Thesis Bab 1,2,3,4
Thesis Bab 1,2,3,4
Thesis Bab 1,2,3,4
INTRODUCTION
make errors in their learning process. In fact, it is very normal and unavoidable to
make errors. Errors happen to be the very common part of Second Language
People can not learn a language without first systematically committing errors”.
and error analysis is the process of determining the incidence, nature, causes and
“Error is a systematic deviation made by learners who have not yet mastered the
something difficult for students, whereas the students often write in their first
writing skill tends to be the most complicated and difficult skill for the students of
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produces words, sentences, paragraphs, and extended compositions all at the same
other words, writing is one of crucial skills in English which produce some
paragraph. Writing can make us to express anything in a paper, writing can help
us to remain and express our idea by our own words. In addtion, Heffernan and
Writing is not easy. An experienced writer will often labor over a single
paragraph for more than an hour- not counting the thought and research
that went on before the actual writing.
Regarding to those opinions, it can be said that writing is not an easy work
When writing, the writers express feelings and ideas into words, word into
sentence, sentence into paragraph, and it needs hard thinking to produce it at the
same time. Writing requires thinking, and thinking is always complicated and
hard. Therefore, it needs accuracy to make writing well order because the
Related to writing itself, Wikipedia (2011) states that there are some types of
genre such as narrative, descriptive, exposition, recount ect. Each of them has
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their own characteristics and linguistics feature. Primarily to narrative text, it tells
the events and actions that happen in the past. Moreover, simple past tense is one
difficult work in English where the students have to conjugated verb tense, that is
that writing is included as one of the skills that should be taught to the students.
The core competence expects the students are capable in understanding, applying,
knowledge based on the students’ curiosity about the science of arts, and culture
specific area of study in accordance with their talents and interests to solve the
problem. Meanwhile, basic competence expects the students to analyze the social
functions, text structures, and linguistic features in narrative text either in written
and oral form according to the context of its use. As well as, related to the
Competence Criterion (MCC) that should be reached by the students is 65. The
students should be able to pass the MCC as the indication of the students’ success
in learning.
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Based on the observation and interview that were done by the researcher
on November 20th 2018 in SMA N. 1 Tuhemberua, the researcher had found many
problems related to the teaching learning process particularly in writing skill. The
MCC that had been decided by the school could not be achieved by the students.
In writing a narrative text, the students were not able to fulfill the requirements
needed for writing narrative. Focusing on grammar, it was found that students of
tenth grade confused to understand simple past tense and it was found some errors
made by the students in their narrative writing. First, they did not know the verb 2
form, when they made a sentence in simple past tense, they always used verb 1.
Second, they did not know the form and the usage of simple past tense. Third,
they still had lack of knowledge about the differentiation of irregular and regular
(2014: 114) states errors tell the teachers how far toward the goal learners have
progressed and consequently, what remains for learners to learn. Second, errors
mother tongue and by those learning a second language. Errors can be accepted as
a kind of learning activity in learners. Hence, the teacher should be aware of this
problem and correct to avoid them making errors by analyzing what students are
is very difficult. It needs the deep analysis to give the classification of errors.
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the errors made by students of using simple past tense in writing narrative text and
the factors that influence their errors. According to James (1998:1) “Error analysis
Richard et al. (2002:105) first, to identify strategies which learner use in language
learning, in terms of the approaches and strategies used in both of teaching and
investigating the motives behind committing such errors as the first attempt to
Therefore, it is important to classify and describe the students’ error for gainning
the information about grammatical error as well as causes made by the students.
So, it will make easier for deciding the continued learning process.
Regarding to the explanation above, those were the reasons why the
1. What types of errors are made by the tenth grade students of SMA Negeri 1
2. Why do the tenth grade students of SMA Negeri 1 Tuhemberua make errors
The purposes of the research are to analyze the types of errors and find out
the sources of errors made by the tenth grade students of SMA Negeri 1
1. For the researcher, as a tool and way to enrich his knowledge and experience in
analysing the students’ error and its causes through error analysis.
2. For the students, by conducting the research, it shows the students about errors
that they have made, so they are able to minimize misunderstanding about the
3. For the teachers, it will improve the teachers’ ability and knowledge for
looking the best and suitable components of teaching writing in the class such
4. For other researchers, this research can be used as references and a source of
researcher conducted the research by using test and interview to find out the errors
and its sources in using simple past tense in writing narrative text of the tenth
1. Error Analysis
Error analysis is the study of errors made by second and foreign language
students in order to find out the types and causes of error itself as well as the
2. Writing
3. Narrative Text
Narrative text is a text which tells about the story or event that happens in
Simple past is one of the tenses that isused to show an action or activity in
the past time without indicating any connection with the present.
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G. Research Method
qualitative method relies on text and image data. According to Gay and Airasian
answer questions about the current status of the subject or topic of study and it can
also measure what alreay exists. As well as, Moleong (2003:3) adds that a
qualitative research deals with a kind of research which does not use statistic
prior in accurate explanation to analyze and present what have been found. In
other words, qualitative is a research design where the researcher collects and
presents the data with using description and accurate explanation. The procedures
of descriptive qualitative are collecting data, arranging data and interpreting the
data.
data in natural setting, uses inductive thinking, and emphasizes understanding the
subjects point of view. Natural means that qualitative research is done in there all
does not build any hypothesis to be proved or disproved, but accent the
researcher’s idea. The research gives the description about the phenomenon and
the situation which exist at the time of the research. The written result of the
research contains the quotations from the data to illustrate and substantiate the
presentation.
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The approach used by the researcher to conduct the research was inductive
approach with the aim of finding the meaning that originates the facts with an
approach to make observation, recording all facts holistically scientific with the
observed problem. Futhermore, there were two types of instruments used in the
research. First, the researcher gave a test to the students to make a narrative text.
From this, the researcher knew the errors made by students in narrative writing
focusing in using simple past tense. The second, the researcher conducted the
interview to the English teacher as well as the students in getting the deeper
chose this location because of the MCC that had been decided by the school could
not be achieved by most students. So, the researcher intended to search what
The data of the research indicates the types of data that shoud be collected
and analyzed by the researcher. According to Hatch (2002:53), the qualitative data
for the study are video tapes of classroom activity, participation observation field
notes, notes from informal interviews, transcripts of formal taped interviews, and
artifacts. In other words, the data and informant are selected purposefully that help
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the researcher to understand the problem and the research focus that have been
formulated.
So, the data sources were narrative text written by the students and also the
transcrips of formal interview of the English teacher and students and it was
SMA Negeri 1 Tuhemberua as the informant. The researcher chose class X MIPA
1as the sample of the research because it was suggested by the English teacher
because most of the students had the low score in writing narrative text.
selected sites or individuals for the proposed study, a related topic would be the
number of sites and participants to be involved in your study, indicate the types of
above, the researcher followed these procedures. The researcher identified the
deciding the number of participants that consists of 30 students, the types of data
that should be collected were narrative writing and transcrips of interview, as well
as the researcher collected the data through test of narrative writing and interview.
blueprint of test narrative writing. Then, the researcher gave the blank paper to the
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students and gave time to the students to write a narrative text based on the
analyzed it in order to get the types of errors and formulated the questions at once
used in interview depending on the types of error made by the students. Then, the
researcher conducted interview to the students in obtaining the reason why the
students make errors in using simple past tense of narrative text based on the
interpret the result of qualitative data. In analyzing the data, the researcher had
followsed some procedures based on the theory of Corder (1974) in Ellis (1994:
48), as follows :
sample of the students’ writing which deviate from the target in some way.
differ from the target form. The errors are specified in some classifications
d. Evaluation, it involves the analysis of what effect the error has, on whoever is
The similar concept of analysing the data stated Gass and Selinker
1) Collect data. Although this is typically done with written data, oral
data can also serve as a base.
2) Identify errors. What is the error (e.g., incorrect sequence of tenses,
wrong verb form, singular verb form with plural subject)?
3) Classify errors. Is it an error of agreement? Is it an error of irregular
verbs?
4) Quantify errors. How many errors of agreement occur? How many
irregular verb form errors occur?
5) Analyze source. The researcher analyzes the source of errors based on
the findings. Why the students made errors?
6) Remediate. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.
Thus, the researcher adopted those steps which started from identification
combining the data from both instruments test and interview, for the first, the
researcher explained the errors made by the students as the result from the test.
As well as, the researcher explained and classified the causes of errors made by
the students in writing narrative based on the data from interview work. Thus, by
comparing and integrating each other, the researcher took the conclusion through
interpretation.
For getting the quantitative data, it was described in the table of percentage
P = F X 100%
N
Notes: P: Percentage
F: Frequency
intended data. Validity is one of the strengths of qualitative research and is based
on determining whether the findings are accurate from the standpoint of the
checking the validity and research findings, the researcher used four criterions as
folows :
a. Credibility
defined as the confidence that can be placed in the truth of the research findings. It
method by integrating three data sources namely test of narrative writing, the
photos.
b. Transferability
words, when the researcher provides a detailed, clear, sistematic description of the
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research, so it will encourage the readers for deciding the application of that
c. Dependability
of finding over time, it involves the participants evaluating the findings and the
interpretation and recommendations of the study to make sure that they are all
supported by the data received from the informan of the research. In addition,
independent or adviser. The researcher has to show all the process of the research
d. Confirmability
interpretations of the findings are not figments of the inquirer’s imagination, but
are clearly derived from the data. The result is obtained from the process.
b. The researcher decided the informant and the number of informant of the
research.
d. The researcher made the schedule with the English teacher of SMA Negeri 1
e. The researcher came to school and made a cooperation with the English
f. After collecting the data, the researcher analyzed the students’ narrative text
h. The researcher conducted interview to get the information about the causes.
i. The researcher analyzed the data and classified the causes based on the
students’ answer.
k. The researcher took the conclusion and made interpretation of the research.
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CHAPTER II
A. Theoretical Framework
1. Error
a. Definition of Error
language, most of the students, both native and non-native make errors in their
committing errors (Dulay, 1982: 138). Error arises when the learner has a lack of
the learner’s mother tongue as well as the lack of knowledge of learners in the
noticeable deviation from the adult grammar of native speaker, reflects the
competence of the learner. ”Therefore, errors come from the learners’ competence
can be caused by the interference of the learner’s mother tongue or the lack
knowledge.
activity to identify, classify, interpret or describe the errors made by the students
in writing and it is carried out to identify the ability of the students and to obtain
b. Types of Error
students based on the theory. To know the type of error needed in the process of
analyzing. Krashen (1982: 154-162) proposes that errors can be classified into
1) Error of Omission
2) Error of Addition
a) Double marking, two items rather than one are marked for the same feature. For
example:
erroneously added to exceptional items of the given class that do not take a
marker. For example sheeps and putted are both regularizations in which the
regular plural and past tense markers –s and –ed respectively, have been added
3) Error of Misformation
the morpheme or structure. While in omission errors the item is not supplied at all,
Example:
4) Error of Misordering
Example:
Similarly, Corder (1981:36) states that there are some classification of the
1) Omission
Error of omission is where some element is omitted which should be
presented. In other word, omission errors occur when learners omit
necessary items from an utterance.
2) Addition
Error of addition is where some element is present which should not be
there. It is the opposite of omission error. Learners do not only omit
element which they regard as redundant but they also add redundant
element.
3) Selection
Error of selection is where the wrong item has been chosen in place of
the right one.
4) Misordering
Error of ordering is where the elements presented are correct but
wrongly sequenced.
Regarding to those opinion above, the researcher will classify the students’
error into four types namely : Omission (The absence of an word/item), addition
wrong item in the right place), misordering (The items presented correctly but
wrongly sequences).
c. Sources of Error
errors made by the students. In other hand, the researcher will classify the
(2008:42), the students’s error commonly caused by the language transfer of the
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student itself. There are two major sources of students’ errors; they are
1) Interlingual transfer
mother tongue and second language. It means that the students tried to mix their
language when they practiced English as a their second language. Moreover, the
effect of this method the beginner felt difficult to organize their language in
2) Intralingual Transfer
Intralingual transfer is errors factor that made by the students because the
target language that the students studied was different with their mother tongue.
Moreover, the learner felt confused with the structural of second language.
1) Interlingual transfer
Interlingual transfer means interference from learners’ mother tongue.
The clearest proof of mother tongue interference is when L1
nonstandard features get transferred to L2.
2) Intralingual transfer
Intralingual transfer means the transfer which occurs within the target
language itself. For example, an English language learner produces an
utterance like the following: *He goed to the market two days ago.
Based on the theories above, it can be said that students’ error in language
learning caused by interlingual transfer where the students are affected by the
1) Interlingual error
the errors are caused by the learner’s first language. The beginning stages of
For example,
The sentence supposed to write, I had breakfast and then I went to the zoo
yesterday. The sentence supposed to write, I had breakfast and then I went to the
zoo yesterday.
2) Intralingual Transfer
this stage, the errors come from the partial learning rather than the transfer itself.
concepts and hypotheses about the target language from their limited experience
with it and the have a low understanding and knowledge about the target
language. Learners may commit errors due to this reason in many ways.
transfer is done by the learner because the learner over generates the rules in
wrong concept.
3) Context of Learning
Context of learning is the source of error that comes from the teacher, the
situation in the class, and also from the textbook. Context refers, for example, to
the classroom with its teacher and its material in the case of school learning or
4) Communication Strategies
enhance their message across, but these techniques can be the source of errors.
Regarding to the theory above, there are some sources that may lead
learning strategies. In the research,the researcher will identify and explain those
d. Error Analysis
to correct students' errors and also improves the effectiveness of their teaching”.
In addition, Brown (1980: 164) states that second language learning is a process
that is clearly not unlike first language learning in its trial-and-error nature.
Inevitably the learners will make mistakes in the process of acquisition, and
indeed will even impede that process if they do not commit errors and then benefit
in turn from various forms or feedback on those errors. In other words, error
analysis is very important because the researcher would to the types of errors done
by students of using past tense in writing narrative text and the factors that
influence their errors. Errors is very usual in writing paragraph or essay. Thus,
According to Brown (1980: 166), the fact that the learners do make errors
and that these errors can be observed, analyzed, and classified to reveal something
of the system operating within learner, led to a surge of study of learners‟ errors,
called error analysis. It means that, it is possible for students to make error in
learning second language, because it expects the learners to learn from their own
the errors which are made by the learner in language learning process should be
analyzed carefully because with this analysis, the teacher can identify the difficult
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areas that are faced by the students, so it can be used in making decision about
learning materials and strategies. In summary, error analysis as a tool to help the
researcher to identify and describe the students’ error and its causes in narrative
text in order to know how well the students learn the target language.
procedure, analyze error will not correct and clear. Therefore, the researcher needs
to know about the procedures of error analysis. There are some procedure of error
analysis which come from some linguistics experts. According to Corder (1974)
in Ellis (1994: 48), there are some steps in error analysis research, they are:
2) Identification of errors
3) Description of errors
4) Explanation of errors
5) Evaluation of errors
1) Collect data. Although this is typically done with written data, oral
data can also serve as a base.
2) Identify errors. What is the error (e.g., incorrect sequence of tenses,
wrong verb form, singular verb form with plural subject)?
3) Classify errors. Is it an error of agreement? Is it an error of irregular
verbs?
4) Quantify errors. How many errors of agreement occur? How many
irregular verb form errors occur?
5) Analyze source. The researcher analyzes the source of errors based on
the findings. Why the students made errors?
6) Remediate. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.
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says that the practical aspect of error analysis is its function in guiding the
remedial action that we must take to correct an unsatisfactory state of affairs for
The first step of analyzing errors is collection of sample. In this step, the
researcher must decide a number of students which is being sample for the
research. Then, they will be given regular examination in order to get data.
2) Identifying Errors
In this step, In this step the researcher must identify error from data
collection. For identifying error, the researcher must compare the sentence
that was produced by students to the correct sentence in the target language.
For examples,
Iman writted a letter yesterday ,(In this sentence, the error is found in using
3) Describing Errros
After identifying errors, the next step is description of errors. In this step, all
errors that have been identified, then they would be classified into the types
4) Explaining Errors
This step will explain why errors occur. This explanation concerned on the
sources of errors. From example above, the researcher may consider that the
student above does an error in using –ed (regular verb) instead of using
concept
5) Evaluating Errors
In this step, the researcher must decide the criteria of errors which will be
corrected because some errors can be considered more serious than other. The
2. Writing
a. Definition of Writing
know about writing. Moreover , writing is a part of skill in English that must be
evident from what has been said that what the primitives understood as writing is
not the same thing as what we do. Writing began at the time when man learned
understandable not only to himself but also to all other people more or less
students. Heaton (1989: 135) states that writing is complex and difficult to teach
and also to learn, requiring mastery not only of grammatical and theoretical
Halliday in Nunan (1991: 84) states that writing evolves in society as a result of
part of skill in English learning activities and has a different characteristic with
other skills. Writing composed of sentences that have a important meaning for the
reader as well as writing needs organizing idea to share the information for the
reader. Therefore, the writer make the reader easy understanding the content from
paragraph and the purpose of the text was made by the writer.
b. Writing Process
1) Planning
When planning, the writer has to think about three main issues. In the first
place, they have to think about purpose of their writing since this will influence
not only the type of text the wish to produce, but also the language they use and
the information they choose to include. Secondly, they have to think about the
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audience, they are writing for, since this will influence not only the shape of
writing, but also the choice of language. Thirdly, writer has to consider the
content of the structure of the piece that is how best to sequence the fact, idea or
2) Drafting
The first version of writing called draft. The writer must use the idea that
he generated in the planning as a guide. This stage needs an editing for checking
the text. This first ‘go’ at a text is often done on the assumption that it will be
amended later. As the writing process proceeds into editing, a number of drafts
3) Editing
In writing, the way to revise and improve the first draft is called editing.
examples atc.
Final revision is the last stage of writing. Once writers have edited their
draft, making the changes they consider to be necessary, they produce their final
version. This may look considerably different from both the original plan and the
first draft, because things have changed in the editing process. But the writer is
To sum up, the processes of writing include some steps suc as planning
where the writer needs to plan what she or he will write, drafting where the writer
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must use the idea that he or she generated in the planning as a guide, editing
where the writer checks all the components of his/her writing, final draft where
c. Elements of Writing
characteristic as follows:
1) Content: writing must convey the main idea or an attentive reader should be
able to grasp the writer purpose. The substances of the writing; the idea
expressed.
3) Grammar: writing should adhere to the rules of grammar related to the tenses
syntactic pattern.
4) Style: writing should engage its reader through original insight and precise.
The choice of structures and lexical items to give a particular tone or flavor to
the writing.
5) Mechanic: writing must use good spelling, punctuation, and tidy and clean
writing.
mechanic. One writer should insert these elements in writing. All these elements
d. Types of Writing
writing as follows:
1) Exposition
about the plot, character, setting and theme of the essay, story or motion
picture.
2) Argumentation
or not, on premises. Argumentation text refers to the arts and sciences of civil
logic and procedural rules in both artificial and real world setting.
3) Description
discourse). It is also the fiction writing mode for transmitting a mental image
information of an object.
4) Narration
events, perhaps leaving some occurrences out because they are from some
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narration writing. In the research, the researcher used narrative as the material that
Simple past is tense that explains the accident that happened in the past
time. Futhermore, simple past used regular and irregular verb or they can use verb
be (was, were). According to Anwar (Betty 2010:32) ”simple past is a tense that
began and finished in the past. It means that, simple past explains the accident that
start and end in the past and the accident did not discussed again today. Simple
past tense is a tense that often used in writing narrative texts as Douglas et al
(1999:456) states:
Past tense most commonly refers to past time via some past point of
reference, especially in fictionally narrative and description, where the use
of the past to describe imaginary past happening is a well- established
convention.
The students need to understand the structure and how to use it correctly in
Simple past is one of the tenses we use to refer to completed events, states
or actions. We choose the simple past when we consider that the event,
state or action took place within a finished period of time, such as last
week, at the weekend, etc. In telling stories and describing what happened
in the past we use the past simple as a time anchor – to establish the key
time frame of events.
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tenses used for the action completed in the past at a definite time. It is used to
indicate activities or states in the past, without indicating any connection with the
present. Moreover, simple past tense is one of the tense used in narrative text that
c) Verbs end in consonant ‘ y’, change y to I and add –ed (try-tried, carry-
carried).
f) Verb end in vowel + consonant and stress is on the first syllable (two
syllable verb). Add –ed do not double the consonant (visit, answer).
g) Verbs end in vowel + consonant and stress is on the second syllable (two
h) The negative of regular and irregular verbs is formed with did not (didn’t)
i) The interrogative of regular and irregular verbs is formed with did +subject
+infinitive.
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j) Negative interrogative:
1) The rules about doubling the final consonant when adding ing apply
adding ed
2) Irregular verbs
Many common English verbs change form, rather than add ed. There is a
little pattern to be found in these changes and verbs of similar spelling in the
infinitive may take quite different forms in the past (think-thought, drink-drank,
etc.).
3) Some changes are of spelling rather than sound (pay-paid, lay-laid). Other
burn/burned/burnt)
4) A few verbs obey none of these: is/was, go/went and put/put are the most
common.
5) Some irregular verbs have the same form in all parts: hit – hit – hit, cut-cut-
cut.
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In addition, simple past tense consists of two forms namely verbal form
and nominal form. Each form has its own stucture and formula as Robert
Table 1
Formula Examples
Positive Form :
S + Verb-2 (past tense)+ O The teacher came to the class
S + be (was/were)+ O I was a stamp collector
Negative Form :
S + did + not + infinitive + O The teacher didn’t come to the class
S + be (was/were) + not + O I wasn’t a stamp collector
Interrogative Form :
did + S + bare infinitive + O Did the teacher come to the class
be (was/were) + S + O Was I a stamp collector
In the research, the researcher focused in the forms of simple past tense as
the rules or indicators of analysing the students’ error in using simple past tense.
Thus, if it was found a deviation or error that is not suitable with the forms, and it
According to Martinet (2014: 127), there are some functions of simple past
tense :
1) It is used for actions completed in the past at a definite time. It is used for a
past action when the time is given “I meet him yesterday”, when the time is
asked about “when did you meet him?”, or when the action clearly took place
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at a definite time even though this time is not mentioned “the train was ten
2) The simple past tense is used for an action whose time is not given but which
3) The simple past tense is also used for a past habit: He always carried an
4) The simple past is used in conditional sentences, type 2. (For use of the unreal
5) We use simple past to talk about events, actions or situations which happened
in the past and are now finished. We always have to say (or imply) when the
action happened, so we often use time references like yesterday, ago, last
summer.
From the uses of simple past tense that have been mentioned before, it can
be said that simple past tense is used to show or state the events or actions that
happen in the past and it does not have a connection with the present time.
Many students usually have some difficulties in forming simple past, they
are confused about regular and irregular form because they do not memorize all of
through four, possibly five, stages in their acquisition of these forms:” as follows:
1) They use the one form for both present and past eat (eating)
past tense especially in forming irregular verb. Such difficulties are mostly faced
by the students in using simple past tense. To produce the correct form, they need
to analyze the changing of the verb. Sometimes they over generalized the rule by
adding –ed at the end of the verb which can cause an error.
i. Narrative Text
Mark and Anderson (2011: 164) ”A narrative text usually focuses on specific
means that narrative text explained a phenomenon that have been finished in last
time with including figures and the character that supported them in the story. A
narrative relates a series of events, real or imaginary that happened in the past, in
and also requires hard work and specific skill to be done well. Thus, narrative
provides human interest and entertainment, spark our curiosity, and draw us close
conduct. In the research, narrative text is the material used to conduct error
analysis.
j. Constructing Narrative
In constructing narrative text, there are some generic strutures that should
order. According to Anderson (2003: 12), there are some generic stucture of
narrative text:
1) Orientation
narrator tells the audience about who is in the story, when the story is taking place
2) Complication
It is set off a chain of events that influences what will happen in the story.
This is the part of the story where the narrator tells us about something that will
begin a chain of events. These events will affect one or more of the characters.
3) Sequence of events
Where the characters react to the complication. Here the student provides a
record of all the important activities that happen on the excursion. The events can
be told in chronological order (the order in which they happen) or with flashback.
4) Resolution
element of the narrative text where the character in store find out the solution
about the conflict. This element also tell the reader about the ending of the story.
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5) Coda
It provides a comment or moral based on what has been learned from the
story (an optional step). If there is no moral or special message, the narrative ends
at the resolution.
a) Orientation, tells the audience about who the participant, when the
story take place and where the action is happening.
b) Complication, sets of a chain of event.
c) Resolution, an ending or closing of the story. It consits of a moral
values or advice.
1) When sequencing people and events in time and space, narrating typically
uses:
a) Action verbs
b) Temporal connectives
2) Recount and stories are typically written in the past tense unless quoting direct
a) They were poor because their pig ate them out of house and home and
everywhere.
b) Maria didn’t know what to do next. She thought about her mother and
4) Narratives often use action verbs metaphorically to create effective images; for
example:
5) Narratives often use rhythm and repetition to create particular effects; for
example:
Riding. Riding. The boy went riding across the wintery moor, far away from
sentences comprising one word or a short phrase are used to create poignant
b) Rose slowly opened the old wooden door. Dark. There was nothing but
black.
40
narrative are:
e) Action verbs. A verb that shows an action. (killed, dug, walked, etc)
f) Direct speech. It is to make the story lively. (Snow White said,”My name is
m. Types of Narrative
as follows:
a) Myth is the type of narrative text that referes to an ancient story often mean to
b) Legend is a story that is based on fact but often includes exaggerations about
the hero.
c) Fable is a story teaches a lesson, often using animal characters that behave
like people. From the story, the readers are expected to take the lesson and
d) Tale is the type of narrative that refers to imagery event, incident, case or
story.
e) Novel is representing character and action with some degree and realism.
readers.
In the research, the researcher had limited the students in determining the
type of narrative writing. The researcher used legend story as the type of narrative
Snow White
Orientation
Once upon a time there lived a little girl named snow white. She lived with
her aunt and uncle because her parents were died.
Complication 1
One day she heard her Uncle and Aunt talking about leaving Snow White
in the castle because they both wanted to go America and they didn’t have enough
money to sake Snow White. Snow White did not want her Uncle and Aunt to do
this, so she decided it would be best if she ran away. The next morning she ran
away from home when her Aunt and Uncle were having breakfast. She ran away
into the woods.
Resolution 1
Then she saw this little cottage she knocked but no one answered, so she
went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from
work. They went inside. There they found Snow White sleeping. Then Snow
White woke up. She saw the dwarfs. The dwarfs said, “what is your name?” Snow
White said, “My name is Snow White.” Doc, one of the dwarfs, said, “If you
wish, you may live here with us. “Snow White said, “Oh could I? Thank you.
“Then Snow White told the dwarfs the whole story and finally Snow White and
the 7 dwarfs lived happily ever after.
past tense done by students in writing narrative text. The researcher conducted a
research about Error Analysis especially in using simple past tense. Thus, the
Academic Year of 2016/2017”. This research was about error analysis on the use
of simple past tense in English narrative text made by the students of SMKN 1
Tengaran in the academic year of 2016/2017. The result of this research showed
that there are four types of errors that occur; they are error of omission, error of
addition, error of misordering and error of misformation. From the data analysis
the researcher found that the most dominant error that occurs with the percentage
65.09% is error of misfromation with total 69 from 106 errors. Error of omission
Error of addition relates to the presence of an item that must not appear in well-
formed utterances. Error of misformation relates to the use of the wrong form of
Students’ Narrative Writing (A Case Study at First Grade Students of SMA Dua
Mei Ciputat)”. The objective of this study was to know and explain the most
frequent errors made by the first grade students of SMA Dua Mei Ciputat in
writing narrative focused on simple past tense. The classification of errors in this
43
study is divided into four categories; they are omission, addition, misformation,
and misordering. The findings showed that there are 152 errors made by the
students. The most frequent errors made by the students in their narrative writing
omission with 40 errors or 26%. The next was misordering which consists of
21errors or 14%. And the last was addition with 9 errors or 6%.
Susanti (2017), with her research’s title “An Error Analysis on The Use of
Past Tense in Narrative Text”. The purpose of this study was to analyze of
student’s errors on the use of past tense in Narrative text based on the problem
that students felt confused about using past tense in their writing especially
Narrative text. The method of study was qualitative descriptive. The subject of
The result showed that the reseacher found four types of errors : omission,
addition, misformation, misodering. Then, the researcher found the highest error
influenced by student felt confused to understand simple past because they did not
know the meaning and differences between regular verb and irregular verb.
Based on the previous studies above, it made the researcher felt confident
that the procedures of error analysis could be applied to the students’ writing in
order to find the errors made by the students. Those researches hade shown their
own results which hade the similarity among them as well as with this research.
The results presented that the types of errors made by the students are omission,
and guideline for the researcher both theoritical and practical in conducting the
research. In addition, related to the focuses of research the researcher found the
causes of the students’ error in using simple past tense that differed with the
The research is set out from the problems found by the researcher from in
SMA Negeri 1 Tuhemberua where the students could not achieve the MCC
determined by the school. Focuses on writing, the students faced some problems
were not able to compose the narrative writing well as well as the students were
lack of understanding about tense. Hence, to identify the lack of the students, the
researcher conducted the qualitative research which aims to collect, arrange and
interpret the data. The researcher focused the research to analyze to students’ error
research. Errors analysis is the way to identify the students’ error as reference for
the teacher in order to take a decision about material and strategy used to teach the
students in order to minimize the students’ error. In the research, the researcher
used two kinds of instruments. The first, test narrative writing in order to identify
the students’ error that had been made by two students and the second was
interview in order to identify the sources of error made by the students. After the
researcher collected the data, the researcher analyzed it through some steps
evaluation of data. After these steps, the result was described and interpreted. In
The Researcher
Test Interview
Error Analysis
RESULT
CHAPTER III
A. Research Findings
Based on the research design, the researcher had conducted the test to the
students in answering the first focus of the research. Before the researcher going
to the subject of the research, the researcher validated the test with the internal
validators, they are the researcher’s lecturer (Mr. Kristof Martin E. Telaumbanua,
S.S, M.Pd) and two English teachers (Mr. Iman Syukur Telaumbanua, S.Pd and
Mr. Derma Polius Gea, S.S). They are considered as the experienced validators
because they teach English frequently, the sheets can be seen in Appendix 3a,
Appendix 3b, Appendix 3c. After the validators agreed the test, the reseacher
came to the field and took the data from the informants. In order to get the data of
the types of the stdents’ error in using simple past tense, the researcher asked the
In doing the test, the researcher collaborated with the English teacher of
that school as well as observed and led the students during writing narrative text.
The test was conducted on Wednesday, 8 May 2019. After collecting the
the errors (the researcher indentified the location of the error made by the
students), description of errors (the researcher classified the errors into four
errors ( the researcher explained the errors of what causes of scuh errors) and
evaluation of errors (the researcher evaluated the errors and made possible
correction of error itself). The proses of errors analysis are presented in the form
After analysing the students’ narrative text, then the researcher counted
the errors by using the table and calculated the number of types of error. Next, the
NO TYPES OF ERROR
NAME FREQUENCY
. OM AD MF MR
1. Student 1 1 1 12 1 15
2. Student 2 - 4 17 1 22
3. Student 3 3 - 15 5 23
4. Student 4 6 1 14 - 21
5. Student 5 2 2 8 - 12
6. Student 6 - - 11 - 11
7. Student 7 - 2 11 4 17
8. Student 8 2 - 14 1 17
9. Student 9 3 2 11 3 19
10. Student 10 1 3 10 2 16
11. Student 11 4 1 6 3 14
12. Student 12 1 - 9 6 16
13. Student 13 3 4 26 1 34
14. Student 14 4 1 11 4 20
15. Student 15 3 - 7 - 10
16. Student 16 3 1 6 4 14
17. Student 17 2 5 17 - 24
18. Student 18 1 5 9 3 18
19. Student 19 3 1 15 1 20
20 Student 20 1 1 12 - 14
21. Student 21 2 - 17 - 19
22. Student 22 2 1 17 3 23
23. Student 23 1 2 10 1 14
24. Student 24 1 3 6 3 13
25. Student 25 3 2 14 - 19
48
26. Student 26 5 - 11 1 17
27. Student 27 1 2 8 - 11
28. Student 28 3 3 15 - 21
29. Student 29 5 2 9 1 17
30 Student 30 3 - 9 - 12
SUM 69 49 357 48 523
F
a. Omission P= × 100 %
N
69
P= × 100 %
523
P = 14 %
F
b. Addition P= × 100 %
N
49
P= × 100 %
523
P=9%
F
c. Misformation P= × 100 %
N
357
P= ×100 %
523
P = 68 %
F
d. Misordering P= × 100 %
N
48
P= × 100 %
523
P=9%
400
357
350
300
250
200
150
100 69
49 48
50
0
Omission Addition Misformation Misordering
Misordering Omission
9% 14%
Addition
9%
Misformation
68%
formulated the sequence of types of errros and causes of errors on its high
frequency and low frequency. It can be seen from the table below.
a. Misformation
Based on the table above, the researcher found that most of the students
made error in misformation. There were 30 students made error with the total
error was 357 or 68 %. In other word, all the sample or students had ever made
the error in misformation. According to the theory of misformation that had been
discussed in chaper II, misformation are characterized by the use of the wrong
form of the morpheme or structure. After the researcher analyzed the data, it was
found that the students frequently made error in using verb 2 and to be was and
were. In this case, the students tended to use the verb 1 of every action of the
story and to be is and are in nominal form instead of using verb 2 and to be was
and were. For example, the student wrote “Her stepmother become a
51
grandmother and give a poison to snow white”. The use of verb become and give
in the sentence above is considered error because that sencence should be “Her
stepmother became a grandmother and gave a poison to snow white” . Next, the
Besides that, the error also found where the students used verb by adding e
because of the students’ low understanding about regular verb and irregular verb.
For example, the student wrote “Cinderella goed to the party”. The use of goed
party”. Those cases were mostly found in students’ narrative text. Although, the
students had written their sentence in sequence but it was considered as error
b. Omission
an item that must appear in a well-formed utterance. Omission errors occur when
item that must appear in a well-form utterance and it often occurs in form of
samples or students after the researcher analized thei narrative text. The analysis
showed students’ narrative text showed that the were 27 students had ever made
error in omission with the total error 69 or 14 %. Omission error is claimed as the
In omission error, it was found that the students often omitted word or
morpheme that should be written in well form sentence such as subject, to be,
verb, modals or auxilary etc. For example, the student wrote “Long time ago there
___ a girl named Cinderella”. In the sentence, the student did not write to be
“was” that exactly it should not be disappear in that sentence. Next example is
“when ___ arrived to home, her mother was angry to him”. In the sentence, the
student had missed to write subject “he” because in complete sentence, subject is
the important component. Besides that, sometimes the students wrote “Her
stepmother and sister went there but Cinderella ___ not go”. In the sentence, the
student omitted auxilary “did” that should be written in complete simple past
tense sentence. Those examples were the kinds of error made by the students in
comprehension in forming simple past tense and also the students had been
c. Addition
In addition error, there were 22 students had ever made error with the total
formed utterance. In the students’ narrative text, the researcher had found that the
students wrote unnecessary words that should not be appear in well form simple
past tense. Sometimes, the students did double marking where two items rather
than one are marked for the same feature. For example, the student wrote “The
princed was danced with her”. In the sentence “was” was considered as
53
unnecessary because to be “was” should not be used in verbal form of simple past
tense and the sentence should be “The prince danced with her”. Besides that, in
the student’s narrative text it was found some words written but it was considered
wrong in well form sentence. For example, the student wrote “The incense is
grow there is famous thoughout China”. The word “there is” was unnecessary
words and the right sentence is “The incense is grow famous thoughout China”.
d. Misordering
Based on the analysis of the students’ narrative text, it was found that there
Misordering error was less done by the students among of other types. Based on
the students’ narrative text, the students can select the right forms to use in the
right context, but they arranged them in the wrong order, for instance, adverbials,
54
the form as a whole and adjectives, yielding errors as in: “One day, he was
fishing a fish very beautiful”. In the sentence, “a fish very beautiful” was
considered an error because the student wrote it in unwell form structure. But, the
right form is “One day, he was fishing a very beautiful fish”. The other example
is “They in the mountain area settled”. In the sentence, the student wrote some
elements in wrong place such as verb and adverb, and the sentence should be
“They settled in the mountain area”. The next example is “they tried to hide him,
but happened an eruption and Kusuma fell into the crater”. In the sentence,
“happened an eruption” is wrong structure, the student had misplaced subject and
verb. In right form the sentence should be ““they tried to hide him, but an
eruption happened and Kusuma fell into the crater”. In these cases, all the errors
mainly can be caused by the students’ lack understading about simple past tense
and also the students had translated their sentence in Indonesia language without
to get the deep information about the students’ error and the sources of the
students’ error before and after giving the test to the students. The first in terview
was done on November, 20 2018 and it was directed to the Englsih teacher of that
school. The researcher the English teacher to get the information of the students’
condition in learning English especially the students’ ability and problem in using
simple past tense of narrative writing. Along with the first interview, the
researcher asked some questions to the English teacher related students’ error in
using simple past tense. The English teacher stated that there were some kinds of
erros made by the students and students’ ability in using simple past tense in
writing narrative text were considered low and also the English teacher stated that
most of the students’ errors were still effected by the students’ first language
namely Indonesia language and low understanding about English language, it can
researcher continued the research by giving the test and interview to the students.
After analysing the students’ narrative text and the students’ error in using
simple past tense had been found, the researcher conducted the second interview
by formulating and creating the questions based on the types of errors made by the
students, the number of the questions that should be asked to the students depends
of the student’s errors itself. The second interview was conducted on Friday, 24
May 2019. The second interview aims to find the sources of why the students
made errors in using simple past tense in answering the second focus of the
research. Before conducting the interview, the researcher validated the all the
questions with the internal valuators, they are the researcher’s lecturer (Mr.
56
Kristof Martin E. Telaumbanua, S.S, M.Pd) and two English teachers (Mr. Iman
Syukur Telaumbanua, S.Pd and Mr. Derma Polius Gea, S.S), it can be seen in
Appendix 4a, Appendix 4b, Appendix 4c. After the validators validated all the
questions means that all the questions are considered valid and can be used to get
English teacher to lead to the students in answering the questions. After collecting
the students’ interview sheets, the researcher analyzed and classified it into four
made the recapitulation of the cause of errors by using the table as follows :
CAUSE OF ERRORS
NO
NAME Interl- Intral- Contex of
Communica
. -tion
ingual ingual Learning Strategies
1. Student 1 2 3 - -
2. Student 2 - 4 - -
3. Student 3 1 2 1 -
4. Student 4 - 5 - -
5. Student 5 1 3 - -
6. Student 6 - 2 - -
7. Student 7 2 2 - -
8. Student 8 3 5 - -
9. Student 9 - 4 - 1
10. Student 10 3 5 - -
11. Student 11 - 4 1 -
12. Student 12 1 6 - -
57
13. Student 13 2 6 - -
14. Student 14 2 4 - -
15. Student 15 - 2 1 1
16. Student 16 4 2 - -
17. Student 17 3 1 - -
18. Student 18 - - - 6
19. Student 19 1 4 - -
20 Student 20 - 4 - -
21. Student 21 - 3 - -
22. Student 22 1 4 - -
23. Student 23 1 4 2 -
24. Student 24 1 4 - -
25. Student 25 1 2 2 -
26. Student 26 2 2 - -
27. Student 27 1 5 - -
28. Student 28 1 4 - -
29. Student 29 1 6 - -
30 Student 30 1 4 - -
SUM 35 106 7 8
F
a. Interlingual P= × 100 %
N
35
P= × 100 %
156
P = 22 %
F
b. Intralingual P= × 100 %
N
106
P= × 100 %
156
P = 68 %
F
c. Contex of Learning P= × 100 %
N
7
P= × 100 %
156
58
P=5%
F
d. Communication Strategies P= × 100 %
N
8
P= × 100 %
156
P=5%
120
106
100
80
60
40 35
20
7 8
0
Interlingual Intralingual Context of Communication
Learning Strategy
Sales
Communication Strategy
5%
Context Interlingual
of Learn- 22%
ing
5%
Intralingual
68%
simple past tense, it is important also to explain the sources of errors that the
students make in narrative writing. Most of the sources of errors can be identified
interview activity. The type of error that has been known can lead the researcher
to the find many sources of the errors. By determining the sources of error, the
teacher will understand how the students make the errors. In the research, the
researcher had recapitulated the sequence of the sources of the students’ errors
based on the students’ answer in interview sheet and it had been clasified into four
60
Table 5 The Sequence of the sources of the Students’ Error in Using Simple
Past Tense
Regarding to the table, the sources of errors in using simple past tense
a. Intralingual
Intralingual source was the source that effected most the students made
error in using simple past tense in writing narrative text. The research findings
showed that there were 29 students said that the errors were mainly effected by
intralingual with the frequency was 106 or 68 %. This result was claimed because
of the students’ answer in interview sheet. After analysing the students’ interview
sheets, the researcher found many kinds of reasons depended on the questions that
were directed to the students. There were some reasons why the students made
61
error that had been proposed by the students such as : a) the students did not know
about the parts of simple past tense such as subject, verb, adverb and to be, b) the
students did not know how to form simple past tense, c) the students did not know
verb 2 and to be “was and were” of simple past tense, d) the students did not know
how to add “e or ed” in verb, e) the students did not know the use of simple past
tense, and f) they were less understanding and comprehension of simple past
students’ lack knowledge or limited experience of the target language and also the
Compared to the theories that had been discussed in the previous chapter,
transfer was error factor that made by the students because the target language that
the students studied was different with their mother tongue as well as Intralingual
hypotheses about the target language from their limited experience with it.
Regarding to the explanation above, the reality of the souces of students’ error
was in line with the theories. Consequently, the students made errors in their
writing.
b. Interlingual
The result showed that interlingual was the second source that effected
the students to make error in using simple past tense. There were 21 students had
said that they were mainly effected by interlingual with the frequency of souce
found many kinds of reasons depended on the questions that were asked to the
62
students. In the students’ interview sheet, the students wrote some reasons that
were considered as the interlingual factor such as the students made error
because of the effect of Indonesia language, the students had translated it into
indonesia language, the students’ narrative writing was the result of translation of
the first language. Due to those reasons, it can be concluded that the errors that
had been made by the students in using simple past tense also effeccted by
interlingual source.
Similarly, the theories had been stated that the students’ error in learning
the target language could not be separated with the first language. Before the
students know the second language, the students have been familiarized by the
was the result of translation without considering the linguistic of second language
system.
c. Context of Learning
The research findings showed that context of learning was less effected the
students to make error. There were 5 students said that context of learning caused
the students’ error with the frequency was 7 or 5 %. In the students’ interview
sheet, the students said that error happened because of less explanation of the
English teacher who taught narrative text and there was not any explanation about
simple past tense in textbook used in teaching English. Due to these reasons, it
made the students commited to error because of less explanation about simple past
tense. Related to the theories, context of learning source is a source of error that
comes from the teacher, the situation of the classroom and also from the textbook
63
The students often make error because of misleading explanation from the
teacher, the faulty presentation of the structure in textbooks, or the concept of item
that is memorized by drilling but it‟s not proper with the other context. Thus, less
explanation from the teacher and textbook as stated by the students in interview
d. Communication Strategies
using simple past tense in writing narrative. In interview sheet, the students stated
that they forgot of simple past tense and also they did not learn at home about
simple past tense before doing the test. So, it made the students wrote some errors
strategies source because Students must have their own strategies in language
learning to enhance their message across, but these techniques can be the source
B. Discussion
Regarding the focuses of the research that have been stated by the
researcher in chapter 1 namely the types of the students’ error and the sources of
the students’ error especially in using simple past tense in writing narrative text
have been successfully found and answered by the research findings. Based on
the analysis of research findings, the researcher had classified the types of the
students’ error, they are misformation type is the most error made by the students
64
in using simple past tense where the frequency of error is 357 or 68 %, omission
to find the source of such errors, the researcher also had classfied the students’
answer through interview sheet. It was found that intralingual source is the most
source of students’ error with the frequency is 106 or 68 %, interlingual with the
simple past tense in writing narrative text, the students often make error and it
Based on the data that had been presented in the previous tables and charts
as well as the explanation of the research findings, it could be stated that although
the students had written their narrative writing in a good generic structure, it did
not guarantee that the students were able to write it well grammatically,
particularly in using simple past tense. The research findings showed that almost
all the students ever made error in all types where misformation type was the most
frequently commited by the students which mostly indicated by the use of verb 1
and to be is and are. Omission was the second sequence of error commited by the
students and also addition was the third sequence of error whereas misordering
Furthermore, the sources of the students’ error was mainly effected by the
lack of understanding and comprehension about simple past tense which had been
classified as intralingual source. So, it will be a note for the teacher for improving
65
the teacher’ strategy and material in teaching the students about simple past tense
as well as it become a real task for teacher to make his material clearly
the first language used by the students but it can be treated equally with English
explanantion above, it can be stated that the students’ error and its source can not
Comparing to the latest related researches that had been stated in chapter
II, the research had the difference. The focus of the latest related researches
differed with the focus of the research where all latest related researches just
focused in finding the type of the students’ error in using simple past tense while
the research focused on the type and also the source of error. In other words, those
addition and misordering error made by the students with no special concern of its
source. In Contrast, although misformation type was same as the highst frequecy
type among of the latest related research and the research, the sequence of the
66
result frequency of the latest related research especially omission, addition and
misordering was different with the sequence of result frequency of the research.
Beside that, the latest related researches had the differentiation with the
research in school level, year and informant of the research such as Aminah
(2016) with her research’s informant was Vocational School students and Susanti
(2017) with her research’s informant was Junior High School and Anwar (2014)
where his research was done at first grade of Senior High School. Thus, the
differentiation among the researches can be seen from the forcus, informant and
its result.
After getting the result of the research, the researcher compared it with the
theory of the research. In the students’ narrative text, it had been found the
students’ error and its source through interview sheet. Undoubtedly, students can
not learn language without systematically committing errors. All the theories had
error analysis to find out the types of error and its source. As Brown (1980:166)
stated that the fact that the learners do make errors and that these errors can be
within learner, led to a surge of study of learners’ errors, called error analysis.
67
But, there was a theory contrasted the fact found by the researcher in the field.
Hourani (2008:42) mentioned that the students’ error caused by the language
transfer of the student itself. Based on the students’ interview sheets, it was found
that the students’ error was effected by the lack of students’ knowledge and the
teacher’ teaching strategy and the students’ strategy in learning. Thus, source of
the students’ error not only because of the transfer of language itself.
The research findings showed that error analysis has the significant
towards the analysis of the students’ error and souces of errors in using simple
past tense in wrting narrative. For the students, by conducting the research, it
shows the students about errors that they have made, so they are able to minimize
misunderstanding about the use of simple past tense in narrative text. This enables
the students to learn from their mistakes and lead them to increase their ability in
Also for the English teacher, the research has some implication. The
research findings show the teacher the students’ progress in learning as well as the
erros that has been made by the students and its sources. It will improve and
encourage the teachers’ ability and knowledge for looking the best and suitable
components of teaching simple past tense in the class such as strategy, material,
media ect.
In conducting the research, the researcher had some limitations that the
a. The researcher as a beginner realizes that there are many weaknesses in doing
the research.
b. Lack of students’ vocabulary. Some of them are not able constructing their
narrative text.
c. The students did not consider the process how to get the good result but they
just attempted to accomplish the activities, even though the result of it was
true or not.
d. The researcher has limited sources of literature about error analysis that make
e. The limitation of the instruments used to collect the data. The obtained data is
CHAPTER IV
A. Conclusions
Dealing with the result of the research from the writing test and interview,
1Tuhemberua still commited errors in using simple past tense in writing narrative.
The research findings that the research carry out indicate that the type of error that
mainly make by the students is Misformation with the frequecy of error is 357 or
or 9 %.
The research findings also indicate that the major source of error made by
the students in using simple past tense is Intralingual with the frequency of source
comprehension of the students about simple past tense. The Second source is
the interference of the students’ first language, Indonesia language. The third is
B. Suggestions
Based on the result of the research , the research gives some suggestions to
the English teacher and next researchers. For the English teacher, the English
teacher has to make the students aware of their mistakes by correcting them so the
students can learn from their mistakes. The teacher should improve their teaching
method by using effective teaching technique to make the students understand the
material better and reduce the errors in their sentence. The researcher also expects
the next researchers to conduct the same research to find out the types of errors
and its sources in using simple past tense in the future by making this research as
the reference on the same field. The next researcher are also expected to be able to
70
cover the limitation about this research as well as the researcher hopes that the
next researchers can prepare everything as good as possible in doing research and
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Susanti, Mega Putri, 2017, An Error Analysis on The Use of Past Tense in
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