ARTICLE

TENSE AND ASPECT ERROR ANALYSIS FOUND IN STUDENTS' WRITING IN

ENGLISH

Lecturer :

Fajar Susanto, S.S., M.pd

Arranged By :

LAILI ZAHROTUL MAULINDA

(185300052)

English Education Departement

Faculty of Social Sciences and Humanities

PGRI Adi Buana University Surabaya

 2021

TENSE AND ASPECT ERROR ANALYSIS FOUND IN STUDENTS' WRITING

ENGLISH

Laili Zahrotul Maulinda

English Language Education Department, Universitas PGRI Adi Buana Surabaya Indonesia

Email: lailizahrotulmaulinda@gmail.com

Abstract

In this reaseach, Error analysis is a way to consider errors in the foreign language recovery.
This study of error analysis is part of an inspect of the process of Writing English language
learning. This research will find the kind of error analysis found in students’ writing english
in the aspects of tense such as grammar, punctuation, and spelling and to find the most
effective kind of error analysis found in students’ writing english of tense and aspect. This
research used the qualitative research to assamble empirical data from the students’ written.
By using this process the data would be accurately gathered. The result of analysis shows that
the students’ error in writing english of tense and aspect consists of three aspects of writing
such as grammar,punctuation and spelling. In grammar aspect, there are errors in some parts
of class word.

Keywords: writing , error analysis, tense and aspect

1. Introduction

Writing english is one kind of writing languages which used for communication by
most of the people indonesia and overseas. English is also called as the international language
which is used in every of life. English is important language, because english is as the second
language in this world. English has an important capacity in any aspect in life. English have
skill to speak English, be able to write, to read and to listen. Baker (2001) shape that the four
basic language abilities are commonly regarded as speaking, listening, reading, and than
writing. Because it is the four foundational skills of learning english. Listening and reading
are the acceptive skills because the learners do not need to create language, but they receive
and understand it. These skills listening and reading are sometimes known as passive skill.
These skills are speaking and writing because learners are applying these skills in a need to
produce language writing . These skills are also known as active skills. Writing is one kind of
English skill that must be students english. In the methods of learning English, writing skill is
the most difficult and complicated language skill to be learned almost by the students at every
level of education. Even if, writing is viewed as a complication activity for many students.
That skill, there are many aspects to be deliberated. Perhaps, most students do not understand
it, because writing is highly dependent on skills and abilities like spelling. To write
comperhensible, it is important to understand the basic system of a language writing. In
writing English, this includes knowledge of punctuation, sentence tense and aspect,.
Vocabulary is also necessary, as is correct spelling and formatting to correction grammar.
Noguchi (1991) defines that tense and aspect choices affect writing style, sentence combining
is an effective methods for helping students develop fluency and collection in their own
writing english style.

Writing includes numerous reflections and choices to be made regarding “higher level
class skills”, such as contexts structure and organization, and “lower level class skills”, such
as punctuation and valuable of appropriate vocabulary items and grammatical structures,
which are the means used by Richards & Renandya (2002). Moreover, writing english skill
must be processed and learned by the students through experience, a language afficiency also
plays a role in writing skill. In this cases, the all of the students are still translating words,
phrases like sentences from Indonesian to English. English students may not have a feeling
for the try that English translates into written form. (Krashen, 1982. ). The challenge for the
educator is to find the ways to activate a meaningful way the passive knowledge the students
process in terms of the writing skill, as well as to help the students become more efficiency
while working to ignore some of their common errors . The students do not realize when they
commit the error writing because it occurs unconsciously. Therefore, educators need to
anticipate certain common kinds of errors. The educators may also find other kinds of errors,
which can be explained by analyzing the written works of the students. These are the shows,
which are usually followed by the educators of writing when analyzing students' errors.
Brown (2000 : 1) states that researchers and educator of second languages come to realize
that the mistakes a person made in this process of constructing a new system of writing
needed to be analyzed carefully, for the possibilities held in some of the keys to the
understanding of the methods of second language. Richards (1974:1) stated that errors
analysis the learn and correction of errors made by the second or foreign language learners.
Based on the explanation, it is known that errors analysis is necessary to conduct only for the
errors made by the students in learning english.

Richards (1974:1) stated that errors analysis the learn and correction of errors made by the
second or foreign language learners. Based on the explanation, it is known that errors analysis
is fundamental to conduct only for the errors made by the students in learning writing english.
This Error analysis is also a way to consider errors in the second or foreign language. In this
study of errors (error analysis) in students’ writing composition is part of an case of the
process of English language learning. Based on, from the above fact, the writer is interested
in conducting the study entitled “ Tense and Aspect Error Analysis Found In Students’
Writing English’’. This research aimed to find out the kind of error analysis found in
Students’ Writing English in the aspect of tense, punctuation and spelling and to find out the
most dominant kind of erranalysis found in Students’ Writing Composition of Tense.

Since of the climbing number of students of English, there is an increasing need

required to help students of English. It is highly effective for students to accept feedback on
their writing english from a educator. But giving feedback takes a lot of time. Therefore
various methods of teaching grammar. The mainstream of English error reception and
correction has focused on writing english errors (Knight and Chander, 1994; Brockett et al.,
2006) and preposition errors (Chodorow et al., 2007; Rozovskaya and Roth, 2011), that
commonly occur in wites by students. The other hand, tense and aspect errors have been little
leaned, even though also commonly found in students’ writing (Lee and Seneff, 2006;
Bitchener et al., 2005). For example: I had a good time this Summer Vacation. First, I *go to
Mekah 1 with my family. In this example must write , go in the second sentence should be
written as went. It is difficult to diffrent this type of error because there are two choices for
correction, especially went and will go. Based on, students can exploit context to determine
which appropriate with the first sentence describes past event, and the second sentence
assign the first sentence. Thus, the verb students should be changed to past tense. This
deduction is easy for humans, but is difficult students to diffrent.

2. Discussion

In writing english, an error that students make in their writing is caused by students do
not know the tense and aspect as well. Ellis (1997) explained that errors reverse divide in the
student’s knowledge, it is an error which is produced due to the fact that the students can
identify what is correct or incorrect. According to Tarigan (1988), the error is caused by
capacity factors. It means that the students do not really understand the system of language
tense and aspect. Moreover, an error occurs consistently and logically. Errors are sometimes
restricted according to vocabulary (tense and aspect error), pronunciation (phonological
error) and grammar (syntax error), confusion a speaker’s intention or meaning (interpretive
error), production of the wrong communicative effect through the demaged use of a speech
act or one of the rules of speaking (pragmatic error). Norrish (1983: 7) states that error is a
afficient deviation when a student has not learnt anything an consistently get it wrong. Based
on incquiring his own language sometimes a student consistently makes the same errors. In
the same way, when a student of English as a second language or foreign language makes an
error systematically because student has not learnt the correct form. Error analysis is the
study and analysis of the errors made by students writing foreign language. According to
Brown (2000), the fact that students do make errors and that these errors can be observed,
analyzed, and classified to reveal something of the system operating within the student, led to
a surge of study of students‟ error, called error analysis. Furthermore, educator can observe
something, analyze the data that researcher could get from the observation and make the
classification of them. This research will find out the part of error analysis found in the
Students’ Writing In English, punctuation and spelling and to find out the most dominant
kind of error analysis found in Students’ Writing in English of some tense and aspect. First,
in aspect of tense. In linguistics, grammar is the set of structural rules which influences the
balance of clauses, phrases, and words in any given language. It is the systematic learning
and a description of a language, and it helps students to understand how words and their
component parts combine to form sentences. Basically, if the students want to be able write
English well, students have to master the rule of English it called “grammar”. English has a
lot of rules writing to be noticed and learnt. It seems that one of the causes errors often
appears because most students do not understand grammar. Learning process of English as
foreign language, error generally happens systematically. It is because the students cannot
understand the form. In analysing the reason why error often appear, it is important to diffrent
the distinction between tenses and aspect. In this research, there are some errors of verb in
students’ writing formula. Most of students still write errors in writing verb 1 . A verb is
a word or a consolidation of words that indicates activity or a state of being or condition. This
research will find out the part of error analysis found in Students’ Writing in English of tense
and aspect , punctuation and spelling and to find out the most effective kind of error analysis
found in Students’ Writing in English. Based on the error analysis and their description of the
data research as follows:

 Grammar

Grammar is a part tf rules for completing the words and arranging the words in a
sentence in the correct order to bring the complete and correct meaning. Educators sometimes
describe grammar as the "rules" of a writing in english. In the study of language, grammar
occupies a basic position. Grammar is easy to learn and to use dictionaries by the students to
find the pronunciation, spelling, or meaning of words, but it is still difficult to consider
grammar books without considerable knowledge of grammar. According to Greenbaum and
Nelson (2002), grammar refers to the set of rules that allow us to associate words in our
language into larger systems. Some combinations of words are achievable and others are not.
He added that grammar is the fundamental component of a language. In this research found,
there are some errors in grammar, especially in class word (part of speech) found in the
students’ writing style. The descriptions are as follows :

 Noun

Noun are some word used as the name of a person, place and thing. For Example :

Correct : I have many cars

Wrong : I have many car

From the example students can know above shows that error of noun in student’s writing.
Student can understanding the singular countable noun ‘destination’ follows the quantifier
‘many’ which requires a plural noun. That is noun considered to use a plural noun or a
different quantifier. It should be written ‘targets’.
For example :

Wrong : Many try and new experience on my life

Correct : Many tries and new experience on my life

From the example students can above shows that error of noun in student’s writing in english.
The singular countable noun ‘try’ follows the quantifier ‘many’ which requires a plural noun.
It is studied to use a plural noun or a different quantifier. It should be written ‘tries’.

 Pronoun

A pronoun is defined as a word and phrase that is used as a substitution to some noun or noun
phrase, which is known as the pronoun’s first. For Example :

Wrong : Would somebody like a coffee ?

Correct : Would anyone like a coffee ?

Infinite pronouns, those referring to one or more undified objects, beings, or places, such as
someone, anybody, nothing. For example above shows that there is no set position for where
an indefinite pronoun will appear in a sentence.

 Preposition

A preposition are some word group of words used before a noun, pronoun and noun phrase
to show leardership, time, place, location, spatial relationships, to know an object. For
example :

Wrong : Of next year , She will try to register in a tutoring place to learn the language.

Correct : Of Next month, I will try to register in a tutoring place to learn the language.

From the example students can studying above shows that error of punctuation in student’s
writing. The word ‘of’ appears that the preposition "of" may be unnecessary used in this
context. It is studied to remove it.

For example :

Wrong : I provide to my family by working two jobs.

Correct : I provide for my family by working two jobs.

From the example student can learn above shows that error of punctuation in student’s
writing. It appears that the preposition ‘to’ may be incorrect in this text. It is considered to
change it with the other proper punctuation. It should be changed into preposition ‘for’ in this
text.

 Verb

A verb are some word or a combination of words that indicates activity or a state of being or
educate. A verb are the parts of a sentence that tells us what the subject complates. Verbs are
of English sentences. For example :

Wrong : Chasee walk in the morning. 

Correct: Chasee walks in the morning. 

A verb added with -s or -es is a verb that pursue a subject that is a single third party such as
he, she, and it.

For example :

Wrong : I look you five day ago

Correct : I looked you five day ago

From the example students can learn above shows that error of verb in student’s writing. It
appears that the form of the verb ‘look'. The word ‘look’ should be changed into ‘looked’ to
form a passive voice with formula S + V2 + O + C(past tense). Therefore, it should be written
‘I looked’.

 Determiner

Determiner is a word that introduce a noun and contribute some information about it but can
not describe it. For example :

Wrong : This is  cat.

Correct : This is a cat.

"A" and "an" are called the some indefinite articles. That is define their noun as something
unspecific e.g., something generic, something mentioned for the first time.

 Punctuation

Punctuations are the name of the impress used in writing. Punctuations are very crucial signs
to understand a sentence in correctly way. They perform the expression and feeling in a
sentence. For example :

The bears in the zoo was a big one.

 Spelling

Spellings are some aspect of written language, appropriately the students studyingof spelling
must take place as far as achievable within the text of writing (Croft (1983:9). It means that
spelling has its ragulation to design the words correctly. Letters must develop in a correct
adjustment to be meaningful.Some errors in spelling which is found in the students’ writing
in english. The descriptions are as follows:

For example :

Wrong: I will go to enjoy the beautiful viuw in the mountains.

Correct: I will go to enjoy the beautiful view in the mountains.

From the example above shows that error of spelling in student’s writing english. The word
'viuw’ is not in the dictionary. Maybe the spelling is wrong. It can use dictionary to check
correctly. The error word ‘ viuw ' can be replaced by the word ‘view’ which the meaning has
correlation with the text.

In this research, there are some errors of writing in students’ writing english. Based on the
data example above, it shows that some words are not found in the formula and dictionary.

3. Conclusion

In writing, some aspects like grammar, punctuation and spelling skills really helps the
students to writing correctly. Grammar is relevanted to using words, according to set shows
and rules. An understanding of the key grammatical terms is crucial in all written in english.
These are: noun, pronoun, verb, determiner, adverb, adjective, preposition, punctuation and
conjunction. Punctuation is related with marking off, by means of certain typical signs, the
divisions of a sentence so as to bring out the meaning more correctly. English has a lot of
rules to be consideration and learnt. It seems that one of the causes errors often develops
because most students do not understand the aspect. Learning process of English as foreign
language, error commonly happens regularly. The result analysis shows that the students’
error in writing on english of tense and aspect consists of three aspects of writing. there are in
grammar, punctuation and spelling. Based on the repetition of each aspect of error writing
shows that the most dominant error found in the students’ writing in english is in the aspect
of tenses.
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