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