

Next, the third table is including the evaluating errors section which tells


local error or global error. In this section, the researcher wanted to know the

percentages of errors’ evaluation.

Table 4.8: The Result of Evaluation of Error In 250-300 Words

No. Nama Words

count

Local

error

Global

error Jumlah

1 student

1 250 3 0 3

2 student

2 250 1 0 1

3 student

3 250 15 0 15

4 student

4 260 5 0 5

5 student

5 261 18 1 19

6 student

6 267 5 0 5

7 student

7 269 7 1 8

8 student

8 273 3 0 3

9 student

9 274 2 0 2

10 student

10 279 7 0 7

36

11 student

11 285 9 1 10

12 student

12 287 10 0 10

13 student

13 287 8 0 8

14 student

14 300 10 0 10

15 student

15 300 3 0 3

16 student

16 300 1 0 1

17 student

17 300 3 0 3

18 student

18 300 13 0 13

19 student

19 300 3 0 3

Total 5292 126 3 129



students who could be able to write 250-300 words in recount text were 129

errors’ explanation of whether the errors were including the local or global errors

from the total of 5292 words count. It can be seen from the table that the students

have the highest errors in local errors by 126 error verbs from 129 errors verbs in

the percentages of 97%. In the other words, the students have the lowest errors

verbs in by 3 error verbs from 129 error verbs in the percentages of 3%.

2. The Result Of The Interview

a. Students’ Answer

The interview is to answer the research questions of the study. There are

five questions of the interview for answering the three research questions. Both

the category of 200-249 words and 250-300 words of students would be asked by

the researcher the same questions. The first question is the researcher wanted to

37

know what is the most difficult thing whether changing the form of regular or

irregular verbs. The second question is the researcher wanted to know what are

the types of errors that the students produced. The third question is the researcher

wanted to know what are the sources of error that the students produced. The

fourth question is the researcher wanted to know how the way of students

overcome their errors in conducting regular and irregular verbs. The fifth question

is the researcher wanted to know what are the suitable ways of teaching to

implement the topic of the regular and irregular verb to the students. The

explanations below are the answer to the interview.

a.1 Answer Number One (200-249 & 250-300 words category)

The first interview is to know what is more difficult between regular and

irregular verbs. Based on the interview of thirty students, all of the students

admitted that Irregular verbs are more difficult than Regular verbs. Both of 200-

249 words and 250-300 words students’ category said that Irregular verbs are

difficult to comprehend. There are three major opinions why Irregular verbs are

difficult. First, the Irregular verbs have no clear pattern, so that the students had

difficulties in comprehending the pattern one by one. Second, there are many

forms of irregular verbs, so it made the students were confused. Third, the form of

irregular verbs is unpredictable. The students urged that the V1 to V2 or V3 has a

different form, unlike the Regular verbs which are easily predicted by adding ed at

the end of the word as the past tense and past participle.

a.2 Answer Number Two (200-249 words category)

The second interview is to answer research questions number one and two.

The researcher wanted to know what are the types of errors and sources of error

that students made in Regular and Irregular verbs while writing a recount text.

The table and a paragraph of the description below are to summarize the

interview’s result for the students who could write 200-249 words.

38

Table 4.9: The Answer of Number 2 (200-249 Words Category)

No. Students’ answer The total of

Students’ answer Types of error

1. We just wrote V1 form 8 students Misformation

2. We were guessing the

form of verb 3 students Misformation

Total Respondents 11 students

Based on data presented in table 4.9, there are two explanations. The

answer of number one in the table is the students were just writing the V1 in the

past sentence. This is including the misformation error where the students got the

wrong form of the verb. For example, the student wrote this sentence; I help my

mom yesterday, it is including the misformation error because the verb that should

be used is helped. This error was caused by an interlingual error that the student

was interfered with by their L1. The students argued that they did not know the

second form of the verb so that they just wrote the V1 that they knew based on

their first language. They also said that they forgot the context of the past tense so

that they just write V1. When they wrote; I help my mom yesterday, they forget to

change help into helped. They were still interfered with by their mother tongue.

Eight students said that opinion.

The answer to number two in the table is the students were guessing the

verb in the past form. This is including the misformation error where the student

got the wrong form of the verb. The student wrote the verb randomly because they

did not know the form of V2. The students could write any kind of type of error

because they would write the verb form randomly. This error was caused by an

intralingual error that the student failed to comprehend the L2, in this case, they

had no had enough knowledge of the V2 form. Three students said that opinion.

a.3 Answer Number Two (250-300 words category)

The second interview is to answer research questions number one and two.

The researcher wanted to know what are the types of errors and sources of error

that students made in Regular and Irregular verbs while writing a recount text.

39

The table and a paragraph of the description below are to summarize the

interview’s result for the students who could write 250-300 words.


No. Students’ answer The total of

Students’ answer

Types of

error

1.

We were just adding any

letters to make it past

verb

3 students Addition

2. We just wrote V1 form 6 students Misformation

3. We were guessing the

form of verb 9 students Misformation

4.

I changed the verb that I

did not know to the verb

that I knew

1 students -

Total Respondents 19 students

Based on data presented in table 4.10, there are four explanations. The

answer of number one in the table is the student was adding the unnecessary letter

in the past form. This is including the addition error where the student added the

wrong letter. For example, the student wrote this sentence; I sawed the cat

yesterday, it is including the addition error. This error was caused by an

intralingual error that the student failed to comprehend the L2. The student did not

know that saw is already the form of verb two; so that she added an ed letter to

sign the verb as the past verb. Three students said that opinion.

The answer to number two in the table is the students were just writing the

V1 in the past sentence. This is including the misformation error where the

students got the wrong form of the verb. For example, the student wrote this

sentence; I help my mom yesterday, it is including the misformation error because

the verb that should be used is helped. This error was caused by an interlingual

40

error that the student was interfered with by their L1. The students argued that

they did not know the second form of the verb so that they just wrote the V1 that

they knew based on their first language. They also said that they forgot the

context of the past tense so that they just write V1. When they wrote; I help my

mom yesterday, they forget to change help into helped. They were still interfered

with by their mother tongue. Six students said that opinion.

The answer of number three in the table is the students were guessing the

verb in the past form. This is including the misformation error where the student

got the wrong form of the verb. The student wrote the verb randomly because they

did not know the form of V2. The students could write any kind of type of error

because they would write the verb form randomly. This error was caused by an

intralingual error that the student failed to comprehend the L2, in this case, they

had no had enough knowledge of the V2 form. Nine students said that opinion.

The answer of number four in the table is the student change the verb that

the student did not know in the past form. This is a neutral opinion. Based on the

interview, the student said that if they did not know the form of V2, she would

change the verb that she knew according to their first language. For example,

when the student wanted to write; I bought a candy yesterday, she would change

the verb like this; I got a candy yesterday. Because she did not know the V2 of

buy, she might change the verb bought to get. Both of those verbs have the same

context and this case is not including to any types of errors because she wrote the

verb in the correct context.

a.4 Answer Number Three (200-249 words category)

The third interview is also to answer research question number two. The

researcher wanted to know what are the sources of error and its reason while they

made Regular and Irregular verbs in their writing recount text. The table and a

paragraph of the description below are to summarize the interview’s result for the

students who could write 200-249 words. The teacher asked the students two

statements and they had to pick one of them that was related to the students. To

make the students understand the choices of interlingual and intralingual, the

researcher asked them simple questions. The researcher asked that did you

41

sometimes were interfered with by your daily language while writing a recount

text or you could write an English structure but you just forgot the formula of the

sentence while writing a recount text? From two previous statements, the students

had various opinions.


The total of students’ answers

Interlingual Intralingual

7 students 4 students

Conclusion

Interlingual > Intralingual

Based on data presented in table 4.11, it can be known that the most source

of error in the students who could write 200-249 words is interlingual. Both from

the answer of interlingual and Intralingual, the students have several opinions of

each error.

Mostly, there were three reasons why the students got interlingual error.

First, the students were comfortable to use their daily language, as a result,

unconsciously they were interferred by fist language when writing a recount text.

There were three students who said that opinion. Second, the students were

confused to find the English words that were suitable to translate from Indonesian.

They were confused to translate their first language into English. There were three

students who said that opinion. Third, the student was confued in determining the

meaning of English language from Indonesian language. There was one student

who said that opinion.

Furthermore, there was a reason why the students got intralingual error.

Mostly, the students did not comprehend the target language well, they had lack

knowledge about the forms of V2 and V3 in regular and irregular verbs. There

were four students who said that opinion.

a.5 Answer Number Three (250-300 words category)

Furthermore, the table and a paragraph of the description below is to

summarize the interview’s result for the students who could write 250-300 words.

42

The researcher asked the same questions while the researcher asked it to the

students who could write 200-249 words.


The total of students’ answers

Interlingual Intralingual

10 students 9 students

Conclusion

Interlingual > Intralingual

Based on data presented in table 4.12, it can be known that the most source

of error in the students who could write 250-300 words is interlingual. Both from

the answer of interlingual and Intralingual, the students have several opinions of

each error.

Mostly, there were two reasons why the students got interlingual error.

First, the students were comfortable to use Indonesian language. The students

were interferred by their mother tongue, as a result, they did not comprehend the

context of the English language well and had a difficulty in changing the verb’s

form from Indonesian verbs into English verbs of V1, V2, and V3. There were

eight students who said that opinion. Second, the students follow their daily

language. They wrote Indonesian language first, then they translated it into

English language, as a result, Indonesian context has come into English sentence.

There were two students who said that opinion.

Furthermore, there was a reason why the students got intralingual error.

First, the students did not comprehend the formula of the English sentence well.

There were three students who said that opinion. Second, did not memorize the

verbs’ form of verb one, verb two, and verb three. As a result, the students forgot

about those verbs’ form and they were confused to change the verbs from verb

one into verb two or verb three and they were confused about the target language

because of the complexity of target language.

43

a.6 Answer Number Four (200-249 words category)

In this paragraph, the researcher explained the students’ opinion where the

students could write 200-249 words. There were three different opinions from the

students. First, the students chose to read again the forms of verbs from any

sources such as google, youtube, and the PPT or PDF that the teacher gave to

them. After that, the students memorized the verbs of regular and irregular, there

were nine students who said that opinion. Second, the student chose to rewrite the

recount text once again for comprehending the form of verbs, after that, the

student checked the meaning in dictionary. There was one student who said that

opinion. Third, the student asked the help of other people to memorize the forms

of regular and irregular verbs. There was one student who said that opinion.

a.7 Answer Number Four (250-300 words category)


students could write 250-300 words. There were two different opinions from the

students. First, the students read, memorized, and made notes about regular and

irregular verbs from any sources such as Google, textbook, youtube, and the

material of PPT or PDF that the teacher gave to the students. There were eighteen

students who said that opinion. Second, the students wanted to watch English

movies. In that opinion, the student hoped that he could be able to comprehend

sentences of English especially in the word of regular and irregular verbs. There

was one student who said that opinion.

a.8 Answer Number Five (200-249 words category)

There were five different opinions from the students. First, the students

wanted to learn regular and irregular verbs by Google meet. They were

comfortable to learn by Google meet. There were two students who said that

opinion. Second, the students wanted to play a game in order to comprehend the

regular and irregular verbs such as guessing the words in a sentence and asking

and answering the form, and others. There were two students who said that

opinion. Third, in online learning, the students hoped that the teacher not only

gave the learning video and task without explaining the material first, but also the

teacher had to explain the material deeply. There were two students who said that

44

opinion. Fourth, the students wanted to learn regular and irregular verbs through

Powerpoint, PDF, and Word that the teacher gave to them. After that, the students

were given the exercises by quizziz application. There were four students who

said that opinion. Fifth, the student hoped that the teacher spoke Indonesian while

explaining English lesson. The student said that there were quite students who

could no be able to understand the teacher if the teacher explained the material in

English. There was one student who said that opinion.

a.9 Answer Number Five (250-300 words category)


students could write 250-300 words. There are several opinions on how the

learning activities should be when the teacher taught regular and irregular verbs.

There were nine different opinions from the students. First, the students wanted to

learn regular and irregular verbs by Google meet and Zoom. The students hoped

that the teacher gave them examples of regular and irregular verbs when learning

the topic. After that, the teacher gave the students the PPT or PDF of material to

the students and they comprehended the material at home. There were seven

students who said that opinion. Second, the students wanted to discuss about the

material to the teacher. There was one student who said the opinion. Third, the

students wanted to exercise by quizziz, it is learning application. There were four

students who said that opinion. Fourth, the student wanted to learn by playing

games. The student hoped that the teacher made the abbervation of each word

with the teacher’s creativity. There was one student who said that opinion. Fifth,

the student hoped that the students can be able to discuss the material with the

teacher. There was one student who said that opinion. Sixth, the students hoped

that the teacher not only gave the learning video and the exercises, but also

explained the material first. There were two students who said that opinion.

Seventh, the students hoped that the teacher explained the material briefly and

joyfully. There were two students who said that opinion. Eight, the students hoped

that the student was given by the teacher with the notes of material and the

examples of regular and irregular verbs. There was one student who said that

45

opinion. Ninth, the student hoped that the teacher gave the student the learning

video animation. There was one student who said that opinion.

b. Teacher’s Answer

The researcher did an interview by Voice Note in the WhatsApp

application. The researcher asked five questions according to answer the research

questions in chapter one. The questions that the researcher asked the teacher are in

chapter 3.

First, the teacher answered that in her opinion, students had difficulties in

changing the form of V1 to V2 or V3 on regular and irregular verbs. This is

because there are so many irregular verbs that they have to memorize. The

irregular verbs have different forms.

Second, the teacher answered that In her opinion, in writing regular and

irregular verbs in their recount text yesterday, the teacher felt that the students did

not understand the context of the past tense. They still wrote a lot of V1 where

they should have written V2 or V3 in recount text. They also still used a lot of

verbs to be present such as is, am, are, has, have, can, will which should be

replaced with was, were, had, could, would, and so on.

Third, the teacher answered that the students were still interferred by their

daily language. There were so many sentences that reflected the Indonesian

context in their English sentence writing. It made it difficult for the students to

change V1 to V2 or V3 from regular and irregular verbs. Then, they also still did

not understand the past tense context where they had to change V1 to V2 or V3.

This was because they were still influenced by their daily language which in

Indonesian there is no form of V2 or V3 so they only write V1 in the past tense

sentence.

Fourth, the teacher answered that the teacher said that in my opinion, the

students must often be given the recount text so the students can comprehend the

context of past verbs and past tobe. The students can print the recount text that

was given by the teacher and circle the past verb and past tobe in the recount text.

This activity could enhance the students' vocabulary in regular and irregular verbs.

46

After circling the word, the teacher would discuss it through online learning. After

that, the students will be asked to create their recount text based on their

experiences. After writing the recount text, I would give them feedback about

what were the errors that the students did. Then, I gave the errors list to the

students and the corrections. I would also give them the forms of V2 and V3 of

past verbs and the form of past tobe. In that way, the students could be able to

comprehend their errors so that they would not repeat the same errors.

Fifth, the teacher answered that in this online learning the method the

teacher used was to teach on Google meet or Zoom. At the online virtual meeting,

the teacher explained the meaning of regular and irregular verbs along with

examples of verb changes and examples of sentences. After that, the teacher did a

question and answer session with the students in the form of V1, V2, and V3 of

the regular and irregular verbs which the teacher packed with a question and

answer game. After the lesson was finished, the teacher sent them an assignment

about writing recount text so that they could have their creativity in writing

recount text. Then, the teacher also sent a PowerPoint of material which the

teacher explained to them in the virtual earlier for them to study at home.

B. Data Interpretation and Discussion

The researcher picked just all of the errors from the essays that the

students made. In this section, the researcher explained the students’ errors in

writing regular and irregular verbs. Next, there are several symbols to make the

reader easier to understand the types of error, such as AD, MF, OM, and MO. AD

is for addition error, MF is for misformation, OM is for omission error, and MO is

for misordering.

47

1. The explanation of students’ error in 200-249 words category

Table 4.13: The Explanation of Students’ Types of Error In 200-249 Words


Type

of

Error

Main Error

ST

UD

EN

T 1

1. We rest

several time

We rested for

several times OM

Regular verb

(Rest)

2. I’m felt very

happy

I felt very

happy AD

Irregular verb

(Be)

3. ... because it’s

my first

... because it

was my first

experience

MF Irregular verb

(Be)

4. The scenery is

very good

The scenery

was very good MF

Irregular verb

(Be)

5.

Me taked a

picture with

my camera

I took a

picture with

camera

MF Irregular verb

(Take)

6. We taked a

photo together

We took a

photo together MF

Irregular verb

(Take)

7. I’m felt tired I felt tired AD Irregular verb

(Be)

8. It’s fun It was fun MF Irregular verb

(Be)

9. We only eat

some snack

We only ate

some snacks MF

Irregular verb

(Eat)

Explanations

Misformation (Regular) 0 errors

Misformation

(Irregular) 6 errors

Omission (Regular) 1 errors

Omission (Irregular) 0 errors

Addition (Regular) 0 errors

Addition (Irregular) 2 errors

Misordering (Regular) 0 errors

Misordering (Irregular) 0 errors

Total errors

9 errors


Type

of

Error

Main Error

ST

UD

E

NT

2

1.

There are so

many good

places to take

pictures

There were so

many good

places to take

pictures

MF Irregular verb

(Be)

48

2.

I think it’s a

very nice

vacation

I thought it

was a very

nice vacation

MF Irregular verb

(Think)

MF Irregular verb

(Be)

Explanations


Misformation



Omission (Irregular) 0 error





Total errors 3 errors


Type

of

Error

Main Error

ST

UD

EN

T 3

1.

All those good

and happy

thoughts are

over

All those

happy thoughts

were over

MF Irregular verb

(Be)

2.

It keeps me

busy and

boring at the

same time

It kept me

busy and bored

at the same

time

MF Irregular verb

(Keep)

3.

My parents are

also busy with

their works

My parents

were also busy

with their

works

MF Irregular verb

(Be)

4.

There is

nothing special

to do

There was

nothing special

to do

MF Irregular verb

(Be)

5.

... when you

listen to the

news

... when you

listened the

news

OM Regular verb

(Listen)

6. I always pray

everyday

I always

prayed everyday

OM Regular verb

(Pray)

Explanations

Misformation

(Regular) 0 errors

Misformation


Omission

(Regular) 2 errors

Omission 0 errors

49

(Irregular)

Addition

(Regular) 0 errors

Addition


Misordering

(Regular) 0 errors

Misordering




Type

of

Error

Main Error

ST

UD

EN

T 4

1.

This is

unforgetable

moment I ever

had

It was

unforgetable

moment I ever

had

MF Irregular verb

(Be)

2.

For me the

food isn’t that

great and a bit

expensive, but

I like the fried

rice which is

good

In my opinion,

the food

wasn’t great

and it was

quite

expensive, but

I liked the

fried rice

which was

good

MF Irregular verb

(Be)

OM Regular verb

(Like)

MF Irregular verb

(Be)

3. That’s good, i

kinda like it

That was

good, I kinda

like it

MF Irregular verb

(Be)

4.

There are

many beautiful

spots there

There were

many beautiful

spots there

MF Irregular verb

(Be)

5.

After that we

return to the

hotel

After that we

returned to

the hotel

OM Regular verb

(Return)

Explanations

Misformation

(Regular) 0 errors

Misformation


Omission

(Regular) 2 errors

Omission


Addition 0 errors

50

(Regular)

Addition


Misordering

(Regular) 0 errors

Misordering




Type

of

Error

Main Error

ST

UD

EN

T 5

1.

It is still very

far from

Bromo

mountain

It was still

very far from

Bromo

mountain

MF Irregular verb

(Be)

2. It’s very cold It was very

cold MF

Irregular verb

(Be)

3.

We took a lot

of picture and

drink hot

cocoa

We took a lot

of pictures and

drank hot

chocolate

MF Irregular verb

(Drink)

4.

I glad that we

got to see the

beautiful view

of Bromo

I was glad that

we got to see

the beautiful

view of Bromo

OM Irregular verb

(Be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 6

1.

I get ready to

PPDB

(Penerimaan

Peserta Didik

Baru) register

in Bogor, but

I’m not luck

I got ready to

register PPDB

(Penerimaan

Peserta Didik

Baru) in Bogor

but I was not

lucky because

MF Irregular verb

(Get)

MF Irregular verb

(Be)

MF Irregular verb

(Be)

51

because I’m

not in the zona

I was not in

the zona

2. It’s really

makes me sad

It really made

me sad

OM Irregular verb

(Be)

MF Irregular verb

(Make)

3.

I get ready to

PPDB register

in Jakarta

I got ready to

PPDB register

in Jakarta

MF Irregular verb

(Get)

4.

The answer is I

live at my

grandma’s

house

The answer

was I lived at

my grandma’s

house

MF Irregular verb

(Be)

OM Regular verb

(Live)

5.

I difficult to

focus on

studying

I was difficult

to focus in

studying

OM Irregular verb

(Be)

6.

My cousin also

lives at my

grandmother’s

house

My cousin also

lived at my

grandmother’s

house

MF Regular verb

(Live)

7.

I’m not used to

the hot

temperatures

in Jakarta, it

makes me

uncomfortable

I was not used

to the hot

temperatures

in Jakarta, it

made me

uncomfortable

MF Irregular verb

(Be)

MF Irregular verb

(Make)

8.

I even always

use the fan at

home

I even always

used the fan at

home

OM Regular verb

(Use)

9.

What suprised

me was the

school is very

early

What suprised

me was the

school was

very early (the

school began

the learning

activity earlier)

MF Irregular verb

(Be)

10. I feel happy

and kinda free

I felt happy

and free MF

Irregular verb

(Fell)

11.

My friends

very nice to

me

My friends

were very nice

to me

OM Irregular verb

(Be)

12.

It make me

not focus when

studying

It made me

not focus when

studying

MF Irregular verb

(Make)

13. I study hard

until my

I studied hard

until my MF

Regular verb

(Study)

52

grades come

good

grades came

good MF

Irregular verb

(Come)

14.

It’s only for a

short time but

they make me

feel

appreciated

It was only for

a short time

but they made

me feel

appreciated

MF Irregular verb

(Be)

MF Irregular verb

(Make)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 7

1.

He’s there to

find some

electrones

He was there

to find some

electronic tools

MF Irregular verb

(Be)

2.

While my dad

is busy with

his things

While my dad

was busy with

his works

MF Irregular verb

(Be)

3.

We need to

make an

account

We needed to

make an

account

OM Regular verb

(Need)

4. We mad We were mad OM Irregular verb

(Be)

5. The queue is

so long

The queuing

was so long MF

Irregular verb

(Be)

6. We need to

wait 2 hours

We needed to

wait 2 hours OM

Regular verb

(Need)

7.

I don’t think it

was worth the

wait

I didn’t think

it was worthy

to wait

MF Irregular verb

(Be)

8. The clock is 4

PM

The clock was

4 PM MF

Irregular verb

(Be)

9. We meet my

dad

We met my

dad MF

Irregular verb

(Meet)

10. Then we rest

at our home

Then we

rested at our

home

OM Regular verb

(Rest)

53

Explanations


Misformation








Total errors

10 errors


Type

of

Error

Main Error

ST

UD

EN

T 8

1.

We talk a lot

about the place

we are going

to visit

We talked a

lot about the

place that we

were going to

visit

OM Regular verb

(Talk)

MF Irregular verb

(Be)

2.

We

immediately

park the car

and pay the

enterence

ticket

We

immediately

parked the car

and paid the

enterence

ticket

OM Regular verb

(Park)

MF Irregular verb

(Pay)

3. We see many

animals there

We saw many

animals there MF

Irregular verb

(See)

4.

There are

elephants,

giraffes, tigers,

and others

There were

elephants,

giraffes, tigers,

and others

MF Irregular verb

(Be)

5.

Me and my

family going to

restaurant

My family and

I were going

to restaurant

OM Irregular verb

(Be)

6.

We

immediately

rest because

we are so tired

We

immediately

rested because

we were so

tired

OM Regular verb

(Rest)

MF Irregular verb

(Be)

7.

My family and

I very happy to

be able to visit

the zoo

My family and

I were very

happy to be

able to visit the

zoo

OM Irregular verb

(Be)

54

8.

There are still

many

destinations

that we want

to visit

There were

still many

destinations

that we

wanted to visit

OM Irregular verb

(Be)

OM Regular verb

(Want)

9.

It’s very

difficult to

travel

It was very

difficult to

travel

MF Irregular verb

(Be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 9

1. It takes a long

time

It took a long

time MF

Irregular verb

(Take)

2. I’m still happy

because ..

I was happy

because .. MF

Irregular verb

(Be)

3. ... which is

rarely done

... which was

rarely done MF

Irregular verb

(Be)

4. ... because they

are busy

... because they

were busy MF

Irregular verb

(Be)

5.

My family also

doesn’t really

like going on

vacation

My family also

didn’t really

like going on

vacation

MF Irregular verb

(Be)

Explanations


Misformation









Name No. Error Correction Type

of Main Error

55

Error

ST

UD

EN

T 1

0

1.

I usually meet

my cousins,

my aunt, my

uncle, and my

other extended

family

I usually met

my cousins,

my aunt, my

uncle, and the

other members

of my family

MF Irregular verb

(Meet)

2.

After we finish

ate, we

watched a

movie

After we

finished eating, we

watched a

movie

OM Regular verb

(Finish)

3.

At

grandmother’s

house is

always fun and

exciting

Coming to the

grandmother’s

house was

always fun and

exciting for me

MF Irregular verb

(Be)

Explanations

Misformation (Regular) 0 error

Misformation










Type

of

Error

Main Error

ST

UD

EN

T 1

1

1.

The place is

not too far

from my house

The place was

not too far

from my house

MF Irregular verb

(Be)

2.

We bring a lot

of food from

home

We brought a

lot of food

from home

MF Irregular verb

(Bring)

3.

My sister

always asks to

swim

My sister

always asked

to swim

MF Regular verb

(Ask)

4.

That’s why

two days ago

we swam

That was why

two days ago

we swam

MF Irregular verb

(Be)

5.

We also apply

health

protocols

We also

applied health

protocols

MF Irregular verb

(Apply)

56

6.

The swimming

spots are also

limited

The swimming

spots were

also limited

MF Irregular verb

(Be)

7.

We are very

happy at that

time

We were very

happy at that

time

MF Irregular verb

(Be)

8.

I am also

happy because

..

I was also

happy because

..

MF Irregular verb

(Be)

Explanations


Misformation









Based on data presented in table 4.13, According to the table above, the

students had six errors; they are the errors of misformation in regular and irregular

verbs, the errors of omission in regular and irregular verbs, and the errors of

addition in regular and irregular verbs.

First, the researcher showed one of the error of misformation in regular

verb. The student wrote this sentence; “I study hard until my grades come good”

(student 6). It was the wrong answer because the student did not change the V1

into V2. In this case, the student did an error of misformation because the student

wrote wrong form of verb. Moreover, the student did the error in regular verb, so

the error’s category of the student is misformation of regular verb. The correct

sentence should be “I studied hard until my grades came good.”

The next is the errors of misformation in irregular verbs. This is the most

error type in this category. The researcher showed one of the error of

misformation in irregular verb. “My family also doesn’t really like going on

vacation” (student 9). It was the wrong answer because the student did not change

the V1 into V2. In this case, the student did an error of misformation because the

57

student wrote wrong form of verb. Moreover, the student did the error in irregular

verb, so the error’s category of the student is misformation of irregular verb. The

correct sentence should be “My family also didn’t really like going on vacation”.

The next is the errors of omission in regular verbs. The researcher showed

one of the error of omission in regular verbs. “When you listen to the news”

(student 3). It was the wrong answer because the student did not change the V1

into V2. In this case, the student did an error of omission because the student

omitted the –ed at the end of the word. Moreover, the student did the error in

regular verb, so the error’s category of the student is omission of regular verb. The

correct sentence should be “when you listened the news”.

The next is the errors of omission in irregular verbs. The researcher

showed one of the the error of omission in irregular verbs. “I difficult to focus on

studying” (student 6). It was the wrong answer because the student omitted the

tobe in the sentence. Moreover, the student did the error in regular verb, so the

error’s category of the student is omission of irregular verb. The correct sentence

should be “I was difficult to focus in studying.”

The next is the errors of addition in irregular verbs. The researcher showed

one of the error of addition in irregular verbs. “I’m felt very happy” (student 1). It

was the wrong answer because the student added the tobe in the sentence and it

was not necessary. Moreover, the student did the error in irregular verb, so the

error’s category of the student is addition in irregular verbs. The correct sentence

should be “I felt very happy”.

The last, there are no errors in addition error of regular verb, misordering

error of regular verb, and misordering error of irregular verb. The percentages of

error in those categories are 0% because the students did not produce any errors in

those categories.

Furthermore, Based on data presented in table 4.13, it can be known that

the students had more errors in writing the irregular verbs than writing regular

verbs. In the irregular verbs, the students had errors in two types of irregular verb.

First, the students had errors in the common irregular verbs such as keep, think,

and eat. The students had to change those verbs into the past verbs such as kept,

58

thought, and ate. Second, the students had errors in the irregular verbs of tobe

auxiliary such as is, am, are, have, has, and all verbs of modals. Because the

students wrote the past tense, they had to change all of those auxiliary verbs into

past auxiliary verbs such as was, were, had, could, should, and so on.

The next table is the explanation of students’ sources of error. The table

showed the students’ sources of error in interlingual and intralingual error.

Interlingual has been devided into two types, they are interlingual error in regular

verb and interlingual error in irregular verbs. The intralingual has been also

devided into two types of intralingual error in regular verb and intralingual error

in irregular verb.

Table 4.14: The Explanation of Students’ Sources of Error In 200-249 Words

Name No Error Correction Interlingual

Error

Intralingual

Error

Main

error

ST

UD

EN

T 1

1.

We rest

several

time

We rested

for several

times

Regular

verb

(Rest)

2.

I’m felt

very

happy

I felt very

happy

Irregular

verb

(Be)

3.

... because

it’s my

first

experience

... because it

was my first

experience

Irregular

verb

(Be)

4.

The

scenery is

very good

The scenery

was very

good

Irregular

verb

(Be)

5.

Me taked

a picture

with my

camera

I took a

picture with

camera

Irregular

verb

(Take)

6.

We taked

a photo

together

We took a

photo

together

Irregular

verb

(Take)

7. I’m felt

tired I felt tired

Irregular

verb

(Be)

8. It’s fun It was fun Irregular

verb

59

(Be)

9.

We only

eat some

snack

We only ate

some

snacks

Irregular

verb

(Eat)

TOTAL 7 2


Error

Intralingual

Error

Main

error

ST

UD

EN

T 2

1.

There are

so many

good

places to

take

pictures

There were

so many

good places

to take

pictures

Irregular

verb

(Be)

2. I think ... I thought ...

Irregular

verb

(Think)

3.

it’s a very

nice

vacation

it was a

very nice

vacation

Irregular

verb

(Be)

TOTAL 3 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 3

1.

All those

good and

happy

thoughts

are over

All those

happy

thoughts

were over

Irregular

verb

(Be)

2.

It keeps

me busy

and boring

at the

same time

It kept me

busy and

bored at the

same time

Irregular

verb

(Keep)

3.

My

parents

are also

busy with

their

works

My parents

were also

busy with

their works

Irregular

verb

(Be)

4.

There is

nothing

special to

do

There was

nothing

special to

do

Irregular

verb

(Be)

5.

... when

you listen

to the

... when you

listened the

news

Regular

verb

(Listen)

60

news

6.

I always

pray everyday

I always

prayed everyday

Regular

verb

(Pray)

TOTAL 6 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 4

1.

This is

unforgetab

le moment

I ever had

This was

unforgetabl

e moment I

ever had

Irregular

verb

(Be)

2.

For me the

food isn’t

that great

and a bit

expensive

In my

opinion, the

food wasn’t

great and it

was quite

expensive

Irregular

verb

(Be)

3.

but I like

the fried

rice

but I liked

the fried

rice

Regular

verb

(Like)

4. ... which

is good

... which

was good

Irregular

verb

(Be)

5.

That’s

good, i

kinda like

it

That was

good, I

liked it

Irregular

verb

(Be)

6.

There are

many

beautiful

spots there

There were

many

beautiful

spots there

Irregular

verb

(Be)

7.

After that

we return

to the

hotel

After that

we

returned to

the hotel

Regular

verb

(Return)

TOTAL 7 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 5

1.

It is still

very far

from

Bromo

mountain

It was still

very far

from Bromo

mountain

Irregular

verb

(Be)

2. It’s very

cold

It was very

cold

Irregular

verb

61

(Be)

3.

We took a

lot of

picture

and drink

hot cocoa

We took a

lot of

pictures and

drank hot

chocolate

Irregular

verb

(Drink)

4.

I glad that

we got to

see the

beautiful

view of

Bromo

I was glad

that we got

to see the

beautiful

view of

Bromo

Irregular

verb

(Be)

4 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 6

1. I’m not

luck

I was not

lucky

Irregular

verb

(Be)

2. I’m not in

the zona

I was not in

the zona

Irregular

verb

(Be)

3.

It’s really

makes me

sad

It really

made me

sad

Irregular

verb

(Make)

4.

I get ready

to PPDB

(Penerima

an Peserta

Didik

Baru)

register in

Bogor

I got ready

to register

PPDB

(Penerimaa

n Peserta

Didik Baru)

in Bogor

Irregular

verb

(Get)

The

answer is

…

The answer

was …

Irregular

verb

(Be)

5.

I live at

my

grandma’s

house

I lived at

my

grandma’s

house

Regular

verb

(Live)

6.

I difficult

to focus

on

studying

I was

difficult to

focus in

studying

Irregular

verb

(Be)

7. My cousin

also lives

My cousin

also lived at

Regular

verb

62

at my

grandmoth

er’s house

my

grandmothe

r’s house

(Live)

8.

I’m not

used to the

hot

temperatur

es in

Jakarta

I was not

used to the

hot

temperature

s in Jakarta

Irregular

verb

(Be)

9.

it makes

me

uncomfort

able

It made me

uncomforta

ble

Irregular

verb

(Make)

10.

I even

always

use the

fan at

home

I even

always used

the fan at

home

Regular

verb

(Use)

11.

What

suprised

me was

the school

is very

early

What

suprised me

was the

school was

very early

(the school

began the

learning

activity

earlier)

Irregular

verb

(Be)

12.

I feel

happy and

kinda free

I felt happy

and free

Irregular

verb

(Feel)

13.

My

friends

very nice

to me

My friends

were very

nice to me

Irregular

verb

(Be)

14.

It make

me not

focus

when

studying

It made me

not focus

when

studying

Irregular

verb

(Make)

15. I study

hard

I studied

hard

Regular

verb

(Study)

16.

... until

my grades

come

... until my

grades

came good

Irregular

verb

(Make)

63

good

17.

It’s only

for a short

time

It was only

for a short

time

Irregular

verb

(Be)

18.

... but they

make me

feel

appreciate

d

... but they

made me

feel

appreciated

Irregular

verb

(Make)

TOTAL 19 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 7

1.

He’s there

to find

some

electrones

He was

there to find

some

electric

tools

Irregular

verb

(Be)

2.

While my

dad is

busy with

his things

While my

dad was

busy with

his works

Irregular

verb

(Be)

3.

We need

to make

an account

We needed

to make an

account

Regular

verb

(Study)

4. We mad We were

mad

Irregular

verb

(Be)

5. The queue

is so long

The

queuing

was so long

Irregular

verb

(Be)

6.

We need

to wait 2

hours

We needed

to wait 2

hours

Regular

verb

(Need)

7.

I don’t

think it

was worth

the wait

I didn’t

think it was

worthy to

wait

Irregular

verb

(Be)

8. The clock

is 4 PM

The clock

was 4 PM

Irregular

verb

(Be)

9. We meet

my dad

We met my

dad

Irregular

verb

(Meet)

10. Then we

rest at our

Then we

rested at

Regular

verb

64

home our home (Be)

TOTAL 10 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 8

1.

We talk a

lot about

the place

...

We talked a

lot about the

place ...

Regular

verb

(Talk)

2.

... we are

going to

visit

... we were

going to

visit

Irregular

verb

(Be)

3.

We

immediate

ly park

the car

We

immediately

parked the

car

Regular

verb

(Park)

4.

... and pay

the

enterence

ticket

... and paid

the

enterence

ticket

Irregular

verb

(Pay)

5.

We see

many

animals

there

We saw

many

animals

there

Irregular

verb

(See)

6.

There are

elephants,

giraffes,

tigers, and

others

There were

elephants,

giraffes,

tigers, and

others

Irregular

verb

(Be)

7.

Me and

my family

going to

restaurant

My family

and I were

going to

restaurant

Irregular

verb

(Be)

8.

We

immediate

ly rest

We

immediately

rested

Regular

verb

(Rest)

9.

... because

we are so

tired

... because

we were so

tired

Irregular

verb

(Be)

10.

My family

and I very

happy to

be able to

visit the zoo

My family

and I were

very happy

to be able to

visit the zoo

Irregular

verb

(Be)

65

11.

There are

still many

destinatio

ns

There were

still many

destinations

Irregular

verb

(Be)

12.

... we

want to

visit

... we

wanted to

visit

Regular

verb

(Want)

13.

It’s very

difficult to

travel

It was very

difficult to

travel

Irregular

verb

(Be)

TOTAL 13 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 9

1. It takes a

long time

It took a

long time

Irregular

verb

(Take)

2. I’m still

happy I was happy

Irregular

verb

(Be)

3.

... which

is rarely

done

... which

was rarely

done

Irregular

verb

(Be)

4.

... because

they are

busy

... because

they were

busy

Irregular

verb

(Be)

5.

My family

also

doesn’t really like

going on

vacation

My family

also didn’t

really like

going on

vacation

Irregular

verb

(Be)

TOTAL 5 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 1

0

1.

I usually

meet my

cousins,

my aunt,

my uncle,

and my

other

extended

family

I usually

met my

cousins, my

aunt, my

uncle, and

the other

members of

my family

Irregular

verb

(Meet)

2. After we After we Regular

66

finish ate,

we

watched a

movie

finished eating, we

watched a

movie

verb

(Finish)

3.

At

grandmoth

er’s house

is always

fun and

exciting

Coming to

grandmothe

r’s house

was always

fun and

exciting

Irregular

verb

(Be)

TOTAL 3 0


Error

Intralingual

Error

Main

error

ST

UD

EN

T 1

1

1.

The place

is not too

far from

my house

The place

was not too

far from my

house

Irregular

verb

(Be)

2.

We bring

a lot of

food from

home

We

brought a

lot of foods

from home

Irregular

verb

(Bring)

3.

My sister

always

asks to

swim

My sister

always

asked to

swim

Regular

verb

(Ask)

4.

That’s

why two

days ago

we swam

That was

why two

days ago we

swam

Irregular

verb

(Be)

5.

We also

apply health

protocols

We also

applied health

protocols

Regular

verb

(Apply)

6.

The

swimming

spots are

also

limited

The

swimming

places were

also limited

Irregular

verb

(Be)

7.

We are

very

happy at

that time

We were

very happy

at that time

Irregular

verb

(Be)

8. I am also

happy

I was also

happy

Irregular

verb

(Be)

67

TOTAL 8 0

Based on data presented in table 4.14, there were several errors that were

happened. The first place is interlingual error of irregular verbs. The researcher

showed the example; “we only eat some snack” (student 1). That was wrong

sentence because the student still used the Indonesian context that the student used

V1 for the past context in English. In addition, because the student did an error in

irregular verb, so the student got the interlingual error of irregular verbs. The

student had to change eat into ate, therefore, the correct sentence should be “We

only ate some snacks.”

The second place is interlingual error of regular verbs. The researcher

showed the example; “I always pray everyday” (student 3). That was wrong

sentence because the student still used the Indonesian context that the student used

V1 for the past context in English. In addition, because the student did an error in

regular verb, the student got the interlingual error of regular verbs. The student

had to change pray into prayed, therefore, the correct sentence should be “I always

prayed everyday.”

The third place is intralingual error of irregular verbs. The researcher

showed the example; “It’s really make me sad” (student 6). That was wrong

sentence because the student did not know the use of target language well. The

student added the tobe that is not necessary in that context. Moreover, the student

did not change makes into made form. In addition, because the student did an

error in regular verb, the student got the intralingual error of irregular verbs.The

student had to delete the tobe is in that sentence, therefore, the correct answer

should be “It really made me sad.”

The last place is intralingual error of regular verbs. The source of error in

this category is 0%, because there were no students who produced the intralingual

error in regular verbs.

It can be known from the table 4.14 that the the students produced more

interlingual errors than the intralingual error. The students were still interferred by

their first language. Both of interlingual and intralingual errors, those of errors

68

were divided into four categories, they are interlingual errors in regular verbs,

interlingual errors in irregular errors, intralingual errors in regular verbs, and

intralingual errors in irregular verbs. The table below is to show the percentages

of those four categories:

Table 4.15 : The Classification of Sources of Errors In Regular And Irregular

Verbs (200-249 Words)

Name

Interlingual error Intralingual error

Jumlah Regular

verbs

Irregular

verbs

Regular

verbs

Irregular

verbs

Student 1 1 6 0 2 9

Student 2 0 3 0 0 3

Student 3 2 4 0 0 6

Student 4 2 5 0 0 7

Student 5 0 4 0 0 4

Student 6 4 15 0 0 19

Student 7 3 7 0 0 10

Student 8 4 9 0 0 13

Student 9 0 5 0 0 5

Student 10 1 2 0 0 3

Student 11 2 6 0 0 8

Total

19 66 0 2 87

85 2

22% 76% 0% 2% 100%

98% 2%

Based on data presented in table 4.15, it can be known that the students

produced more the sources of interlingual error in by 98% than the sources of

intralingual error in by 2%. The first place is the interlingual error of irregular

verbs, it is the major sources that the students produced. It has 76% of source of

errors. The second place is interlingual error of regular verbs by 22% sources of

error. The third place is intralingual error of irregular verbs by 2%. The last place

is intralingual error of regular verbs by 0%.

The next table is the evaluation of error. The table showed the students

error in the local error and global error. In this section, the local error has been

69

devided into two types, they are local error in regular and irregular verbs. Global

error has also been divided into two types, they are global error in local and global

error.



Error

Global

Error

Main

error

ST

UD

EN

T 1

1. We rest

several time

We rested for

several times

Regular

verb

(Rest)

2. I’m felt very

happy

I felt very

happy

Irregular

verb

(Be)

3.

... because it’s

my first

experience

... because it

was my first

experience

Irregular

verb

(Be)

4. The scenery is

very good

The scenery

was very

good

Irregular

verb

(Be)

5.

Me taked a

picture with

my camera

I took a

picture with

camera

Irregular

verb

(Take)

6. We taked a

photo together

We took a

photo together

Irregular

verb

(Take)

7. I’m felt tired I felt tired

Irregular

verb

(Be)

8. It’s fun It was fun

Irregular

verb

(Be)

9. We only eat

some snack

We only ate

some snacks

Irregular

verb

(Eat)

TOTAL 9 0


Error

Global

Error

Main

error

ST

UD

EN

T 2

1.

There are so

many good

places to take

pictures

There were so

many good

places to take

pictures

Irregular

verb

(Be)

2. I think ... I thought ... Irregular

verb

70

(Think)

3. it’s a very

nice vacation

it was a very

nice vacation

Irregular

verb

(Be)

TOTAL 3 0

ST

UD

EN

T 3

No Error Correction Local

Error

Global

Error

Main

error

1.

All those

good and

happy

thoughts are

over

All those

happy

thoughts were

over

Irregular

verb

(Be)

2.

It keeps me

busy and

boring at the

same time

It kept me

busy and

bored at the

same time

Irregular

verb

(Keep)

3.

My parents

are also busy

with their

works

My parents

were also

busy with

their works

Irregular

verb

(Be)

4.

There is

nothing

special to do

There was

nothing

special to do

Irregular

verb

(Be)

5.

... when you

listen to the

news

... when you

listened the

news

Regular

verb

(Listen)

6. I always pray

everyday

I always

prayed everyday

Regular

verb

(Pray)

TOTAL 6 0


Error

Global

Error

Main

error

ST

UD

EN

T 4

1.

This is

unforgetable

moment I ever

had

This was

unforgetable

moment I ever

had

Irregular

verb

(Be)

2.

For me the

food isn’t that

great and a bit

expensive

In my

opinion, the

food wasn’t

great and it

was quite

expensive

Irregular

verb

(Be)

3. but I like the

fried rice

but I liked the

fried rice

Regular

verb

71

(Like)

4. ... which is

good

... which was

good

Irregular

verb

(Be)

5. That’s good, i

kinda like it

That was

good, i kinda

like it

Irregular

verb

(Be)

6.

There are

many

beautiful

spots there

There were

many

beautiful

spots there

Irregular

verb

(Be)

7.

After that we

return to the

hotel

After that we

returned to

the hotel

Regular

verb

(Return)

TOTAL 7 0


Error

Global

Error

Main

error

ST

UD

EN

T 5

1.

It is still very

far from

Bromo

mountain

It was still

very far from

Bromo

mountain

Irregular

verb

(Be)

2. It’s very cold It was very

cold

Irregular

verb

(Be)

3.

We took a lot

of picture and

drink hot

cocoa

We took a lot

of pictures

and drank

hot chocolate

Irregular

verb

(Drink)

4.

I glad that we

got to see the

beautiful view

of Bromo

I was glad

that we got to

see the

beautiful view

of Bromo

Irregular

verb

(Be)

TOTAL 4 0


Error

Global

Error

Main

error

ST

UD

EN

T 6

1. I’m not luck I was not

lucky

Irregular

verb

(Be)

2. I’m not in the

zona

I was not in

the zona

Irregular

verb

(Be)

3. It’s really

makes me sad

It really made

me sad

Irregular

verb

(Make)

72

4.

I get ready to

PPDB

(Penerimaan

Peserta Didik

Baru) register

in Bogor

I got ready to

register PPDB

(Penerimaan

Peserta Didik

Baru) in

Bogor

Irregular

verb

(Get)

The answer is

…

The answer

was …

Irregular

verb

(Be)

5.

I live at my

grandma’s

house

I lived at my

grandma’s

house

Regular

verb

(Live)

6.

I difficult to

focus on

studying

I was difficult

to focus in

studying

Irregular

verb

(Be)

7.

My cousin

also lives at

my

grandmother’s

house

My cousin

also lived at

my

grandmother’s

house

Regular

verb

(Live)

8.

I’m not used

to the hot

temperatures

in Jakarta

I was not used

to the hot

temperatures

in Jakarta

Irregular

verb

(Be)

9. it makes me

uncomfortable

It made me

uncomfortable

Irregular

verb

(Make)

10.

I even always

use the fan at

home

I even always

used the fan

at home

Regular

verb

(Use)

11.

What suprised

me was that

school is very

early

What suprised

me was that

school was

very early

Irregular

verb

(Be)

12. I feel happy

and kinda free

I felt happy

and kinda free

Irregular

verb

(Feel)

13.

My friends

very nice to

me

My friends

were very

nice to me

Irregular

verb

(Be)

14.

It make me

not focus

when

studying

It made me

not to focus

when

studying

Irregular

verb

(Make)

15. I study hard I studied Regular

73

hard verb

(Study)

16.

... until my

grades come

good

... until my

grades came

good

Irregular

verb

(Come)

17. It’s only for a

short time

It was only

for a short

time

Irregular

verb

(Be)

18.

... but they

make me feel

appreciated

... but they

made me feel

appreciated

Irregular

verb

(Meet)

TOTAL 19 0


Error

Global

Error

Main

error

ST

UD

EN

T 7

1.

He’s there to

find some

electrones

He was there

to find some

electric tools

Irregular

verb

(Be)

2.

While my dad

is busy with

his things

While my dad

was busy with

his works

Irregular

verb

(Be)

3.

We need to

make an

account

We needed to

make an

account

Regular

verb

(Need)

4. We mad We were mad

Irregular

verb

(Be)

5. The queue is

so long

The queuing

was so long

Irregular

verb

(Be)

6. We need to

wait 2 hours

We needed to

wait 2 hours

Regular

verb

(Need)

7.

I don’t think

it was worth

the wait

I didn’t think

it was worthy

to wait

Irregular

verb

(Be)

8. The clock is 4

PM

The clock was

4 PM

Irregular

verb

(Be)

9. We meet my

dad

We met my

dad

Irregular

verb

(Meet)

10. Then we rest

at our home

Then we

rested at our

home

Regular

verb

(Rest)

TOTAL 10 0

74


Error

Global

Error

Main

error

ST

UD

EN

T 8

1.

We talk a lot

about the

place

We talked a

lot about the

place

Regular

verb

(Talk)

2. ... we are

going to visit

... we were

going to visit

Irregular

verb

(Be)

3.

We

immediately

park the car

We

immediately

parked the

car

Regular

verb

(Park)

4.

... and pay the

enterence

ticket

... and paid

the enterence

ticket

Irregular

verb

(Pay)

5. We see many

animals there

We saw many

animals there

Irregular

verb

(See)

6.

There are

elephants,

giraffes,

tigers, and

others

There were

elephants,

giraffes,

tigers, and

others

Irregular

verb

(Be)

7.

Me and my

family going

to restaurant

My family

and I were

going to

restaurant

Irregular

verb

(Be)

8.

We

immediately

rest

We

immediately

rested

Regular

verb

(Rest)

9. ... because we

are so tired

... because we

were so tired

Irregular

verb

(Be)

10.

My family

and I very

happy to be

able to visit

the zoo

My family

and I were

very happy to

be able to

visit the zoo

Irregular

verb

(Be)

11.

There are still

many

destinations

There were

still many

destinations

Irregular

verb

(Be)

12. ... we want to

visit

... we wanted

to visit

Regular

verb

(Want)

13. It’s very It was very Irregular

75

difficult to

travel

difficult to

travel

verb

(Be)

TOTAL 13 0


Error

Global

Error

Main

error

ST

UD

EN

T 9

1. It takes a long

time

It took a long

time

Irregular

verb

(Take)

2. I’m still

happy

I was still

happy

Irregular

verb

(Be)

3. ... which is

rarely done

... which was

rarely done

Irregular

verb

(Be)

4. ... because

they are busy

... because

they were

busy

Irregular

verb

(Be)

5.

My family

also doesn’t

really like

going on

vacation

My family

also didn’t

really like

going on

vacation

Irregular

verb

(Be)

TOTAL 5 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

0

1.

I usually meet

my cousins,

my aunt, my

uncle, and my

other

extended

family

I usually met

my cousins,

my aunt, my

uncle, and the

other

members of

my family

Irregular

verb

(Meet)

2.

After we

finish ate, we

watched a

movie

After we

finished

eating, we

watched a

movie

Regular

verb

(Finish)

3.

At

grandmother’s

house is

always fun

and exciting

Coming to

grandmother’s

house was

always fun

and exciting

Irregular

verb

(Be)

TOTAL 3 0


Error

Global

Error

Main

error

76

ST

UD

EN

T 1

1

1.

The place is

not too far

from my

house

The place was

not too far

from my

house

Irregular

verb

(Be)

2.

We bring a

lot of food

from home

We brought a

lot of foods

from home

Irregular

verb

(Bring)

3.

My sister

always asks

to swim

My sister

always asked

to swim

Regular

verb

(Ask)

4.

That’s why

two days ago

we swam

That was why

two days ago

we swam

Irregular

verb

(Be)

5.

We also

apply health

protocols

We also

applied health

protocols

Regular

verb

(Apply)

6.

The

swimming

spots are also

limited

The

swimming

spots were

also limited

Irregular

verb

(Be)

7.

We are very

happy at that

time

We were very

happy at that

time

Irregular

verb

(Be)

8. I am also

happy

I was also

happy

Irregular

verb

(Be)

TOTAL 8 0

Based on data presented in table 4.16, it can be known that the student

produced more the local error by 90% than the global error by 10%. The first

place is the local error of irregular verbs, it is the major sources that the students

produced. It has 73% of source of errors. The second place is local error of regular

verbs by 17% sources of error. The third place is global error of irregular verbs by

9%. The last place is global error of regular verbs by 1%.

The first place is the local error of irregular verbs. The researcher showed

one of the example; “Me taked a picture with my camera” (student 1). That was

wrong sentence eventhough the student wrote a wrong form of took. It is still

understandable. The student meant to say I took a picture, but the student did not

know that take is an irregular verb, so that the student added –ed at the end of the

77

sentence. In addition, because the student did an error in irregular verb, so the

student got the local error of irregular verbs. The student had to change taked into

took, therefore, the correct sentence should be “I took a picture with camera.”

The second place is local error of regular verbs. The researcher showed the

example; but “I like the fried rice” (student 4). The student had to change like into

liked in the past context. That was wrong sentence. Eventhough the student wrote

a wrong form of like, but It is still understandable. The student did not ad –d at the

end of the word. In addition, because the student did an error in regular verb, so

the student got the local error of regular verbs. The correct sentence should be

“but I liked the fried rice.”

The third place is global error of irregular verbs. The researcher showed

the example; “I’m felt very happy” (student 1). That was wrong sentence, because

there is a tobe which should not be implemented in the sentence. The sentence

became ambiguous if the tobe and the verb are inside a sentence together such an

example, therefore, the sentence is not understanadable by the reader. In addition,

because the student did an error in irregular verb, so the student got the global

error of irregular verbs. The student had to omit the tobe to correct the sentence,

therefore, the correct answer should be “I felt very happy.”

The last place is global error of regular. The researcher did not find the

error of global error in regular verb, therefore, the percentage of this error is 0%.

It can be known from the table that the the students produced more local

errors than the global errors. The students’ error were still understandable by the

reader, and the researcher still understood what the students wanted to explain.

Both of local and global errors, those of errors were divided into four categories,

they are local errors in regular verbs, local errors in irregular errors, global errors

in regular verbs, and global errors in irregular verbs. The table below is to show

the percentages of those four categories:

78

Table 4.17 : The Classification of Evaluation of Errors In Regular And Irregular


Name

Local error Global error

Jumlah Regular

verbs

Irregular

verbs

Regular

verbs

Irregular

verbs

Student 1 1 8 0 0 9

Student 2 0 3 0 0 3

Student 3 2 4 0 0 6

Student 4 2 5 0 0 7

Student 5 0 4 0 0 4

Student 6 4 15 0 0 19

Student 7 3 7 0 0 10

Student 8 4 9 0 0 13

Student 9 0 5 0 0 5

Student 10 1 2 0 0 3

Student 11 2 6 0 0 8

Total

19 68 0 0 87

87 0

22% 78% 0% 0% 100%

100% 0


produced more the local error by 100% than the global error by 0%. The first

place is the local error of irregular verbs, it is the major sources that the students

produced. It has 78% of source of errors. The second place is local error of regular

79

verbs by 22% sources of error. The students in this category did not do any errors

in the global errors both of regular and irregular verbs.

2. The explanation of students’ error in 250-300 words category

Table 4.18: The Explanation of Students’ Type of Error In 250-300 Words


Type

of

Error

Main Error

ST

UD

EN

T 1

1.

We’ve event

from our extra-

curricular

We had an

event from our

extracurricular

MF Irregular

Verb (Tobe)

2.

... which the

extra-curricular

is karate

... which the

extracurricular

was karate

MF Irregular

verb (To be)

3. We have the

belt raising test

We had the

belt test of

Karate

MF Irregular

Verb (Have)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 2

1.

We also try to

eat local food

and culinary

together

We also tried

to eat local

food and

culinary

together

MF Regular

verb (Try)

Explanations


Misformation







80


Total errors 1 error


Type

of

Error

Main Error S

TU

DE

NT

3

1.

I sant in front

while the

others sat in

the back

I sat in the

front while the

others sat at

the back

MF Irregular

verb (Sit)

2.

There is only

me and my

father in the

front.

In the front,

there were

only my father

and me.

MF Irregular

verb (To be)

3.

We take a

break first to

the rest area.

We took a

break first in

the rest area.

MF Irregular

verb (Take)

4. We start the

journey again

We started the

journey again OM

Regular

verb (Start)

5.

We are getting

ready to

grandma’s

house

We were

getting ready

to grandma’s

house

MF Irregular

verb (To be)

6.

Grandma’s

house is not far

from the hotel

that I live

Grandma’s

house was not

far from the

hotel that I

lived

MF Irregular

verb (To be)

OM Regular

verb (Live)

7.

I play with my

cousin to the

field and walk

around the

village

I played with

my cousin to

the field and

walked around

the village

OM Regular

verb (Play)

OM Regular

verb (Walk)

8.

After that, we

eat together at

grandma’s

house

After that, we

ate together at

grandma’s

house

MF Irregular

verb (Eat)

9.

I really want to

stay here

longer and

spend many

time

I really

wanted to stay

here longer

and spent

many times

OM Regular

verb (Want)

MF

Irregular

verb

(Spend)

11.

The next day

we check out

of hotel and

continue our

long trip to

The next day,

we checked

out of hotel

and continued

our long trip to

OM

Regular

verb

(Check)

OM Regular

verb

81

Yogyakarta Yogyakarta (Continue)

12.

That’s the only

vacation to

Pekalongan

That was the

only vacation

to Pekalongan

MF Irregular

verb (To be)

Explanations

Misformation (Regular) 0

Misformation

(Irregular) 7

Omission (Regular) 7

Omission (Irregular) 0

Addition (Regular) 0

Addition (Irregular) 0

Misordering (Regular) 0

Misordering (Irregular) 0

Total Errors 15 errors


Type

of

Error

Main Error

ST

UD

EN

T 4

1.

My brother and

my sister and

me really

happy at that

time

My brother,

my sister, and I

were really

happy

OM Irregular

verb (To be)

2.

Then we

arrived on

Japan, very

cold.

Then we

arrived in

Japan, it was

very cold.

OM Irregular

verb (To be)

3. I still wanna

walked around

I still wanted

to walk around MF

Regular

verb (Want)

4. The sky is

getting darker

The sky was

getting darker MF

Irregular

verb (To be)

5.

That’s all

about the best

moment in my

life

That was all

about the best

moment in my

life

MF Irregular

verb (To be)

Explanations


Misformation

(Irregular) 2







Total erros 5 errors

Name No. Error Correction Type Main Error

82

of

Error

ST

UD

EN

T 5

1.

We want to

holiday with

our big family

We wanted to

holiday with

our big family

OM Regular

verb (Want)

2.

We are going

to our

grandparent’s

house

We were

going to our

grandparents’

house

MF Irregular

verb (To be)

3.

We eat a snack

that we

brought

We ate a snack

that we

brought

MF Irregular

verb (Eat)

4. The road is a

bit busy

The road was

quite busy MF

Irregular

verb (To be)

5.

They are so

happy because

we are in there

They were so

happy because

we were in

there

MF Irregular

verb (To be)

MF Irregular

verb (To be)

6. I meet my

cousins

I met my

cousins MF

Irregular

verb (Meet)

7. I am very

happy

I was very

happy MF

Irregular

verb (Meet)

8. We don’t see

each other

We didn’t see

each other MF

Irregular

verb (To be)

9.

I meet my aunt

and my uncle

too

I met my aunt

and my uncle

too

MF Irregular

verb (Meet)

10.

I am really

excited to meet

my aunt and

my uncle

I was really

excited to meet

my aunt and

my uncle

MF Irregular

verb (To be)

11.

I want to ask

“THR”

(Tunjangan

Hari Raya)

I wanted to

ask “THR”

(Tunjangan

Hari Raya) to

my parents

OM Regular

verb (Want)

12.

We are so

happy at that

time

We were so

happy at that

time

MF Irregular

verb (To be)

13.

My aut is

grilled fish and

chicken for

dinner

My aunty

grilled the fish

and chicken

for dinner

AD Irregular

verb (To be)

14. We are back to

home

We were back

to home MF

Irregular

verb (To be)

83

15.

We are very

happy to be

there

We were very

happy to be

there

MF Irregular

verb (To be)

16. I want to meet

them again

I wanted to

meet them

again

OM Regular

verb (Want)

17. I always at

home

I was always

at home OM

Irregular

verb (To be)

Explanations


Misformation





Addition (Irregular) 1 error





Type

of

Error

Main Error

ST

UD

EN

T 6

1.

I pased many

shopes,

modern

markets

I passed many

shopes, and

modern

markets

OM Regular

verb (Pass)

2.

Then I sitback

and relax while

played

cellphone

Then I sat at

the back and

relaxed while

played

cellphone

MF Irregular

verb (Sit)

3.

I fall asleep

sometime in

the afternoon.

I sometimes

fell asleep in

the afternoon.

MF Irregular

verb (Fall)

4. I take a shower I took a

shower MF

Irregular

verb (Take)

5. We then eat

them

Then we ate

them MF

Irregular

verb (Eat)

Explanations


Misformation


Omission (Regular) 1 error





84




Type

of

Error

Main Error S

TU

DE

NT

7

1. I train

everyday

I trained

everyday OM

Regular

verb (Train)

2. I prepare

myself

I prepared of

myself OM

Regular

verb

(Prepare)

3. I waiting in the

backstage

I was waiting

in the

backstage

OM Irregular

verb (To be)

4.

My parents

waiting at the

front door

My parents

were waiting

at the front

door

OM Irregular

verb (To be)

5. I waiter for my

turn

I waited for

my turn MF

Regular

verb (Wait)

6.

My parents and

my ballet

teacher are

proud of me

My parents

and my ballet

teacher were

proud of me

MF Irregular

verb (To be)

7.

I feel both

happy and

satisfied with

the results of

my hard work

I felt happy

and satisfied

with the results

of my hard

work

MF Irregular

verb (Feel)

8. I am grateful I was grateful MF Irregular

verb (To be)

Explanations


Misformation










Type

of

Error

Main Error

ST U D E N T

8

1. We all have

time to eat and

We all had

time to eat and MF

Irregular

verb (To be)

85

sleep first sleep first

2. There are

many status

There were

many status MF

Irregular

verb (To be)

3.

We sings

songs to

relieve

boredom

We sang songs

to relieve

boredom

MF Irregular

verb (Sing)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 9

1. I wen on

vacation

I went on

vacation OM

Irregular

verb (Go)

2. There too cold

not hot

There was too

cold not hot OM

Irregular

verb (To be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 1

0

1.

What made me

happy is one of

the novels that

I had...

What made me

happy was one

of the novels

that I had...

MF Irregular

verb (To be)

2.

That’s the

story the most I

liked

That was the

story the most

I liked

MF Irregular

verb (To be)

3. This is the time This was the MF Irregular

86

I’ve been

waiting for

time I’ve been

waiting for

verb (To be)

4. I’am really

happy

I was really

happy MF

Irregular

verb (To be)

5. I’m too

excited

I was too

excited MF

Irregular

verb (To be)

6. I tag them I tagged them OM Regular

verb (Tag)

7.

I don’t know

why I really

like the story

I didn’t know

why I really

liked the story

MF Irregular

verb (To be)

OM Regular

verb (Like)

Explanations


Misformation










Type

of

Error

Main Error

Stu

den

t 11

1. The beach is

really crowded

The beach was

really crowded MF

Irregular

verb (To be)

2. It’s a holiday It was a

holiday MF

Irregular

verb (To be)

3.

The scenery

here is very

beautiful and I

hope to come

here another

time with my

family

The scenery

here was very

beautiful and I

hoped to come

here next time

with my family

MF Irregular

verb (To be)

OM Regular

verb (Hope)

4.

... because the

scenery have a

beautiful things

such as a green

hill, lake, and

fresh air.

... because the

scenery had a

beautiful

things such as

a green hill,

lake, and fresh

air.

MF Irregular

verb (To be)

5. I with my

family are

My family and

I enjoyed the AD

Irregular

verb (To be)

87

enjoyed with

the delicious

food too

delicious food

too

6.

The food is

made by

cassava, they

called Gethuk

The food was

made by

cassava, they

called Gethuk

MF Irregular

verb (To be)

7.

After that, we

go back to our

home

After that, we

went back to

our home

MF Irregular

verb (Go)

8. We not visit to

Yogyakarta

We did not

visit to

Yogyakarta

OM Irregular

verb (To be)

9. I also want to

go

I also wanted

to go OM

Regular

verb (Want)

Explanations


Misformation





Addition (Irregular) 1 error





Type

of

Error

Main Error

ST

UD

EN

T 1

2

1.

My school

follow a

competition

Indonesian

smart

My school

followed a

competition of

Indonesian

smart

OM

Regular

verb

(Follow)

2.

Me and 19

people (my

friends) follow

a competition

Indonesian

smart

My friends and

I followed a

competition of

Indonesian

smart

OM

Regular

verb

(Follow)

3. We meet at

school

We met at

school MF

Irregular

verb (Meet)

4.

We come to

studio

Indonesian

We came to

Indonesian

smart studio

MF Irregular

verb (Come)

88

smart

5. ... before we

start the game,

... before we

started the

game,

OM Regular

verb (Start)

6. I am very

happy

I was very

happy MF

Irregular

verb (To be)

7.

I am very

enthusiastic

about the

competition

I was very

enthusiastic

about the

competition

MF Irregular

verb (To be)

8. We devide the

money equally

We devided

the money

equally

OM

Regular

verb

(Devide)

9. Now it’s 1:30

PM,

Now it was

1:30 PM MF

Irregular

verb (To be)

10.

I stopped by

Retra to read a

book

I was stopped

by Retra to

read a book

OM Irregular

verb (To be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 1

3

1.

We finally

continue our

journey

We finally

continued our

journey

OM

Regular

verb

(Continue)

2. We have

dinner together

We had a

dinner together MF

Irregular

verb (Have)

3. We arrive at

half past 3

We arrived at

half past three OM

Regular

verb

(Arrive)

4.

The others are

already

sleeping from

exhaustion

The others

were already

sleeping

because they

were tired.

MF Irregular

verb (To be)

5. I’am and my My friends and OM Irregular

89

friends

watching

horror series

together

I were

watching

horror series

together

verb (To be)

6.

We also warm

up while

drinking tea

We also

warmed up

while drinking

tea

OM

Regular

verb

(Warm)

7. Bandung is

very fun for me

Bandung was

very a fun

place for me

MF Irregular

verb (To be)

8. It’s my first

time there

It was my first

time there MF

Irregular

verb (To be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 1

4

1. I wake up at 5

AM to pray

I woke up at 5

AM to pray MF

Irregular

verb (To be)

2.

I take a shower

because I want

to go to the

field

I took a

shower

because I

wanted to go

to the field

MF Irregular

verb (Take)

OM Regular

verb (Want)

3.

I have

breakfast

porridge made

by

grandmother

I had breakfast

a porridge that

was made by

grandmother

MF Irregular

verb (To be)

OM Irregular

verb (To be)

4.

The porridge

made by my

grandmother is

delicious

The porridge

that was made

by my

grandmother

was delicious

OM Irregular

verb (To be)

MF Irregular

verb (To be)

5. I go to my

grandmother’s

I went to my

grandmother’s MF

Irregular

verb (Go)

90

field field

6. I am very

happy

I was very

happy MF

Irregular

verb (To be)

7.

The water

there is very

cold

The water was

very cold there MF

Irregular

verb (To be)

Explanations


Misformation


Omission (Regular) 1 error








Type

of

Error

Main Error

ST

UD

EN

T 1

5

1.

I really like the

giant

trampoline

I really liked

the giant

trampoline

OM Regular

verb (Like)

2.

The food there

is very

delicious

The food was

very delicious

there

MF Irregular

verb (To be)

3. I very like it I very liked it OM Regular

verb (Like)

Explanations


Misformation

(Irregular) 1 error









Type

of

Error

Main Error

ST

UD

EN

T

16

1.

I’m already

happy with my

friend

I was already

happy with my

friend

MF Irregular

verb (To be)

Explanations Misformation (Regular) 0 errors

Misformation 1 errors

91

(Irregular)









Type

of

Error

Main Error

ST

UD

EN

T 1

7

1. I go to many

fun places

I went to many

fun places MF

Irregular

verb (Go)

2. I help my

younger sister

I helped my

younger sister OM

Regular

verb (Help)

3. My sister learn

to run

My sister

learned to run OM

Regular

verb (Learn)

Explanations


Misformation

(Irregular) 1









Type

of

Error

Main Error

ST

UD

EN

T 1

8

1.

The first

animal we saw

the lion

The first

animal we saw

was the lion

OM Irregular

verb (To be)

2. The lion is

very cute

The lion was

very cute MF

Irregular

verb (To be)

3.

The second

animal is

honey bear

The second

animal was

honey bear

MF Irregular

verb (To be)

4. He was smile

for the camera

He smiled to

the camera MF

Irregular

verb (Smile)

5.

There are

various types

of monkeys

There were

various types

of monkeys

MF Irregular

verb (To be)

6. We are very

happy and

We were very

happy and MF

Irregular

verb (To be)

92

enjoyed this

trip

enjoyed this

trip

7.

The journies is

quite thing

because we

The journies

were quite fun

because we

MF Irregular

verb (To be)

8.

We have many

memories for

the trip

We had many

memories for

the trip

MF Irregular

verb (Have)

9. It is very cool

there

It was very

cool there MF

Irregular

verb (To be)

10. The trees is so

much

There were

many trees

there

MF Irregular

verb (To be)

11. I feel

comfortable

I felt

comfortable MF

Irregular

verb (Feel)

12. That’s my

story

That was my

story MF

Irregular

verb (To be)

Explanations


Misformation










Type

of

Error

Main Error

ST

UD

EN

T 1

9

1.

This beach is

visited by both

local and

foreign tourist

This beach

was visited by

both local and

foreign tourist

MF Irregular

verb (To be)

2.

This tourist

attraction is

also more

attractive

This tourist

attraction was

also more

attractive

MF Irregular

verb (To be)

3.

The cliffs on

the shoreline

which are high

enough ....

The cliffs on

the shoreline

which were

high enough

....

MF Irregular

verb (To be)

Explanations Misformation (Regular) 0 errors

Misformation 3 errors

93

(Irregular)








Based on data presented in table 4.18, there are several errors that were

happened. The first is the errors of misformation in irregular verbs. This is the

most error type in this category. The researcher showed one of the error of

misformation in irregular verb, “We take a break first to the rest area” (student 3).

It was the wrong answer because the student did not change the V1 into V2. In

this case, the student did an error of misformation because the student wrote

wrong form of verb. Moreover, the student did the error in irregular verb, so the

error’s category of the student is misformation of irregular verb. The correct

sentence should be “We took a break first to the rest area.”

The next is the errors of omission in regular verbs. The researcher showed

one of the error of omission in regular verbs. “We want to holiday with our big

family” (student 5). It was the wrong answer because the student did not change

the V1 into V2. In this case, the student did an error of omission because the

student omitted the –ed at the end of the word. Moreover, the student did the error

in regular verb, so the error’s category of the student is omission of regular verb.

The correct sentence should be “We wanted to holiday with our big family.”

The next is the errors of omission in irregular verbs. The researcher

showed one of the error of omission in irregular verbs. “I always at home”

(student 5). It was the wrong answer because the student omitted the tobe in the

sentence. Moreover, the student did the error in irregular verb, so the error’s

category of the student is omission of irregular verb. The correct sentence should

be “I was always at home.”

The next is the errors of addition in irregular verbs. The researcher showed

one of the error of addition in irregular verbs. “I with my family are enjoyed with

94

the delicious food too” (student 11). It was the wrong answer because the student

added the tobe in the sentence and it was not necessary. Moreover, the student did

the error in irregular verb, it is in the tobe of are, so the error’s category of the

student is addition in irregular verbs. The correct sentence should be “My family

and I enjoyed the delicious food too.”

Based on data presented in table 4.18, it can be known that the students

had more errors in writing the irregular verbs than writing regular verbs. In the

irregular verbs, the students had errors in two types of irregular verb. First, the

students had errors in the common irregular verbs such as take, spend, and meet

The students did not change those verbs into the past form such as took, spent,

and met. Second, the students had errors in the irregular verbs of tobe auxiliary

such as is, am, are, have, has, and all verbs of modals. Because the students wrote

the past tense, they had to change all of those auxiliary verbs into past auxiliary

verbs such as was, were, had, could, should, and so on.

The next table is the explanation of students’ sources of error. The table

showed the students’ sources of error in interlingual and intralingual error.

Interlingual has been devided into two types, they are interlingual error in regular

verb and interlingual error in irregular verbs. The intralingual has been also

devided into two types of intralingual error in regular verb and intralingual error

in irregular verb.

Table 4.19: The Explanation of Students’ Sources of Error In 250-300 Words

Name No. Error Correction Interlingual

Error

Intralingual

Error Main error

ST

UD

EN

T 1

1.

We’ve

event from

our extra-

curricular

We had

an event

from our

extra-

curricular

Irregular

verb (Tobe)

2.

... which

the extra-

curricular

is karate

... which

the extra-

curricular

was karate

Irregular

verb (Tobe)

3. We have

the belt

We had

the belt

Irregular

verb (Tobe)

95

raising test test of

Karate

4.

In the

morning,

we

packing

up our

stuff

In the

morning,

we were

packing

our stuffs

Irregular

verb (Tobe)

TOTAL 4 0


Error

Intralingual

Error Main error

ST

UD

EN

T 2

1.

We also

try to eat

local food

and

culinary

together

We also

tried to

eat local

food and

culinary

together

Regular

verb (Try)

TOTAL 1 0


Error

Intralingual

Error Main error

ST

UD

EN

T 3

1.

I sant in

front

while the

others sat

in the back

I sat in the

front while

the others

sat at the

back

Irregular

verb (Sat)

2.

There is

only me

and my

father in

the front.

In the

front,

There

were only

my father

and I.

Irregular

verb (Tobe)

3.

We take a

break first

to the rest

area.

We took a

break first

to the rest

area.

Irregular

verb (Take)

4.

We start

the

journey

again

We

started the

journey

again

Regular

verb (Start)

5.

We are

getting

ready to

grandma’s

house

We were

getting

ready to

grandma’s

house

Irregular

verb (Tobe)

96

6.

Grandma’

s house is

not far

from the

hotel

Grandma’

s house

was not

far from

the hotel

Irregular

verb (Tobe)

7. ... that I

live

... that I

lived

Regular

verb (Live)

8.

I play

with my

cousin to

the field

I played

with my

cousin to

the field

Regular

verb (Play)

9.

... and

walk around the

village

... and

walked around the

village

Regular

verb (Walk)

10.

After that,

we eat

together at

grandma’s

house

After that,

we ate

together at

grandma’s

house

Irregular

verb (Eat)

11.

I really

want to

stay here

longer

I really

wanted to

stay here

longer

Regular

verb (Want)

12.

... and

spend many time

... and

spent many

times

Irregular

verb (Tobe)

13.

The next

day we

check out

of hotel

The next

day, we

checked out of

hotel

Regular

verb

(Check)

14.

... and

continue our long

trip to

Yogyakart

a

... and

continued our long

trip to

Yogyakart

a

Regular

verb

(Continue)

15.

That’s the

only

vacation

to

Pekalonga

n

That was

the only

vacation to

Pekalonga

n

Irregular

verb (Tobe)

97

TOTAL 15 0

Name No Error Corection Interlingual

Error

Intralingual

Error Main error

ST

UD

EN

T 4

1.

My

brother

and my

sister and

me really

happy at

that time

My

brother,

my sister,

and I were

really

happy at

that time

Irregular

verb (Tobe)

2.

Then we

arrived on

Japan,

very cold.

Then we

arrived in

Japan, it

was very

cold.

Irregular

verb (Tobe)

3.

I still

wanna walked

around

I still

wanted to

walk

around

Regular

verb (Want)

4.

The sky is

getting

darker

The sky

was getting

darker

Irregular

verb (Tobe)

5.

That’s all

about the

best

moment in

my life

That was

all about

the best

moment in

my life

Irregular

verb (Tobe)

TOTAL 5 0

Name No Error Corection Interlingual

Error

Intralingual

Error Main error

ST

UD

EN

T 5

1.

We want

to holiday

with our

big family

We

wanted to

holiday

with our

big family

Regular

verb (Want)

2.

We are

going to

our

grandpare

nt’s house

We were

going to

our

grandpare

nts’ house

Irregular

verb (Tobe)

3.

We eat a

snack that

we

brought

We ate a

snack that

we

brought

Irregular

verb (Eat)

98

4.

The road

is a bit busy

The road

was a bit busy

Irregular

verb (Tobe)

5. They are

so happy

They were

so happy

Irregular

verb (Tobe)

6.

... because

we are in

there

... because

we were

in there

Irregular

verb (Tobe)

7. I meet my

cousins

I met my

cousins

Irregular

verb (Meet)

8. I am very

happy

I was very

happy

Irregular

verb (Tobe)

9.

We don’t

see each

other

We didn’t

see each

other

Irregular

verb (Tobe)

10.

I meet my

aunt and

my uncle

too

I met my

aunt and

my uncle

too

Irregular

verb (Meet)

11.

I am

really

excited to

meet my

aunt and

my uncle

I was

really

excited to

meet my

aunt and

my uncle

Irregular

verb (Tobe)

12.

I want to

ask

“THR”

(Tunjanga

n Hari

Raya)

I wanted

to ask

“THR”

(Tunjanga

n Hari

Raya) to

my parents

Regular

verb (Want)

13.

We are so

happy at

that time

We were

so happy

at that

time

Irregular

verb (Tobe)

14.

My aut is

grilled fish

and

chicken

for dinner

My aut

grilled fish

and

chicken

for dinner

Irregular

verb (Tobe)

15.

We are

back to

home

We were

back to

home

Irregular

verb (Tobe)

16. We are We were Irregular

99

very

happy to

be there

very

happy to

be there

verb (Tobe)

17.

I want to

meet them

again

I wanted

to meet

them again

Regular

verb (Want)

18. I always at

home

I was

always at

home

Irregular

verb (Tobe)

TOTAL 17 1


Error

Intralingual

Error Main error

ST

UD

EN

T 6

1.

I pased

many

shopes,

modern

markets

I passed

many

shopes,

and

modern

markets

Regular

verb (Pass)

2.

Then I

sitback and relax

while

played

cellphone

Then I sat

back and

relaxed

while

played a

cellphone

Irregular

verb (Sit)

3.

I fall

asleep

sometime

in the

afternoon.

I

sometimes

fell asleep

in the

afternoon.

Irregular

verb (Fall)

4. I take a

shower

I took a

shower

Irregular

verb (Take)

5. We then

eat them

Then we

ate them

Irregular

verb (Eat)

TOTAL 5 0


Error

Intralingual

Error Main error

ST

UD

EN

T 7

1. I train

everyday

I trained

everyday

Regular

verb (Train)

2. I prepare

myself

I

prepared of myself

Regular

verb

(Prepare)

3.

I waiting

in the

backstage

I was

waiting in

the

backstage

Irregular

verb (Tobe)

100

4.

My

parents

waiting at

the front

door

My

parents

were waiting at

the front

door

Irregular

verb (Tobe)

5.

I waiter

for my

turn

I waited

for my

turn

Regular

verb (Wait)

6.

My

parents

and my

ballet

teacher

are proud

of me

My

parents

and my

ballet

teacher

were proud of

me

Irregular

verb (Tobe)

7.

I feel both

happy and

satisfied

with the

results of

my hard

work

I felt

happy and

satisfied

with the

results of

my hard

work

Irregular

verb (Feel)

8. I am

grateful

I was

grateful

Irregular

verb (Tobe)

TOTAL 7 1


Error

Intralingual

Error Main error

ST

UD

EN

T 8

1.

We all

have time

to eat and

sleep first

We all

had time

to eat and

sleep first

Irregular

verb (Have)

2.

We also

sings to

relieve

boredom

We also

sang to

relieve

boredom

Irregular

verb (Sing)

3.

There are

many

statues

depicting

Indonesian

history

There

were many

statues

depicting

Indonesian

history

Irregular

verb (Be)

TOTAL 3 0

101


Error

Intralingual

Error Main error

ST

UD

EN

T 9

1. I wen on

vacation

I went on

vacation

Irregular

verb (Go)

2.

There too

cold not

hot

There was

too cold

not hot

Irregular

verb (Tobe)

TOTAL 1 1


Error

Intralingual

Error Main error

ST

UD

EN

T 1

0

1.

What

made me

happy is

one of the

novels that

I had...

What

made me

happy was

one of the

novels that

I had...

Irregular

verb (Tobe)

2.

That’s the

story the

most I

liked

That was

the story

the most I

liked

Irregular

verb (Tobe)

3.

This is the

time I’ve

been

waiting

for

This was

the time

I’ve been

waiting for

Irregular

verb (Tobe)

4.

I’am

really

happy

I was

really

happy

Irregular

verb (Tobe)

5. I’m too

excited

I was too

excited

Irregular

verb (Tobe)

6. I tag them I tagged

them

Regular

verb (Tag)

7.

... why I

really like

the story

... why I

really

liked the

story

Regular

verb (Like)

TOTAL 7 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

1

1.

The beach

is really

crowded

The beach

was really

crowded

Irregular

verb (Tobe)

2. It’s a

holiday

It was a

holiday

Irregular

verb (Tobe)

3. The The Irregular

102

scenery

here is

very

beautiful

scenery

here was

very

beautiful

verb (Tobe)

4.

... and I

hope to

come here

another

time with

my family

... and I

hoped to

come here

another

time with

my family

Regular

verb (Hope)

5.

... because

the

scenery

have a

beautiful

things

such as a

green hill,

lake, and

fresh air.

... because

the

scenery

had a

beautiful

things

such as a

green hill,

lake, and

fresh air.

Irregular

verb (Tobe)

6.

I with my

family are

enjoyed

with the

delicious

food too

My family

and I

enjoyed

the

delicious

food too

Irregular

verb (Tobe)

7.

The food

is made by

cassava,

they called

Gethuk

The food

was made

by

cassava,

they called

Gethuk

Irregular

verb (Tobe)

8.

After that,

we go

back to

our home

After that,

we went

back to

our home

Irregular

verb (Go)

9.

We not

visit to

Yogyakart

a

We did

not visit to

Yogyakart

a

Irregular

verb (Tobe)

10. I also

want to go

I also

wanted to

go

Regular

verb (Want)

TOTAL 10 0

Name No. Error Correction Interlingual Intralingual Main error

103

Error Error S

TU

DE

NT

12

1.

My school

follow a

competitio

n

Indonesian

smart

My school

followed a

competitio

n

Indonesian

smart

Regular

verb

(Follow)

2.

Me and 19

people

(my

friends)

follow a

comepetiti

on

Indonesian

smart

My friends

and I

followed a

comepetiti

on

Indonesian

smart

Regular

verb

(Follow)

3.

We meet

at school

We met at

school

Irregular

verb (Meet)

4.

We come

to studio

Indonesian

smart

We came

to

Indonesian

smart

studio

Irregular

verb

(Come)

5.

... before

we start

the game

... before

we started

the game

Irregular

verb (Start)

6.

I am very

happy

I was very

happy

Irregular

verb (Tobe)

7.

I am very

enthusiasti

c about the

competitio

n

I was very

enthusiasti

c about the

competitio

n

Irregular

verb (Tobe)

8.

We

devide the

money

equally

We

devided the money

equally

Regular

verb

(Devide)

9.

Now it’s

1:30 PM

Now it

was 1:30

PM

Irregular

verb (Tobe)

10.

I have to

be ready

to go

home

I had to

be ready

to go

home

Irregular

verb (Tobe)

11. I stopped I was

Irregular

104

by Retra

to read a

book

stopped by

Retra to

read a

book

verb (Tobe)

TOTAL 11 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

3

1.

We finally

continue our

journey

We finally

continued our

journey

Irregular

verb

(Continue)

2.

We have

dinner

together

We had a

dinner

together

Irregular

verb (Tobe)

3.

We arrive

at half past

3

We

arrived at

half past

three

Regular

verb

(Arrive)

4.

The others

are already

sleeping

from

exhaustion

The others

were already

sleeping

because

they were

tired.

Irregular

verb (Tobe)

5.

I’am and

my friends

watching

horror

series

together

My friends

and I were

watching

horror

series

together

Irregular

verb (Tobe)

6.

We also

warm up

while

drinking

tea

We also

warmed up while

drinking

tea

Regular

verb

(Warm)

7.

Bandung

is very fun

for me

Bandung

was very a

fun place

for me

Irregular

verb (Tobe)

8.

It’s my

first time

there

It was my

first time

there

Irregular

verb (Tobe)

TOTAL 8 0

Name No. Error Correction Interlingual Intralingual Main error

105

Error Error

S

TU

DE

NT

14

1.

I wake up

at 5 AM to

pray

I woke up

at 5 AM to

pray

Irregular

verb (Wake)

2. I take a

shower

I took a

shower

Irregular

verb (Take)

3.

... because

I want to

go to the

field

... because

I wanted

to go to

the field

Regular

verb (Want)

4.

I have

breakfast

porridge

made by

grandmoth

er

I had

breakfast a

porridge

that was

made by

grandmoth

er

Irregular

verb (Have)

Irregular

verb (Be

was)

5.

The

porridge

made by

my

grandmoth

er is

delicious

The

porridge

that was

made by

my

grandmoth

er was

delicious

Irregular

verb (Be

“was”)

Irregular

verb (Be

“is”)

6.

I go to my

grandmoth

er’s field

I went to

my

grandmoth

er’s field

Irregular

verb (Go)

7. I am very

happy

I was very

happy

Irregular

verb (Tobe)

8.

The water

there is

very cold

The water

was very

cold there

Irregular

verb (Tobe)

TOTAL 10 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

5

1.

I really

like the

giant

trampoline

I really

liked the

giant

trampoline

Regular

verb (Want)

2. The food

there is

The food

was very

Irregular

verb (Tobe)

106

very

delicious

delicious

there

3. I very like

it

I very

liked it

Regular

verb (Like)

TOTAL 3 0


Error

Intralingual

Error Main error

ST

UD

EN

T

16

1.

I’m

already

happy

with my

friend

I was

already

happy

with my

friend

Irregular

verb (Tobe)

TOTAL 1 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

7

1.

I go to

many fun

places

I went to

many fun

places

Irregular

verb (Go)

2.

I help my

younger

sister

I helped

my

younger

sister

Regular

verb (Help)

3.

My sister

learn to

run

My sister

learned to

run

Regular

verb (Learn)

TOTAL 3 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

8

1.

The first

animal we

saw the

lion

The first

animal we

saw was

the lion

Irregular

verb (Tobe)

2. The lion is

very cute

The lion

was very

cute

Irregular

verb (Tobe)

3.

The

second

animal is

honey

bear

The

second

animal

was honey

bear

Irregular

verb (Tobe)

4.

He was

smile for

the camera

He smiled

to the

camera

Regular

verb (Smile)

5. There are There Irregular

107

various

types of

monkeys

were various

types of

monkeys

verb (Tobe)

6.

We are

very

happy and

enjoyed

this trip

We were

very

happy and

enjoyed

this trip

Irregular

verb (Tobe)

7.

The

journies is

quite thing

The

journies

were quite

thing

Irregular

verb (Tobe)

8.

We have

many

memories

for the trip

We had

many

memories

for the trip

Irregular

verb (Tobe)

9. It is very

cool there

It was

very cool

there

Irregular

verb (Tobe)

10. The trees

is so much

There

were many trees

there

Irregular

verb (Tobe)

11.

I feel

comfortabl

e

I felt

comfortabl

e

Irregular

verb (Feel)

12. That’s my

story

That was

my story

Irregular

verb (Tobe)

TOTAL 12 0


Error

Intralingual

Error Main error

ST

UD

EN

T 1

9 1.

This beach

is visited

by both

local and

foreign

tourist

This beach

was visited by

both local

and

foreign

tourist

Irregular

verb (Tobe)

2.

This

tourist

attraction

is also

more

attractive

This

tourist

attraction

was also

more

attractive

Irregular

verb (Tobe)

108

3.

The cliffs

on the

shoreline

which are

high

enough ....

The cliffs

on the

shoreline

which

were high

enough ....

Irregular

verb (Tobe)

TOTAL 3 0


happened. The first place is the interlingual error of irregular verbs. The

researcher showed one of interlingual error in irregular verb; “We take a break

first to the rest area” (student 3). That was wrong sentence, because the student

wrote a wrong form of verb two from take. Even though the students did a wrong

form of verb two, the student’s sentence is still understandable. The student meant

to say we took a break. In addition, because the student did an error in irregular

verb, so the student got the interlingual error of irregular verbs. The student had to

change take into took, therefore, the correct sentence should be “We took a break

first to the rest area.”

The second place is interlingual error of regular verbs. The researcher

showed one of interlingual error in regular verbs; “I still wanna walked around”

(student 4). The student had to change wanna into wanted in the past context. The

student did not add –d/-ed at the end of the word of regular verb. Even though the

students did a wrong form of verb two, the student’s sentence is still

understandable. In addition, because the student did an error in regular verb, so

the student got the interlingual error of regular verbs. The correct sentence should

be “I still wanted to walk around.”

The third place is intralingual error of irregular verbs. The researcher

showed one of intralingual error in irregular verbs; “I sant in front while the

others sat in the back” (student 3). That was wrong sentence, because the student

wrote wrong the form of verb two. The student did not know the form of verb two

from sit. The student still did not comprehend the target language well, so that the

student wrote a wrong form. In addition, because the student did an error in

109

irregular verb, so the student got the intralingual error of irregular verbs. The

correct answer should be “I sat in the front while the others sat at the back”.

The last place is intralingual error of regular. The researcher showed one

of intralingual error in regular verbs; “I waiter for my turn” (student 7). That was

wrong sentence, because the student wrote the noun, waiter. The student had a

lack knowledge about the target language, so that the student used waiter word for

the verb in a sentence. In addition, because the student did an error in regular

verb, so the student got the intralingual error of regular verbs. The student meant

to write the student finished to eat something, therefore, the correct sentence

should be “I waited for my turn.”

It can be known from the table 4.19 that the the students produced more

interlingual errors than the intralingual error. The students were still interferred by

their first language. Both of interlingual and intralingual errors, those of errors

were divided into four categories, they are interlingual errors in regular verbs,

interlingual errors in irregular errors, intralingual errors in regular verbs, and

intralingual errors in irregular verbs.

Table 4.20 : The Classification of Sources of Errors In Regular And Irregular


Name

Interlingual error Intralingual error

Jumlah Regular

verbs

Irregular

verbs

Regular

verbs

Irregular

verbs

Student

1 0 4 0 0 4

Student

2 1 0 0 0 1

Student

3 7 8 0 0 15

Student

4 1 4 0 0 5

Student

5 3 14 0 1 18

Student

6 1 4 0 0 5

110

Student

7 2 5 1 0 8

Student

8 0 3 0 0 3

Student

9 0 1 0 1 2

Student

10 2 5 0 0 7

Student

11 2 8 0 0 10

Student

12 3 8 0 0 11

Student

13 2 6 0 0 8

Student

14 1 9 0 0 10

Student

15 2 1 0 0 3

Student

16 0 1 0 0 1

Student

17 2 1 0 0 3

Student

18 1 11 0 0 12

Student

19 0 3 0 0 3

Total

30 96 1 2 129

126 3

23% 74% 1% 2% 100%

97% 3%


produced more the interlingual error by 94% than the intralingual error by 6%.

The first place is the interlingual error of irregular verbs, it is the major sources

that the students produced. It has 71% of source of errors. The second place is

interlingual error of regular verbs by 23% sources of error. The third place is

111

intralingual error of irregular verbs by 5%. The last place is intralingual error of

regular verbs by 1%.

The next table is the evaluation of error. The table showed the students

error in the local error and global error. In this section, the local error has been

devided into two types, they are local error in regular and irregular verbs. Global

error has also been divided into two types, they are global error in local and global

error.



Error

Global

Error

Main

error

ST

UD

EN

T 1

1.

We’ve

event from

our extra-

curricular

We had an

event from

our extra-

curricular

Irregular

verb

(Tobe)

2.

... which

the extra-

curricular

is karate

... which the

extra-

curricular

was karate

Irregular

verb

(Tobe)

3.

In the

morning,

we packing

up our stuff

In the

morning,

we were

packing our

stuffs

Irregular

verb

(Tobe)

TOTAL 3 0


Error

Global

Error

Main

error

ST

UD

EN

T 2

1.

We also

try to eat

local food

and

culinary

together

We also

tried to eat

local food

and culinary

together

Regular

verb

(Try)

TOTAL 1 0


Error

Global

Error

Main

error

ST

UD

E

NT

3

1.

I sant in

front while

the others

I sat in the

front while

the others

Irregular

verb

(Sit)

112

sat in the

back

sat at the

back

2.

There is

only me

and my

father in

the front.

In the front,

There were

only my

father and I.

Irregular

verb

(Tobe)

3.

We take a

break first

to the rest

area.

We took a

break first

to the rest

area.

Irregular

verb

(Take)

4.

We start

the journey

again

We started

the journey

again

Regular

verb

(Start)

5.

We are

getting

ready to

grandma’s

house

We were

getting

ready to

grandma’s

house

Irregular

verb

(Tobe)

6.

Grandma’s

house is

not far

from the

hotel

Grandma’s

house was

not far from

the hotel

Irregular

verb

(Tobe)

7. ... that I

live

... that I

lived

Regular

verb

(Live)

8.

I play with

my cousin

to the field

I played

with my

cousin to

the field

Regular

verb

(Play)

9.

... walk

around the

village

... and

walked around the

village

Regular

verb

(Walk)

10.

After that,

we eat

together at

grandma’s

house

After that,

we ate

together at

grandma’s

house

Irregular

verb

(Eat)

11.

I really

want to

stay here

longer

I really

wanted to

stay here

longer

Regular

verb

(Want)

12. ... and ... and spent Irregular

113

spend many time

many times verb

(Spend)

13.

The next

day we

check out

of hotel

The next

day, we

checked out

of hotel

Regular

verb

(Check)

14.

... and

continue our long

trip to

Yogyakarta

... and

continued our long trip

to

Yogyakarta

Regular

verb

(Contin

ue)

15.

That’s the

only

vacation to

Pekalongan

That was

the only

vacation to

Pekalongan

Irregular

verb

(Tobe)

TOTAL 15 0

Name No Error Corection Local

Error

Global

Error

Main

error

ST

UD

EN

T 4

1.

My brother

and my

sister and

me really

happy at

that time

My brother,

my sister,

and I were

really happy

Irregular

verb

(Tobe)

2.

Then we

arrived on

Japan, very

cold.

Then we

arrived in

Japan, it

was very

cold.

Irregular

verb

(Tobe)

3.

I still

wanna walked

around

I still

wanted to

walk around

Regular

verb

(Want)

4.

The sky is

getting

darker

The sky

was getting

darker

Irregular

verb

(Tobe)

5.

That’s all

about the

best

moment in

my life

That was all

about the

best

moment in

my life

Irregular

verb

(Tobe)

TOTAL 5 0

Name No Error Corection Local

Error

Global

Error

Main

error

114

ST

UD

EN

T 5

1.

We want

to holiday

with our

big family

We wanted

to holiday

with our big

family

Regular

verb

(Want)

2.

We are

going to

our

grandparen

t’s house

We were

going to our

grandparent

s’ house

Irregular

verb

(Tobe)

3.

We eat a

snack that

we brought

We ate a

snack that

we brought

Irregular

verb

(Eat)

4. The road is

a bit busy

The road

was a bit

busy

Irregular

verb

(Tobe)

5. They are

so happy

They were

so happy

Irregular

verb

(Tobe)

6.

... because

we are in

there

... because

we were in

there

Irregular

verb

(Tobe)

7. I meet my

cousins

I met my

cousins

Irregular

verb

(Meet)

8. I am very

happy

I was very

happy

Irregular

verb

(Tobe)

9.

We don’t

see each

other

We didn’t

see each

other

Irregular

verb

(Tobe)

10.

I meet my

aunt and

my uncle

too

I met my

aunt and my

uncle too

Regular

verb

(Meet)

11.

I am really

excited to

meet my

aunt and

my uncle

I was really

excited to

meet my

aunt and my

uncle

Irregular

verb

(Tobe)

12.

I want to

ask “THR”

(Tunjangan

Hari Raya)

I wanted to

ask “THR”

(Tunjangan

Hari Raya)

Regular

verb

(Want)

13. We are so

happy at

We were so

happy at

Irregular

verb

115

that time that time (Tobe)

14.

My aut is

grilled fish

and

chicken for

dinner

My aut

grilled fish

and chicken

for dinner

Irregular

verb

(Tobe)

15.

We are

back to

home

We were

back to

home

Irregular

verb

(Tobe)

16.

We are

very happy

to be there

We were

very happy

to be there

Irregular

verb

(Tobe)

17.

... because

I can meet

them

... because I

could meet

them

Irregular

verb

(Tobe)

18.

I want to

meeet them

again

I wanted to

meeet them

again

Regular

verb

(Want)

19. I always at

home

I was

always at

home

Irregular

verb

(Tobe)

TOTAL 18 1

Name No. Error Correction Local

Error

Global

Error

Main

error

ST

UD

EN

T 6

1.

I pased

many

shopes,

modern

markets

I passed

many

shopes, and

modern

markets

Regular

verb

(Pass)

2.

Then I

sitback and relax

while

played

cellphone

Then I sat

back and

relax while

played

cellphone

Irregular

verb

(Sit)

3.

I fall asleep

sometime

in the

afternoon.

I sometimes

fell asleep

in the

afternoon.

Irregular

verb

(Fall)

4. I take a

shower

I took a

shower

Irregular

verb

(Take)

5. We then

eat them

Then we ate

them

Irregular

verb

(Eat)

116

TOTAL 5 0


Error

Global

Error

Main

error S

TU

DE

NT

7

1. I train

everyday

I trained

everyday

Regular

verb

(Train)

2. I prepare

myself

I prepared

of myself

Regular

verb

(Prepare

)

3.

I waiting in

the

backstage

I was

waiting in

the

backstage

Irregular

verb

(Tobe)

4.

My parents

waiting at

the front

door

My parents

was waiting

at the front

door

Irregular

verb

(Tobe)

5. I waiter for

my turn

I waited for

my turn

Regular

verb

(Wait)

6.

My parents

and my

ballet

teacher are

proud of

me

My parents

and my

ballet

teacher

were proud

of me

Irregular

verb

(Tobe)

7.

I feel both

happy and

satisfied

with the

results of

my hard

work

I felt happy

and

satisfied

with the

results of

my hard

work

Irregular

verb

(Feel)

8. I am

grateful

I was

grateful

Irregular

verb

(Tobe)

TOTAL 7 1


Error

Global

Error

Main

error

ST

UD

EN

T 8

1.

We all

have time

to eat and

sleep first

We all had

time to eat

and sleep

first

Irregular

verb

(Have)

117

2.

We also

sings to

relieve

boredom

We also

sang to

relieve

boredom

Irregular

verb

(Sing)

3.

There are

many

statues

depicting

Indonesian

history

There were

many

statues

depicting

Indonesian

history

Irregular

verb

(Be)

TOTAL 3 0


Error

Global

Error

Main

error

ST

UD

EN

T 9

1. I wen on

vacation

I went on

vacation

Irregular

verb

(Go)

2.

There too

cold not

hot

There was

too cold not

hot

Irregular

verb

(Tobe)

TOTAL 2 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

0

1.

What made

me happy

is one of

the novels

that I had...

What made

me happy

was one of

the novels

that I had..

Irregular

verb

(Tobe)

2.

That’s the

story the

most I

liked

That was

the story the

most I liked

Irregular

verb

(Tobe)

3.

This is the

time I’ve

been

waiting for

This was

the time

I’ve been

waiting for

Irregular

verb

(Tobe)

4. I’am really

happy

I was really

happy

Irregular

verb

(Tobe)

5. I’m too

excited

I was too

excited

Irregular

verb

(Tobe)

6. I tag them I tagged

them

Regular

verb

(Tag)

118

7.

... why I

really like

the story

... why I

really liked

the story

Regular

verb

(Like)

TOTAL 7 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

1

1.

The beach

is really

crowded

The beach

was really

crowded

Irregular

verb

(Tobe)

2. It’s a

holiday

It was a

holiday

Irregular

verb

(Tobe)

3.

The

scenery

here is very

beautiful

The scenery

here was

very

beautiful

Irregular

verb

(Tobe)

4.

... and I

hope to

come here

another

time with

my family

... and I

hoped to

come here

another

time with

my family

Regular

verb

(Hope)

5.

... because

the scenery

have a

beautiful

things such

as a green

hill, lake,

and fresh

air.

... because

the scenery

had a

beautiful

things such

as a green

hill, lake,

and fresh

air.

Irregular

verb

(Tobe)

6.

I with my

family are

enjoyed

with the

delicious

food too

My family

and I

enjoyed the

delicious

food too

Irregular

verb

(Tobe)

7.

The food is

made by

cassava,

they called

Gethuk

The food

was made

by cassava,

they called

Gethuk

Irregular

verb

(Tobe)

8.

After that,

we go back

to our

After that,

we went

back to our

Irregular

verb

(Go)

119

home home

9.

We not

visit to

Yogyakarta

We did not

visit to

Yogyakarta

Irregular

verb

(Tobe)

10. I also want

to go

I also

wanted to

go

Regular

verb

(Want)

TOTAL 9 1


Error

Global

Error

Main

error

ST

UD

EN

T 1

2

1.

My school

follow a

competitio

n

Indonesian

smart

My school

followed a

competition

Indonesian

smart

Regular

verb

(Follow)

2.

Me and 19

people (my

friends)

follow a

comepetitio

n

Indonesian

smart

My friends

and I

followed a

comepetitio

n

Indonesian

smart

Regular

verb

(Follow)

3. We meet at

school

We met at

school

Irregular

verb

(Meet)

4.

We come

to studio

Indonesian

smart

We came to

Indonesian

smart studio

Irregular

verb

(Come)

5.

... before

we start

the game

... before we

started the

game

Regular

verb

(Start)

6. I am very

happy

I was very

happy

Irregular

verb

(Tobe)

7.

I am very

enthusiasti

c about the

competitio

n

I was very

enthusiastic

about the

competition

Irregular

verb

(Tobe)

8.

We devide

the money

equally

We devided

the money

equally

Regular

verb

(Devide

120

)

9. Now it’s

1:30 PM

Now it was

1:30 PM

Irregular

verb

(Tobe)

10.

I stopped

by Retra to

read a book

I was

stopped by

Retra to

read a book

Irregular

verb

(Tobe)

TOTAL 10 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

3

1.

We finally

continue our journey

We finally

continued our journey

Regular

verb

(Contin

ue)

2.

We have

dinner

together

We had a

dinner

together

Irregular

verb

(Tobe)

3.

We arrive

at half past

3

We arrived

at half past

three

Regular

verb

(Arrive)

4.

The others

are already

sleeping

from

exhaustion

The others

were already

sleeping

because

they were

tired.

Irregular

verb

(Tobe)

5.

I’am and

my friends

watching

horror

series

together

My friends

and I were

watching

horror

series

together

Irregular

verb

(Tobe)

6.

We also

warm up

while

drinking

tea

We also

warmed up

while

drinking tea

Regular

verb

(Warm)

7.

Bandung is

very fun

for me

Bandung

was very a

fun place

for me

Irregular

verb

(Tobe)

8. It’s my

first time

It was my

first time

Irregular

verb

121

there there (Tobe)

TOTAL 8 0


Error

Global

Error

Main

error S

TU

DE

NT

14

1.

I wake up

at 5 AM to

pray

I woke up

at 5 AM to

pray

Irregular

verb

(Wake)

2. I take a

shower

I took a

shower

Irregular

verb

(Tobe)

3.

because I

want to go

to the field

because I

wanted to

go to the

field

Regular

verb

(want)

4. I have

breakfast

porridge

made by

grandmoth

er

I had

breakfast a

porridge

that was

made by

grandmothe

r

Irregular

verb

(Tobe)

5.

Irregular

verb

(Tobe)

6.

The

porridge

made by

my

grandmoth

er is

delicious

The

porridge

that was

made by my

grandmothe

r was

delicious

Irregular

verb

(Tobe)

Irregular

verb

(Tobe)

7.

I go to my

grandmoth

er’s field

I went to

my

grandmothe

r’s field

Irregular

verb

(Go)

8. I am very

happy

I was very

happy

Irregular

verb

(Tobe)

9.

The water

there is

very cold

The water

was very

cold there

Irregular

verb

(Tobe)

TOTAL 10 0


Error

Global

Error

Main

error

ST

UD

E

NT

15

1.

I really like

the giant

trampoline

I really

liked the

giant

Regular

verb

(Like)

122

trampoline

2.

The food

there is

very

delicious

The food

was very

delicious

there

Irregular

verb

(Tobe)

3. I very like

it

I very liked

it

Regular

verb

(Like)

TOTAL 3 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

6

1.

I’m already

happy with

my friend

I was

already

happy with

my friend

Irregular

verb

(Tobe)

TOTAL 1 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

7 1.

I go to

many fun

places

I went to

many fun

places

Irregular

verb

(Go)

2.

I help my

younger

sister

I helped my

younger

sister

Regular

verb

(Help)

3.

My sister

learn to

run

My sister

learned to

run

Regular

verb

(Learn)

TOTAL 3 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

8

1.

The first

animal we

saw the

lion

The first

animal we

saw was the

lion

Irregular

verb

(Tobe)

2. The lion is

very cute

The lion

was very

cute

Irregular

verb

(Tobe)

3.

The second

animal is

honey bear

The second

animal was

honey bear

Irregular

verb

(Tobe)

4.

He was

smile for

the camera

He smiled

to the

camera

Regular

verb

(Smile)

5. There are There were Irregular

123

various

types of

monkeys

various

types of

monkeys

verb

(Tobe)

6.

We are

very happy

and

enjoyed

this trip

We were

very happy

and enjoyed

this trip

Irregular

verb

(Tobe)

7.

The

journies is

quite thing

The

journies

were quite

thing

Irregular

verb

(Tobe)

8.

because we

have to

walk to see

the animal

because we

had to walk

to see the

animal

Irregular

verb

(Tobe)

9.

We have

many

memories

for the trip

We had

many

memories

for the trip

Irregular

verb

(Tobe)

10. It is very

cool there

It was very

cool there

Irregular

verb

(Tobe)

11. The trees is

so much

There were

many trees

there

Irregular

verb

(Tobe)

12.

I feel

comfortabl

e

I felt

comfortable

Irregular

verb

(Feel)

13. That’s my

story

That was

my story

Irregular

verb

(Tobe)

TOTAL 13 0


Error

Global

Error

Main

error

ST

UD

EN

T 1

9

1.

This beach

is visited

by both

local and

foreign

tourist

This beach

was visited

by both

local and

foreign

tourist

Irregular

verb

(Tobe)

2.

This tourist

attraction is

also more

attractive

This tourist

attraction

was also

more

Irregular

verb

(Tobe)

124

attractive

3.

The cliffs

on the

shoreline

which are

high

enough ....

The cliffs

on the

shoreline

which were

high enough

....

Irregular

verb

(Tobe)

TOTAL 3 0


happened. The first place is the local error of irregular verbs. The researcher

showed one of local error in irregular verbs; “After that, we eat together at

grandma’s house” (student 3). That was wrong sentence eventhough the student

wrote a wrong form of verb two from eat. It is still understandable. The student

meant to say we ate together, but the student did not know that eat is an irregular

verb, so that the student wrote the verb one. In addition, because the student did

an error in irregular verb, so the student got the local error of irregular verbs. The

student had to change eat into ate, therefore, the correct sentence should be “After

that, we ate together at grandma’s house.”

The second place is local error of regular verbs. The researcher showed the

one of the local error of regular verbs; “The next day we check out of hotel”

(student 3). The student had to change check into checked in the past context.

Eventhough the student wrote a wrong form of checked, but It is still

understandable. The student did not add –ed at the end of the word. In addition,

because the student did an error in regular verb, so the student got the local error

of regular verbs. The correct sentence should be “The next day, we checked out

of hotel.”

The third place is global error of irregular verbs. The researcher showed

one of global error of irregular verbs; “My aut is grilled fish and chicken for

dinner” (student 5). That was wrong sentence, because there is a tobe were inside

the sentence. The sentence above did not need a tobe. The sentence became

ambiguous if there is “is” tobe inside a sentence, therefore, the sentence is not

understanadable by the reader. This was happened because the student did not

comprehend the target language well. In addition, because the student did an error

125

in irregular verb, so the student got the global error of irregular verbs. The correct

answer should be “My aut grilled fish and chicken for dinner.”

The last place is global error of regular. The researcher showed one of

global error of regular; “I waiter for my turn” (student 7). That was wrong

sentence, because the word “waiter” is a noun and there is no connection with the

context of the sentence. The sentence is not understanadable by the reader. This

was happended because the student did not comprehend the target language well.

In addition, because the student did an error in regular verb, so the student got the

global error of regular verbs. The student meant to write waited, therefore, the

correct sentence should be “I waited for my turn.”

It can be known from the table that the the students produced more local

errors than the global errors. The students’ error were still understandable by the

reader, and the researcher still understood what the students wanted to explain.

Both of local and global errors, those of errors were divided into four categories,

they are local errors in regular verbs, local errors in irregular errors, global errors

in regular verbs, and global errors in irregular verbs.



Name

Local error Global error

Total Regular

verbs

Irregular

verbs

Regular

verbs

Irregular

verbs

Student

1 0 3 0 0 3

Student

2 1 0 0 0 1

Student

3 7 8 0 0 15

Student

4 1 4 0 0 5

Student

5 4 14 0 1 19

Student

6 1 4 0 0 5

126

Student

7 2 5 1 0 8

Student

8 0 3 0 0 3

Student

9 0 2 0 0 2

Student

10 2 5 0 0 7

Student

11 2 7 0 1 10

Student

12 4 6 0 0 10

Student

13 3 5 0 0 8

Student

14 1 9 0 0 10

Student

15 2 1 0 0 3

Student

16 0 1 0 0 1

Student

17 2 1 0 0 3

Student

18 1 12 0 0 13

Student

19 0 3 0 0 3

Total

33 93 1 2 129

126 3

25% 72% 1% 2% 100%

97% 3%

From the table 4.22, it can be known that the student produced more the

local error by 97% than the global error by 3%. The first place is the local error of

irregular verbs, it is the major sources that the students produced. It has 72% of

source of errors. The second place is local error of regular verbs by 25% sources

of error. The third place is global error of irregular verbs by 2%. The last place is

global error of regular verbs by 1%.

127

3. The Discussion

It was no doubt that the students made errors in recognizing and writing

regular and irregular verbs. The purpose of this study was to identify the students’

error in using regular and irregular verbs in their writing recount text. In this

study, the students made errors more in irregular verbs than regular verbs because

the irregular verbs’ form are unpredictable. According to this result of research,

both categories of the students who could write 200-249 and 250-300 words had

the same significant errors; they are the errors of misformation in irregular verbs.

Overall, the students that wrote 200-249 words had the misformation, omission,

addition, and misordering in the percentage of 72, 26, 2, and 0 percent

sequentially from the highest error to the lowest. Next, the students that wrote

250-300 words had the misformation, omission, addition, and misordering in the

percentage of 66, 32, and 2 percent sequentially from the highest error to the

lowest. The error results of this study had similar results in sequence in another

study. Kautsar’s research (Kautsar, 2020) had four results. From the highest to the

lowest errors, the results are the misformation, omission, addition, and

misordering in the percentage of 72,86 percent, 18,54 percent, 5,16% percent and

3,34 percent.

Furthermore, according the result of this study, it can be seen that the error

of misformation is the highest error of all errors and the error of irregular verbs in

misformation is higher than the error of regular verbs in misformation. The

students produced more errors in misformation inside irregular verbs than regular

verbs from both categories of the students that wrote 200-249 and 250-300 words.

For the students that wrote 200-249 words, the misformation error of irregular

verbs that they produced were sixty errors, while the regular verbs were only four.

Then, for the students who could wrote 250-300 words, the misformation error of

irregular verbs that they produced were 82 errors, while the regular verbs were

only 3. This result of the study had similar result in another study. According to

Yuniarti’s research (Yuniarti, 2014), the misformation error of irregular verbs

were 186 and the misformation error of regular verbs were 133.

128

Next is the errors’ sources of students’ error. In this study, the researcher

only found the sources of error in interlingual and intralingual error. According to

this study, both categories got the highest errors’ sources of irregular verbs in

interlingual. One of the reason why the student got interlingual error because the

students wrote the Indonesian sentence first, then they translate it into English

structure without considering English language context. It made the Indonesian

context came into English structure. In this case, the students assume that

Indonesian structure is similar to English structure, and that is totally wrong. The

students conducted the English text based on their first language. This result is

similar to Brown’s statement (1980), on page 160, that the most of the errors that

the students made in second language came from the students’ assumption that the

second language forms are similar to first language or mother tongue. The

students that wrote 249-300 words had the error of interlingual by 98%, and 97%

for the students that wrote 250-300 words. The students' interlingual errors were

caused by their first language or mother tongue. Furthermore, this research is in

line with Touchie (1986) in Pratiwi (2015), it stated that the interference of the

mother tongue was the primary cause of interlingual errors. Furthermore, the

result of this study showed that interlingual error is higher than intralingual error.

This study’s result of errors’ sources is similar to Pratiwi’s research. According to

Pratiwi (2015), she gave the questionnaire of error sources to the students that

consisted of interlingual transfer, intralingual transfer, context of learning and

communication strategies. She figured out that the students got interlingual with

48 scores, intralingual with 42 scores, the context of learning with 81 scores, and

the communication strategies with 55 scores. Pratiwi's research found that the

learning context was the highest source of error, however, interlingual transfer

still had a higher score than intralingual.

Next is the evaluation of error. According to the result of this study, The

category of the students that wrote 200-249 words got local error of irregular

verbs in the percentage of 100% and 97% for the students that wrote 250-300

words. The error of local is still unferstandable. Though the students wrote wrong

verb, the sentence was still understandable. The sentence do not hinder

129

communication. Furthermore, the local error based on Dulay (1982) on page 191

stated that the errors affecting single elements (constituents) in a sentence usually

do not block communication.

Finally, based on the study findings, the students' errors in understanding

regular and irregular verbs might be solved in five ways. First, the students had to

write a note of the forms of regular and irregular verbs from google and youtube.

Second, the students had to memorize the forms of the regular and irregular verbs.

Third, the students had to study through online meetings with the teacher by

Zoom or Google Meet. Fourth, the teacher should give the students the soft file of

the material such as word file, PPT, and PDF so that the students can be able to

comprehend the material at home. The last, the students had to have learning

pertners to help them to memorize all forms of regular and irregular verbs.

Furthermore, the students' responses to how they solved their difficulties

were comparable to Natasya's research on identifying students' grammatical

problems and several students' strategies for producing a paper in an academic

writing class. According to her findings, students used a variety of ways to

overcome their challenges in writing academic papers. The students used five

different strategies: the first was to ask friends (7 people), the second was to ask

the lecturer (5 people), the third was to look on the internet (4 people), the fourth

was to read other journals (3 people), and the fifth was to open a grammar book (1

person) (Natasya, 2019). Natasha's study had dominant participants in asking

friends. In contrast, the result of this study had dominant participants in looking

the internet and the teacher's explanation in Powerpoint or PDF of the learning

material for overcoming the students' errors. The similarity of this study and

Natasya's study was that the internet was one of the needs of the students in

studying and comprehending the English language. Furthermore, online learning

is easy for students to grasp, and it can improve their capability to comprehend a

second language. According to the conclusion of Cakrawati's study (Cakrawati,

2017), Students benefit from features on online learning platforms that allow the

students to work individually while still expressing their views through group

130

conversation, and students believe that using online learning platforms in the

learning process is practical since it saves them effort and time.

131

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of this study, Both of the students who could write

200-249 and 250-300 words in 45 minutes had the same major of errors, they

were Irregular verbs. Furthermore, the main source that caused the students to

make an error in conducting regular and irregular in the past form is the

interference of the student's mother tongue. They were interfered with by their

first language so that they wrote English based on their first language context. In

addition, the students who could write 250-300 words produced more errors than

the students who could write 200-249 words.

There are five solutions which are suitable for the students to overcome

their errors. First, the students wrote a note of the forms of regular and irregular

verbs. Second, the students had to memorize the forms of regular and irregular

verbs. Third, the students had to learn the material through online meeting with

the teacher such as Zoom or Google Meet. Fourth, the teacher provided and gave

the soft copy of material such as PDF, PPT, or Word file to the students The last,

the students had to have learning partners in memorizing the forms of regular and

irregular verbs.

B. Suggestion

It was no doubt that errors always happened in the learning process. In the

material of recount text, especially in writing regular and irregular verbs, the

students made errors in changing the form of V1 into V2 or V3. Therefore, The

researcher made several suggestions both for the students and teacher:

B.1 Suggestions for students

1. The students must practice more about regular and irregular verbs.

2. The students must practice regular and irregular verbs through the context of

the sentence.

3. The students must comprehend the classification of the form of regular and

irregular verbs.

132

4. The students must have the learning partner to memorize the form of regular

and irregular verbs.

5. The students must learn regular and irregular verbs by the suitable media that

the teacher recommended to them.

B.2 Suggestion for teacher

1. The teacher must train the students by a grouping of words’ forms of regular

and irregular verbs based on the changing form of verbs.

2. The teacher must train the students through the vowel of regular and irregular

verbs that have been grouped based on the vowel of pronunciation of verb two

and verb three.

3. The teacher must train the students to memorize regular and irregular verbs to

the context of the sentence.

4. The teacher must recommend and implement suitable learning media for the

students to comprehend the regular and irregular verbs in online learning.

5. The teacher must give feedback to the students and give the students about the

verbs’ form of regular and irregular verbs that have been grouped based on the

changing of verb one, verb two, and verb three.

133

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140

LIST OF APPENDICES

Appendix 1: Instructions of making handwriting of recount text

1. Please write a recount text in the blank of paper in the title of “the best moment

of my life” (Handwriting).

2. Please write a recount text in the rating of 250 – 300 words.

3. Please write a recount text at least 3 paragraphs.

4. Please write a recount text in 45 minutes.

5. Please take a picture of recount text and send it to the Google Form or

WhatsApp

Appendix 2: Students’ handwriting of 200-249 and 250-300 words

Student 1 (200-249 words)


Appendix 3: The Students’ Transcripts of Interview




Jawaban:

Lebih susah yang irregular verbs sih.. karena kata kerjanya yang nggak

beraturan jadi kayak lebih susah ditebak.



Jawaban:

Kalo tiba-tiba lupa terkadang saya ngasal aja sih.. dan berharap benar gitu hehe..


mother tongue so you had difficulties in changing V1 into V2 or V3? Another

option is when you wrote the past tense, did you do not know at all the form of V2

or V3 because of the complexity of English structure ?

Jawaban:

Ada, saya terpengaruh sama bahasa sehari-hari, tapi malah jadi

berantakkan gitu kalimatnya. Malah jadi bingung sendiri.


Irregular verbs?

Jawaban:

Ya lebih rajin aja belajarnya biar nggak salah-salah terus.. biar lebih teliti

lagi.. saya paling ngafalin sama baca-baca buku.



Jawaban:

Mau main game boleh, mau google meet boleh, mau soal cerita boleh, jadi

saya ikut-ikutan aja sih…




Jawaban:

Yang irregular kak. Dihafalinnya susah banget.



Jawaban:

Saya ngasal sih kak biasanya. Apa aja yang terlintas di pikiran, saya tulis aja kak.





Jawaban:

Nomor 1 kak. Soalnya kan kalo cerita tuh susah gitu. Soalnya kalo cerita

tuh aku pakenya bahasa sendiri aja gitu. Kalo ke bahasa inggris mindahin

bahasanya agak susah.


Irregular verbs?

Jawaban:

Kalo misalnya yang tadinya baca-baca doing dan kurang paham, aku

biasanya Tanya teman. AKu biasanya Tanya jawab kak jadi supaya lebih hapal.

Kayak verb 2 nya sing apa.. terus aku yang jawab, verb 2 nya sing itu sang dan

seterusnya.



Jawaban:

Dibawa fun ajaa jangan terlalu serius gitu loh… kayak gamesTanya jawab

gitu biar bisa saling koreksi juga apa yang salah..




Jawaban:

Irregular verbs kak, soalnya banyak yang dihafalin. Terus juga banyak

kata-kata yang harus diganti.



Jawaban:

Kalo misalnya nggak tau V2 atau V3 nya paling cuman tulis V1 nya. Gitu

aja sih kak.





Jawaban:

Aku sih lebih milih pilihan pertama kak. Kan lebih enak tuh pake bahasa

sehari-hari gitu kak, kalo bahasa inggris itu nggak bias pake istilah elu, gue, dan

bahasa-bahasa yang tidak formal lainnya. Jadi, aku pakenya bahasa sehari-hari.


Irregular verbs?

Jawaban:

Aku kalo misalnya ada kesalahan-kesalahan paling aku baca-baca aja sih

kak, ya baca tentang verb sih ya kak. Kalo nggak baca di google, cari di kamus.

Cari kata2 pendeknya kata2 kerjanya. Sebelum bikin recount text yang betul2

benar, aku cari lagi contoh2 cerita recount text dari google.



Jawaban:

Kalo menurut aku sih ngajarnya kayak kakak aja ya. Jadi kalo online itu

gurunya ngasih file yang penting-penting. Dikasih pelajarannya itu dengan detail.

Ngajarinnya dikasih word. Itu menurut aku lebih gampang sih ya. Udah dikasih

rinciannya. Jadi kalo persiapan ulangannya lebih mantap.




Jawaban:

Yang irregular verbs sih kak. Soalnya susah buat dihafalin.



Jawaban:

Aku bakal nulis V1 nya aja daripada aku nulis V2 atau V3 nya tapi salah.





Jawaban:

Aku diposisi yang kedua. Kadang kan suka lupa verb 2 atau verb 3 nya.

Mungkin juga karena aku udah jarang nulis juga jadi nggak ingat verb 2 atau verb

3 nya.


Irregular verbs?

Jawaban:

Cara aku ngatasinnya aku nonton youtube tentang belajar bahasa inggris

itu yang aku belum terlalu ngerti terus sama baca-baca di google.



Jawaban:

Guru seharusnya ngajarnya lebih jelas lagi kayak bertanya mana yang

belum dipahami. Terus juga kayak main games kayak tebak kata dalam 1 kalimat

gitu. Mana yang salahnya… soalnya kan terkadang kita masih ada materi yang

belum paham kan. jadi kalo kayak gitu, belajarnya jadi lebih seru.




Jawaban:

Irregular kayaknya. Karena kalo regular belakangnya tinggal ditambahin

ed, kalo irregular kan berbagai macam.



Jawaban:

Aku tulis dulu verb 1 nya di kertas. Terus kalo aku udah inget verb 2 atau

verb 3 nya, nanti aku tulis lagi ke kertasnya. Aku ganti jawabannya ke verb 2 atau

verb 3. Terus kalo masih nggak inget juga, aku kumpulin gitu aja kak, pakai Verb

1 saja.





Jawaban:

Pilihan ke satu sih kak. Karena kadang-kadang bingung aja gitu sama

bahasa sebenarnya dengan bahsa sehari-hari. Soalnya kan saya biasanya pake

bahasa sehari-hari.


Irregular verbs?

Jawaban:

Aku perhatikan penulisannya, terus aku inget-inget bentuk-bentuk verb 1,

verb 2, dan verb 3 nya, agar kedepannya aku tidak lupa dan tidak salah dalam

menulis regular dan irregular verbs.



Jawaban:

Kalau online jelaskan lebih rinci, jangan dijelaskan dengan video saja.

Bisa dijelaskan lebih rinci.




Jawaban:

Irregular verbs kak, soalnya susah aja kak. Soalnya bentuknya banyak,

harus dihafalin.



Jawaban:

Mungkin saya bakal nulis Verb 1 nya deh kak.





Jawaban:

Saya ada di pilihan kedua kak. Kalo pilihan pertama saya nggak terlalu

terpengaruh sama bahasa rumahan. Karena biasanya kalo saya lagi nulis cerita

atau apa gitu itu saya selalu pakai bahasa yang formal kak. Tapi untuk pilihan

kedua ini kayak mungkin ada beberapa kalimat atau kata gitu yang verb 2 sama

verb 3 nya tuh bedanya agak jauh banget dari verb satu nya kak.


Irregular verbs?

Jawaban:

Pertama, yang paling penting harus diperhatiin tuh kata regular dan

irregular verbs nya. Terus lebih dihafalin lagi, lebih sering baca bukunya,

diulang2 lagi materinya. Banyakin latihan soal juga.



Jawaban:

Terkadang kak ada guru yang ngasih soalnya doang. Terus kadang-kadang

ada yang ngejelasin tapi nggak ngasih contoh soalnya. Jadi mudah-mudahan

kedepannya guru nya habis ngasih pembahasannya tuh langsung dikasih contoh

soalnya kak. Terus dikasih tau jawaban yang bener nya apa, terus yg salahnya apa.




Jawaban:

Lebih sulit yang irregular. Karena agak beda bentuknya, kalo regular kan

bentuknya masih mirip-mirip.



Jawaban:

Kalo saat menulis terus nggak tau verb 2 atau verb 3 nya, biasanya saya

tulis verb 1 nya aja. Kayak misalnya konteksnya tentang makan. Kan dari eat verb

2 nya kan eat, kalo lupa verb 2 dan verb 3 nya salah tulisnya eat aja. Alasannya

karena itu menurut saya jawaban yang baik, nggak harus ngilangin kalimatnya

meskipun kekurangannya ada di verb di kata2nya.





Jawaban:

Kalo kayak pertanyaan ini saya dipilihan pertama. Kayak kata2 kapan2,

kalo diterjemahin ke bahasa inggris kayak susah gitu. Terus alasannya karena

kadang ada beberapa bahasa sehari-hari di bahasa Indonesia yang susah

diterjemahin di bahasa inggris.


Irregular verbs?

Jawaban:

Solusi saya biar saya ngatasin kesalahannya, dengan ngafalin verb 2 dan

verb 3 nya dari cara penulisannya sampai bentuk2nya. Menurut saya itu cara yang

paling gampang buat saya.



Jawaban:

Kalo online, harapan saya bukan cuman dikasih tugas atau contohnya

doing gitu tapi dijelasin juga. Soalnya ada guru yang ngasih materi terus ditinggal

gitu aja, jadi gak terlalu ngerti.




Jawaban:

Irregular verb



Jawaban:

Aku akan tulis sama apa yang aku pikir aja, yang terlintas di pikiran aja.





Jawaban:

Aku ada di pilihan kedua. Karena aku bener-bener nggak tahu itu bentuk

verb 2 dan verb 3 nya kayak apa. Jadi ya aku tulis aja sebisa aku.


Irregular verbs?

Jawaban:

Solusinya itu liat di google, terus aku nyatet2 Bentuk regular dan irregular

verb. Terus jadi misalkan ada tugas atau ujian, sebelum ujian aku bias baca-baca

catatan aku sendiri.



Jawaban:

Harapan aku sih sebaiknya dijelasin dengan singkat dengan jelas ya. Kalau

online harapan saya itu guru bias ngejelasin lewat google meet atau zoom. Karena

bisa dijelasin seara langsung gitu kan. Kalo lewat ppt nggak paham.




Jawaban:

Irregular verbs. Karena kata nya beda-beda gitu. Setiap kata nya ada yang

beda gitu dan harus dihafalin.



Jawaban:

Jika saya benar-benar tidak tahu bentuk verb 2 atau verb 3 nya, saya akan

tulis bentuk bahasa inggris biasanya saja. Contohnya, saya menulis bahasa

Indonesia ke bahasa inggris tentang kegiatan. Terkadang ada beberapa kegiatan

yang V2 atau V3, jadi saya tulisnya bahasa inggris biasanya saja.





Jawaban:

Pada pertanyaan ini, saya berada di pilihan kedua, Karena pada saat

mengubah bahasa indonesia ke bahasa inggris saya bingung, apakah bahasa

inggrisnya harus diubah ke regular atau irregular verbs. Alasannya saya adalah

karena saat mengerjakan saya sering lupa mana yang regular dan irregular verbs.

Dan ada juga beberapa yang saya tidak tahu regular atau irregular verbs nya.


Irregular verbs?

Jawaban:

Solusi untuks saya untuk mengatasi kesalahan regular dan irregukar verbs

dalam recount text adalah dengan cara mempelajari dan mempelajari lagi PPT

yang telah dikirim oleh guru tentang regular dan irregular verbs, dan mencari di

google kata-kata lainnya agar lebih mudah dalam menukis recount text dan

sering2 menghafalnya agar tidak lupa saat menulis.



Jawaban:

Harapan saya ketika guru mengajar materi ini adalah guru memberikan

PPT dan menjelaskan di google meet atau zoom meeting. Lalu diberikan soal

melalui google form atau quizziz namun secara terpisah untuk regular dan

irregular vebs nya agar tidak tertukar dan terkadang sering salah karena tertukar.




Jawaban:

Lebih sulit irregular sih. Soalnya kalau irregular verbs itu present sama

past nya itu rada-rada beda gitu.



Jawaban:

Saya akan menulis berntuk verb pertamanya saja, kalau saya benar-benar

nggak tahu bentuk verb kedua dan ketiganya.





Jawaban:

Mungkin saya ada di posisi yang pertanya, terpengaruh sama bahasa

sendiri atau bahasa sehari-hari. Jadi, rada sulit gitu nentuin kata-katanya. Jadi

kadang-kadang tata letaknya salah dalam penulisannya karena terpengaruh sama

bahasa sehari-hari.


Irregular verbs?

Jawaban:

Saya pakai metode saya sendiri. Saya akan cari-cari kata-kata regular dan

irregular verbsnya sendiri lewat youtube, google, atau sebagainya. Terus saya

hafalin, biar kedepannya nggak lupa lagi.



Jawaban:

Harapan saya sih guru2 bisa bikin ppt tentang materi regular dan irregular

dengan nampilin kata-kata yang sering digunakan dalam kehidupan sehari2.




Jawaban:

Irregular verbs sih kak. Susahnya kayak nentuin kata-katanya gitu.



Jawaban:

Kalau aku pas bener2 nggak tahu, biasanya aku Tanya ke temen aku. Tapi

kalo aku bener-bener nggak tau, aku nulisnya cuman V1 nya aja.





Jawaban:

Aku milih pilihan pertama. Biasanya aku tuh terpengaruh sama bahasa

rumahan aku yang nggak ada di inggris. Misalnya nih, aku bikin recount text,

terus aku nulisnya pake bahasa rumahan aku yang cocok sama aku kan, pake

bahasa rumahan, tapi di inggris itu artinya nggak ada.


Irregular verbs?

Jawaban:

Aku solusinya biasanya aku nulis ulang cerita recount textnya gitu kak.

Diinget lagi, belajar lagi, terus cari-cari di youtube atau google gitu… kalau

misalnya aku belajar dulu nih, terus aku sering lupa verb 2 nya gitu, yaudah aku

pelajari lagi verb 2 nya, diinget-inget lagi verb 2 nya.



Jawaban:

Harapannya itu bias lebih baik lagi ngajarnya. Lalu, saran aku lebih baik

mengajar bahasa inggrisnya pakai bahasa Indonesia saja jangan pakai bahasa

inggris semua.. soalnya ada beberapa murid yang nggak paham jika gurunya

ngomong bahasa inggris terus selama belajar bahasa inggris. Jadi kurang paham

sama apa yang disampaikan.




Jawaban:

Irregular verb



Jawaban:

Biasanya jika saya nggak inget banget V2 atau V3 nya apa, saya biasanya

menebak bentuknya.





Jawaban:

Saya waktu nulis recount text kemarin, saya lagi di posisi pertama kak.

Kayak mau ngubah V1 ke V2 atau V3 kayak terpengaruh sama bahasa sehari2

gitu kak. Agak bingung ngubahnya gimana gitu kayak terpengaruh sama bahasa

sehari-hari aja gitu kak.


Irregular verbs?

Jawaban:

Biasanya sih saya lebih banyak nonton Film yang ada bahasa inggrisnya

kak. Terus saya baca2 atau hapalin kalimat2 yang termasuk regular dan irregular

verbs gitu kak. Yang penting tau dasarnya bahasa inggris udah enak deh.



Jawaban:

Harapan saya, jangan langsung latihannya aja. Soalnya ada guru yang

memberikan latihan soal tanpa menjelaskannya jadi membuat para murid bingung

gitu kak. Maksud saya, dijelasin dulu materinya lalu diberikan soal.




Jawaban:

Irregular verb



Jawaban:

Biasanya kalau saya udah bener2 gak tau paling saya nulis V1





Jawaban:

Untuk pertanyaan nomor 3 saya pilih pilihan pertama kak, karena setiap

menentukan V2 atau V3 pasti saya terpengaruh sama bahasa sehari-hari sama

bahasa yang dirumah deh kak. Jadi sulit banget buat nentuin V2 dan V3 dari

regular dan irregular tersebut. Kalau saat nulis recount text kemarin, saya berada

di posisi pertama kak. Bahasa saya pun jadi kecampur-campur gitu kak, ada yang

baku ada yang nggak baku, soalnya terpengaruh sama bahasa sehari-hari.


Irregular verbs?

Jawaban:

Saya mungkin lebih banyak baca dan mahamin tentang regular dan

irregular verbs dari kamus atau dari buku atau browsing.



Jawaban:

Kalau pembelajaran online lebih banyakin video dan jelasin lewat google

meet sih.




Jawaban:

Irregular verb



Jawaban:

Kalau misalnya aku ada di posisi kayak gitu, aku kayaknya bakal nulis V1

nya aja gitu. Daripada nggak diisi sama sekali. Misalnya aku mau nulis have you

eaten your lunch? Tapi disituasinya ini lupa bentuk V3 nya jadi aku pakai V1,

daripada aku kosongin lebih baik diisi V1 nya aja.





Jawaban:

Kalau aku yang diposisi pertama sih, karena bahsa inggris sehari-hari aku

ini tuh kayak nggak sesuai sama grammar gitu kayak nggak formal gitu, jadi

kayak berantakkan juga kan V1, V2, V3 nya juga agak kacau. Jadi Cuman

pertama aja yang relate ke aku.


Irregular verbs?

Jawaban:

Aku bakal cari kesalahan aku dimana jika ada 1 kata yang aku salah, aku

akan cari tahu kata yang benernya gimana, lalu aku bakal pelajarin kata-kata atau

soal-soal yang lain-lain, jadi kalau ada soal atau kata kayak gitu aku udah nggak

panik, jadi udah tau jawabannya.



Jawaban:

Kalau online, harapnya gurunya itu ngejelasin ringkas dan dibuat fun aja

gitu. Dijelasinnya jangan terlalu lama, ringkas saja.




Jawaban:

Irregular verb



Jawaban:

Kalau saya lupa V2nya itu apa, saya biasanya itu mengganti tobe menjadi

Past tense.





Jawaban:

Saya pas nulis recount text kemarin itu ada di posisi nomor 2. Karena saya

pas nulis kemarin itu saya suka bingung2 gitu suka kebalik2 gitu rumus bahasa

inggrisnya.


Irregular verbs?

Jawaban:

Kalau saya itu sering-sering latihan. Sering-sering baca-baca buku bahasa

inggris. Terus kadang2 saya hafalin dulu beberapa kata, habis itu minta tolong di

tes sama keluarga atau teman gitu.



Jawaban:

Menurut saya, gurunya sering2 ngasih kuis2 aja sama sering2 ngasih latihan.




Jawaban:

Irregular verb



Jawaban:

Saya biasanya kayak ingat-ingat gitu. Kalau nggak inget, nggak saya ganti

sih. Saya tulis V1 nya aja.





Jawaban:

Saya kadang-kadang ngikutin kayak bahasa rumah gitu


Irregular verbs?

Jawaban:

Solusinya belajar sendiri gitu sih dari youtube. Belajar dari video

pembelajaran dari youtube sendiri terus abis itu dicatat.



Jawaban:

Kalo online mungkin pakai video pembelajaran kayak animasi-animasi gitu




Jawaban:

Irregular verb



Jawaban:

Kalo saya lupa biasanya saya nulisnya V1 kalo udah gak inget sama sekali

atau benar-benar lupa, saya tulisnya V1 nya aja kak.





Jawaban:

Saya pilih pilihan kedua sih, soalnya kadang saya enggak tau bentuk V2

dan V3nya jadi pas diubah ke regular dan ke irregular nya tuh susah.


Irregular verbs?

Jawaban:

Saya mengatasi dengan menghafalkan verb nya itu untuk regular dan

irregular, ketika ada ujian, saya sudah ingat bentuknya.



Jawaban:

Dari mulai awal Gmeet, guru ngejelasin materinya di Gmeet. Nah, setelah

selesai ngajar di gmeet, guru yang ngajarin materinya itu kirim materinya ke wa.

Soalnya biar kita bias mengulang materi yang sudah dijelaskan tadi. Jadi saya itu

butuh PPT buat belajar.




Jawaban:

Irregular verb



Jawaban:

Untuk pertanyaan no.2, kalo lagi bener2 lupa, aku lebih mengandalkan

feeling gitu kak. Yang buat saya bingung itu kalau disuruh nentuin irregular verbs.

Soalnya kan ketiga verbs nya berbeda contohnya kayak go, went, sama gone. Itu

yang membuat saya bingung kak.





Jawaban:

Kalau aku sih kayaknya dipilihan kedua. Soalnya aku lumayan paham

Regular dan irregular verbsnya . Tapi terkadang aku sudah lupa sama verb 2 dan

verb 3dari regular dan irregular verbs kak.


Irregular verbs?

Jawaban:

Kalo aku, kalo biasanya ada kesalahan seperti itu Aku cari yang benernya

itu apa. Terus aku pelajari lebih dalam tentang itu kak. Agar aku lebih mengerti

dan agar kedepannya nggak melakukan kesalahannya lagi kak.



Jawaban:

Nah untuk pertanyaan no. 5 kalau secara online, dipertemuan kali ini

diberi catatan materi dan contohnya agar kita bisa mempelajarinya sendiri terlebih

dahulu kak. Terus, dipertemuan selanjutnya, gurunya itu jelasin di zoom meet.

Dan setelah zoom meet barulah gurunya itu memberikan latihan untuk mengukur

kepemahaman siswanya.




Jawaban:

Irregular verb



Jawaban:

Itu sih saya jawab yang kira-kira nyambung aja sama kalimatnya.





Jawaban:

Saya nggak terlalu terpengaruh sama bahasa sehari-hari saya. Jika saya

lupa verb 2 atau verb 3 nya apa, saya jawab aja seadanya yang ada di otak saya.


Irregular verbs?

Jawaban:

Itu biasanya saya cari solusinya sebelum ada ulangan ada latihan saya

catetin dulu kata-katanya, saya cari yang lengkap di google terus saya coba

hapalin. Kalo misalnya pas latihan atau pas ulangan nanti saya lupa dan nggak

boleh lihat catetan, saya jawabnya seadanya aja sebisanya saya aja. Yang penting

saya udah jawab dan udah usaha.



Jawaban:

Harapan saya untuk guru mengajar online lebih ke intinya agar mudah

dipahami. Terus nggak ribet, nggak simple.




Jawaban:

Irregular verb



Jawaban:

Mungkin aku jawabnya bakal rada ngasal atau yang mendekati ya kak.

Soalnya kan sebelum ulangan kan belajar dulu, jadi sebelum itu aku inget2 dulu

kak kata2nya… kalo misalkan ada teks yang lebih mudah aku kerjain dulu kalo

yang susah belakangan.





Jawaban:

Kayaknya pas nulis recount text kemarin aku dipilihan pertama deh kak

soalnya pas kemarin tuh kalo kayak dibahasa seharihari terus kalo diubah verb2

verb3 itu kayak rada agak susah kak. Soalnya kan aku juga kayak jarang gitu kan,

bahasa inggris juga gak terlalu bias. Jadi kemarin aku kerjainnya tulis dibuku lain,

terus kalo menurut aku itu udah bener, barulah aku tulis di buku bahasa ingris.


Irregular verbs?

Jawaban:

Kalo dimasa pembelajaran online ini, solusi buat ngatasin kesalah2 itu aku

bakal buat table catatan tentang v1, v2, v3, terus sama regular dan irregular. Nah

terus aku hapalin dari kata2 yang mudah sampai yang lumayan sulit dihapalin.

Jadi pas aku buat recount text, jadi lebih mudah gitu kak.



Jawaban:

Kalo kata aku ya kak, guru lebih baik menjelaskan dengan menggunakan

power point di google meet, nah setelah itu diberi catatan atau soal dari penjelasan

yang tadi di powerpoint.




Jawaban:

Irregular verb



Jawaban:

Aku akan nulis verb 1 nya.





Jawaban:

Sebenarnya agak susah sih kak, karena aku sudah terbiasa dengan bahasa

rumah, bahsa Indonesia, jadikan kurang nguasain bahsa inggris v2 v3 gitu. Jadi

aku suka gak paham sama konteks kalimatnya gitu. Jadi pas dikasih cerita atau

apapun gitu jadi kurang ngerti artinya gitu.


Irregular verbs?

Jawaban:

Untuk ngatasin kesalahan regular atau irregular verb, bagi aku, aku akan

cari tahu kesalahan aku dimana dan bakal nyari tahu yang benernya itu gimana.

Jadi aku nyari tahu lewat internet atau tanya2 ke temen. Jadi, jika aku ketemu soal

yang sejenis, aku akan lebih paham sama soalnya.



Jawaban:

Harapan aku untuk pembelarajan online itu seperti pembelajarn offline sih

kak. Soalnya kalo pembelajran offline itu guru ngejelasin materinya itu sampe kita

bener2 ngerti. Soalnya sekarang tuh banyak guru yang cuman menunjukkan video

penjelasan sama tugas aja. Sedangkan kita kan belum tentu paham sama

materinya.




Jawaban:

Irregular verb



Jawaban:

Kalo gak tau saya biasanya pake feeling. Biasanya yang bikin saya

bingung pas nentuin irregular verbnya..





Jawaban:

Saya ada di pilihan pertama, soalnya saya masih lumayan paham saya

regular dan irregular, tapi kadang pas di irregular verbs nya aja sih kak yang

sering lupa-lupa.


Irregular verbs?

Jawaban:

Kalo saya biasanya sih baca kamus, perbanyak latihan soal, perbanyak nonton

youtube.



Jawaban:

Kalo online biar seru bias lewat quizziz, atau video menarik yang berisi

penjelasan materi tuh kalau video animasi ya.




Jawaban:

Irregular verb



Jawaban:

Untuk pertanyaan nomor 2, mungkin aku lebih jawab ke yang aku tahu aja

sih. Karena kalo di verb 2 itu kan biasanya itu kan kita kayak tambahin ed di akhir

kalimatnya (katanya) mungkin untuk verb 3 nya aku samain kayak verb 2 nya.

Dan contoh ari recount text kemarin aku itu ada play jadi played.





Jawaban:

Aku di pilihan kedua ya. Karena banyak kata2 yang mungkin aku belum

kuasai banget di bahasa inggris dan susah untuk menemukan rumus2nya juga jadi

kurang paham juga.


Irregular verbs?

Jawaban:

Mungkin aku lebih sering buka internet ya. Aku biasanya buka internetnya

tuh biasanya buat cari2 tugas2 yang belum aku ketahui atau kadang2 aku suka liat

dari iklan instagram, iklan dari youtube, kadang2 suka ada aplikasi tentang belajar

gitu, dan aku suka download sih dan emang ada benernya bias ngebantu juga.



Jawaban:

Mungkin kalo online class itu, aku lebih suka kita dikasih ppt dulu barulah

latihan pake quizziz bareng2 kali ya. Karena kan kalo quizziz biasanya kita

langsung terkoreksi otomatis jawabannya. Jadi kita bias tahu yang salahnya yang

mana yang benarnya yang mana.




Jawaban:

Irregular verb



Jawaban:

Pertanyaan no.2, saya kurang ngerti sama past tense kayak rumus had + v3

kayak contohnya I had decide. Kan dibelakangnya ditambahin ed, terus bingung

aja nulisnya pake e lagi kah? Karena kata terakhir decide udah ada e nya.





Jawaban:

Saya ada di pilihan no.2 kalo saya bener2 lupa atau gak tau. Karena

biasanya v2 dan v3 nya itu ada yang beda dari bentuk v1 nya. Biasanya saya kalo

ketemu kata kerja irregular, itu saya tulis verb 1 nya aja contoh saya mau tulis lose

tapi saya gak tau ngubahnya.


Irregular verbs?

Jawaban:

Pertama, baca dahulu arti, contoh, dan cara penggunaan nya dari ppt yang

diberikan guru atau dari google. Terus setelah dipahami, dan cari2 point yang

penting, setelah itu biasanya saya hapalin terlebih dahulu sebelum ditulis. Abis

diapalin, dicatet, ditulis dibuku yang saya inget dan sepahamnya saya.



Jawaban:

Kalo online jelasin regular dan irregularnya via Gmeet. Trs dikasih ppt

juga biar makin dibaca aja. Terus diuji juga pake quizziz biar makin sering belajar

terus dihafalin.




Jawaban:

Irregular verb



Jawaban:

Kalo saya bener2 nggak tau, saya biasanya nulis apa yang saya tahu dan

yang saya inget gitu kak. Contohnya kayak pas ulangan gitu saya bener2 nggak

tahu tiba-tiba lupa gitu terus akhirnya saya tuh kayak nulis jawaban yang hamper

mirip gitu tapi tetep nyambung gitu loh kak. Alasannya biar nggak kosong gitu.





Jawaban:

Aku ada diposisi pilihan pertama kak alasannya karena beda sama bahasa

yang aku gunain gitu kak. Contohnya kayak waktu nulis recount text kemarin.

Aku tuh agak susah mengubah kalimatnya jadi irregular apa regular. Kayak susah

ngubah kalimatnya gitu kak kalo aku,, gitu.


Irregular verbs?

Jawaban:

Kalo untuk nomor 4 ini, kalau saya sendiri dengan cara menghafal kak.



Jawaban:

Untuk no. 5 yang saya harapkan di materi ini kalau online itu kita kayak

main kuis gitu loh kak.




Jawaban:

Irregular verb



Jawaban:

Kalo untuk pertanyaan no. 2 saya biasanya ingat2 jawaban yang terdekat

aja kalo emang bener2 gak tau. Misalkan kata come, trs kana da regular dan

irregular. Terus kana da V2 nya, terus saya cocokkin apakah cocok kalo

ditambahin ED itu cocok gak.





Jawaban:

Kayaknya sih saya ada di pilihan kedua kak. Soalnya saya tuh terkadang

suka bingung sama konteks kalimatnya itu harus nentuin subject, v2, terus object.

V2 verb 2 nya harus mikir dulu nih ini udah jadi v2 apa belum. Kalo belum ya

dirubah dulu kan, gitu aja sih kak.


Irregular verbs?

Jawaban:

Kalo saya sih solusinya sering baca rumus, sering dihapalin juga, diingat2

gimana sih yang regular dan irregular tuh.. saya sih biasanya pake feeling gitu sih

kak buat nentuin regular dan irregular verbs nya.



Jawaban:

Kalo online harapan saya itu guru mengajar lewat zoom bisa terus

ngejelasin materi2 apa aja sih yang inti dari materi itu sama contoh2nya gitu.

Pokoknya nerangin secara inti dan jelaslah lewat zoom. Atau bias dikirim video

lewat youtube dikirim ke naka2 juga bias.




Jawaban:

Irregular verb



Jawaban:

Saya akan menulis bentuk verb 1 dan mencoba mengingat2 lagi bentuk

verb 2 dan verb 3.





Jawaban:

Saya memilih pilihan yang kedua, karena saya kesrumitan untuk

mengubah verb 1 ke verb 2 dari regular verb irregular verb saat menulis recount

text.


Irregular verbs?

Jawaban:

Saya akan belajar lagi sampai paham tentang regular dan irregular verb



Jawaban:

Sebaiknya guru menjelaskan satu per satu dan pelan2 tentang regular dan

irregular verbs pakai bahasa Indonesia dan bahasa inggris. Kalo belajar online ,

pakai Gmeet, dijelaskan secara online lalu dijelaskan pelan2 bermain atau game,

kalo ada tugas dijelaskan tugasnya disuruh ngapain.




Jawaban:

Lebih kurangnya tuh saya di irregular. Susah kayak penggantian katanya

gitu gak bias. Kadang saya nanya temen.



Jawaban:

Aku ya kadang tetep nyari ke google kadang saya nulis ngasal karena lupa

gitu.





Jawaban:

Aku kan nulisnya kayak ngasal ngikutin aja. Iya masih terganggu sama

bahasa sehari-hari, kadang bingung ngerubah katanya sih dari bahasa sehari2 ke

bahasa inggris.


Irregular verbs?

Jawaban:

Lebih dengerin materi yang guru kasih tau sih. Terus saya hafalin. Terus

aku Tanya jawab sama temen.



Jawaban:

Kayak ngomong langsung konsultasi dengan gurunya jadi lebih cepet

paham. Kalo pake Gmeet itu kurang paham.




Jawaban:

Irregular verb

2. If you did not know the form of V2 and V3 of Regular and Irregular

Verbs when writing recount text, what would you write?

Jawaban:

Jadi kalo saya bener2 nggak tau lagi, saya biasanya nulisnya nambahin dasarnya

aja kayak nambahin ED





Jawaban:

Kalo saya dipilihan kedua. Saya tuh emang gak pernah terpengaruh sama

bahasa sendiri. Paling saya nulis bahasa indonesianya dulu barulah di translate

bahasa inggris setau saya, kalo gak tau barulah liat google. Karena juga kan aku

belom ngafalin v1v2v3 nya dan juga susah buat dihafalain jadi kan kemungkinan

ya nggak paham gitu sama bahasa inggris karena karumitan dari konteks

kalimatnya


Irregular verbs?

Jawaban:

Mungkin saya bakalan menghafal jadi saya tuh lebih masuk ke otak kalau

menghafal.



Jawaban:

Kalo saya sih semoga aja pelajaran nya jadi lebih seru, dibikin main, setiap

kata dibikin singkatan, sambil belajar sambil bermain.




Jawaban:

Irregular verb



Jawaban:

Kalo saya nggak tau verb 2 atau verb 3 dari kata yang saya ingin tulis tuh

kak, saya tuh ganti dengan katanya tapi dengan arti yang sama. Contohnya, I

learned English last night, tapi saya lupa learn v2 nya apa, jadi saya ganti kata lear

itu menjadi study, jadi I studied last night.





Jawaban:

Saya kayaknya ada di posisi pertama deh kak. Soalnya kalo bikin cerita

dalam bahasa inggris biasanya saya nulis dalam bahasa indonesianya dulu. Jadi

bisanyanya bahsa sehari-harinya itu kayak masuk kedalam ceritanya gitu. Tapi

pas saya translate ke v2 atau v3 nya suka kesusahan gitu.


Irregular verbs?

Jawaban:

Biar gak ada kesalahan lagi, saya ngafalin lagi irregular verbsnya kak.

Soalnya kan irregular verbs itu perubahan katanya tidak beraturan kak.



Jawaban:

Harapan saya sih kak setiap materi dijelasin lewat gmeet. Habis itu diberi

kesempatan untuk bertanya kak. Lalu diminta untuk menghafal kata kerja setiap

pertemuan minimal 10 kata kerja untuk menambah perbendaharaan kata.

Appendix 4: Teacher’s transcript of interview

1. According to the teacher's view, what were difficulties that students

experienced when writing a recount text? Did they have difficulty changing the

form of regular or irregular verbs?

Jawaban:

Menurut saya, siswa memiliki kesulitan dalam mengubah bentuk V1

menjadi V2 atau V3 pada regular dan irregular verb. Ini dikarenakan banyak

sekali irregular verbs yang harus mereka hafalkan karena memiliki bentuk yang

berbeda-beda.

2. What was the teacher's view of the errors that were made by students in

conducting regular and irregular verbs in their recount text writing? What were

the errors they made with the regular and irregular verbs they wrote?

Jawaban:

Menurut saya, dalam penulisan regular dan irregular verb di dalam recount

text mereka kemarin, saya merasa mereka belum paham konteks dari past tense.

Mereka masih banyak menulis V1 yg dimana seharusnya mereka harus menulis

V2 atau V3 didalam recount text. Mereka juga masih banyak menggunakan verb

to be present seperti is, am, are, has, have, can, will yang dimana seharusnya

diganti dengan was, were, had, could, would dan lain sebagainya.

3. According to the teacher’s view, were the errors they made when writing

regular and irregular verbs because they were affected by their first languages so

that they experienced errors when wrote V2 and V3? Another option, Did they

really do not know the forms of V2 and V3 of both regular and irregular verbs

because of the complexity of English structure ?

Jawaban:

Menurut saya, siswa masih terbawa dengan bahasa sehari-hari mereka.

Banyak sekali kalimat yang mencerminkan konteks bahasa indonesia di penulisan

kalimat inggris mereka. Hal ini mengakibatkan mereka sulit untuk mengubah V1

menjadi V2 atau V3 dari regular dan irregular verbs. Lalu, Mereka juga masih

belum paham dengan konteks past tense yg dimana mereka harus mengubah V1

menjadi V2 atau V3. Hal Ini disebabkan karena mereka masih terpengaruh dengan

bahasa sehari hari mereka yg dimana di bahasa indonesia tidak ada bentuk V2

atau V3 sehingga mereka hanya menulis V1 di kalimat past tense tersebut.

4. According to the teacher's view, how did you overcome students' errors when

writing regular and irregular verbs in their recount text? This was be done in order

the students would not repeat the same errors in regular and irregular verbs.

Jawaban:

Menurut saya, Siswa harus sering diberikan recount text supaya mereka

memahami konteks dari past verb dan past tobe secara langsung. Siswa dapat

print recount text yang telah diberikan guru dan melingkari past verb dan past

tobe yang ada di recount text tersebut. Hal ini dapat menambah kosa kata siswa

dalam regular dan irregular verbs. Ketika sudah dilingkari, guru akan

membahasnya di pembelajaran online. Setelah itu, barulah siswa diminta untuk

membuat recount text mereka sendiri berdasarkan pengalaman mereka sendiri.

Setelah mereka menulis recount text, saya akan memberikan feedback, yaitu

memberikan penjabaran tentang apa saja error yang mereka lakukan. Lalu, saya

memberikan daftar kesalahan mereka beserta pembenarannya dan juga bentuk V2

dan V3 dari past verbs beserta bentuk past tobe nya. Dengan bagitu, siswa

memahami sendiri apa saja kesalahan mereka sehingga mereka tidak mengulangi

kesalahan yang sama.

5. According to the teacher's view, in this online learning, what was the best way

to teach regular and irregular verbs to students so that they can easily understand

the material?

Jawaban:

Menurut saya, dalam pembelajaran online ini, metode yang saya gunakan

adalah dengan mengajar di Google meet atau Zoom. Di pertemuan virtual online

tersebut, saya menjelaskan maksud dari regular dan irregular verb beserta contoh

perubahan verb nya dan contoh kalimat nya. Setelah itu, saya melakukan tanya

jawab kepada siswa bentuk dari V1, V2, dan V3 dari regar dan irregular verb yang

saya kemas dengan permainan tanya jawab. Setelah pembelajaran selesai, saya

mengirimkan tugas tentang menulis recount text kepada mereka agar mereka

memiliki kreativitas mereka sendiri dalam menulis recount text. Lalu, saya juga

mengirimkan ppt pengajaran saya yang telah saya jelaskan kepada mereka di

vertual tadi untuk mereka pelajari dirumah sendiri.

Appendix 5: References Examination Paper

REFERENCES EXAMINATION PAPER

Name : Ahmad Dandi Afiatha Pratama

Student’s Number : 11170140000013

Title : An Error Analysis Of Regular And Irregular Verbs

In Students’ Writing Recount Text (A Qualitative

Case Study Of The Eighth Grade Level Students Of

SMPN 40 Jakarta Pusat In The Academic Year Of

2020/2021)

CHAPTER 1

No. REFERENCES Advisor 1 Advisor 2

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Art), 4(1).

✓

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3. Arief, Y. Al. (2016). Questioning t he

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8. Santi Iswahyuni. (2014). ERROR

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Advisor 1 Advisor 2

Prof. Dr. Ratna Sari Dewi, M.Pd. Childa Faiza, M.Pd.

NIP. 197205011999032013 NIDN. 2015038601

Appendix 6: Surat Bimbingan Skripsi

Appendix 7: Surat Permohonan Izin Penelitian

Appendix 8: Surat Keterangan Izin Penelitian Dari Sekolah

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