CRITICAL JOURNAL REVIEW

GENERAL ERRORS PERFORMED BY FIRST GRADE STUDENTS OF SENIOR

HIGH SCHOOL IN WRITING SIMPLE PRESENT TENSE SENTENCE

COMPILED BY :
KHAIRU AN-NISA PULUNGAN
(1203311130)

CLASS : I PGSD 2020 / SEMESTER 2

SUPPORTING LECTURER : Dra.Eva Betty Simanjuntak M.Pd

PRIMARY SCHOOL TEACHER EDUCATION MAJOR

FACULTY OF SCIENCE EDUCATION
MEDAN STATE UNIVERSITY OF NORTH SUMATERA
2020/2021
 PREFACE

Thank to Almighty God who has given His bless to the writer for finishing the English paper
assignment entitled “Reading Games for Kids”. The writer also wish to express his deep and sincere
gratitude for those who have guided in completing this paper.

This English paper contains some example of English reading games that can help the kids to
improve their reading skill. The procedures in using reading games is provided in this paper. There
are five example of games. Those games also can be used as the guidance for those who want to
teach English reading through games.

Hopefully, this paper can help the readers to expand their knowledge about English reading.

Medan, Maret 2020

Author

i
 TABLE OF CONTENTS

PREFACE...............................................................................................................................i
TABLE OF CONTENTS.......................................................................................................ii
CAHPTER I INTRODUCTION...........................................................................................1
A. Background..............................................................................................................1
B. Problem Formulation...............................................................................................1
C. The Purpose of Writing...........................................................................................1
D. The Benefits of Writing...........................................................................................2
CHAPTER II SUMMARY OF JOURNAL CONTENTS..................................................3
A. Identity of Journal....................................................................................................3
B. Summary of Journal.................................................................................................3
CHAPTER III ANALYSIS OF JOURNAL.........................................................................6
A. The Strength of Journal...........................................................................................6
B. The Weakness of Journal.........................................................................................6
CHAPTER IV CLOSING......................................................................................................8
A. Conclusion...............................................................................................................8
B. Suggestion................................................................................................................8

BIBLIOGRAPHY..................................................................................................................9
 CHAPTER I
INTRODUCTION

A. Background
The development of science is minimal due to the low interest in reading at
this time. Criticism of the journal is one of the ways to increase the interest in reading
someone's interest in a subject. This critical journal review is a writing or review of a
person's work on a research. This journal was criticized because the title was
interesting and useful for many people. Because there are still many students who are
wrong in writing simple present tense sentences.
Criticizing a journal is not intended to drop or increase the value of a journal,
but rather to explain what a journal is. The strength or weakness of journal that will be
taken into consideration or a review of a journal to the reader. More clearly in
criticizing the journal, we can find out more concisely the contents of the journal,
among others the purpose of the study, the problems, the methods used, the research
steps, and the results and discussion of the research.

B. Problem Formulation
Based on the background written above, it can be concluded the problem
statement in this critical journal review, namely as follows:
1. What are the identities of this journal?
2. What are the summaries of this journal?
3. What are the strengths of this journal?
4. What are the weaknesses of this journal?

C. The Purpose of Writing

The purposes of writing in this journal are as follows:
1. To fulfill assignments in English courses.
2. To know the identities of this journal.
3. To know the summaries of this journal.
4. To know the strengths of this journal.
5. To know the weaknesses of this journal.

1
D. The Benefits of Writing
The benefits of writing CJR (critical journal review) are to help readers know
the overview and general assessment of this journal in a concise manner, so that
readers can choose which journals are appropriate to apply in learning. Then the
author can find out the mistakes of this journal so that later when writing does not
repeat the mistakes again and can take lessons from the criticism given by the
reviewer.
 CHAPTER II
SUMMARY OF JOURNAL CONTENTS

A. Identity of Journal

Title General Errors Performed by First Grade Students of Senior High

School in Writing Simple Present Tense Sentence
Author Maria J.A.Widayanti
Journal Journal of Education Research
Date of Journal June 2018
Download https://journal.unnes.ac.id/nju/index.php/LIK/article/download/513/470
ISSN -
Volume 37 (1)
Pages 29-36
Reviewer Lisa Rahmadani Pohan
Date of 8th December 2018
Reviewer

B. Summary of Journal

Research 1. To know how students can understand and make the simple present
Purpose tense in positive, negative, and interrogative form both in singular
and plural subject at the written test.
2. To know what kinds of grammatical errors were used to be done by
students in creating the simple present tense sentences at the
interview test.
3. What kinds of general errors were used to be done by students.

The Problem 1. Through a written test, how far can the first grade students of SMA
Negeri 2 Semarang understand and make simple present tense
sentences in the form of positive, negative and interrogative
sentences, which are the subject of singular and plural sentences.
2. Through interviews, what kind of common mistakes are often made
by grade 1 students of Semarang State Senior High School 2 in
making positive, negative and interrogative sentences simple
present tense.
3. Included in what categories / types of errors are the sentences made
by the students.
The Subject of The subject of this research was the first grade students of 2 Senior
Research High School. The samples were taken randomly from each class (20%
from the total population). The research was located at 2 Senior High
School on Jalan Sendangguwo Baru No. 1, Semarang.

Data The techniques of collecting data were done by written and interview
Assessment test. The collecting data were done three times. At the first, students
were asked to answer the essay test, at the second, students were asked
to write down their daily activities in English Language. Then at the
third, students were asked to tell their daily activities orally. The test is
carried out to determine the extent of students' mastery of simple
present tense material and practice verbally. Also to find out the
mistakes made by
students related to the material.
The Method of The method used by the researcher is qualitative descriptive. The data
Research obtained were analyzed qualitatively collected in the form of words
rather than in the form of numbers. Descriptive approach is done to
find and explain the causes and types of errors based on the
grammatical classification of errors.

The Step of 1. At the first meeting, the researcher shared the question of try out to
Research students. The try out problem is divided into 3 parts. The first part
of the student completes the sentence by filling in the words that are
already available. The second part, students make simple present
tense sentences using words that are already available. In the third
part students translate 7 Indonesian sentences into English
sentences and then convert translation sentences into negative and
interogative sentences.
2. At the second meeting, the researcher explained the simple present
tense material.
3. At the third meeting, the researcher gave a data collection test. The
test problem is divided into 3 parts. The first part of the student
completes 10 sentences by filling in the words that are already
available. The second part of the student answers 5 questions and
makes it an interrogative sentence. In the third part students make a
short essay (75 - 100 words) about their daily activities from
morning to night, from Monday to Sunday. Students make essays
using simple
present tense sentences.
 4. At the fourth meeting, the researcher conducted an interview test.

The Result of The results of the study at the first meeting were based on the
Research results of student answers. First, students do not understand the
placement of conformity between the subject and the predicate.
Students still answer according to the basic words. Students have not
changed the verb according to the subject. Secondly, students do not
understand the positive, negative, and interrogative sentence patterns of
simple present tense.
At the third meeting, from the three parts of the data collection
test, it was seen that there was an increase in student understanding in
making positive, negative, and interrogative sentences of simple
present tense. The results of the test were: at the try out test, only 12
of the 42 students (30%) answered using the simple present tense
sentence pattern correctly. But at the time of the data collection test 32
of the 42 students (65%) had answered using the simple present tense
sentence pattern correctly. Before explaining the material of simple
present tense sentence patterns, only 30% of students made the simple
present tense sentence pattern correctly. After being explained, 65% of
students make sentences using the simple present tense sentence
pattern correctly. Therefore it can be said that there has been 35%
increase in the understanding of simple present tense sentence patterns
among students.
At the fourth meeting, through interview tests students have
been able to answer the questions posed by using simple present tense
sentences correctly. At the interview test, students were used to do
overgeneralization and incomplete application of rules as their
common
mistakes.
 CHAPTER IIII
ANALYSIS OF JOURNAL

The Strength of 1. The title is very good and interesting to research, because there are
Journal still many senior high school students who are wrong in writing
simple present tense sentences. Through this research students
become aware of where their mistakes and can improve it. This is
evident from the results of the research that the students' answers
were more correct after the researcher explained the simple present
tense material than when they’re try out
2. Abstracts in this journal are specific and clear, which includes
research purpose, research method, research result, and conclusion.
3. The theoretical foundation that has been stated is sufficient and in
accordance with the issues discussed. Then the author included
many expert opinions.
4. The research method used is good because of the method researcher
can find common mistakes students use simple present tense. As
well as researchers know how to overcome these problems.
5. In the results section and discussion, the authors include several
samples of incorrect answers and correct answers, thus making the
reader better understand how the correct use of simple present
tense.
6. This journal many examples of simple present tense are simple, so
that the readers are easy to understand.
7. Bibliography or references that are owned by the journal quite a lot
so that it seems to contain more, in other words the journal looks
more reliable and strong because of the many references listed.
The Weakness 1. There isn’t ISSN as the journal identification number. This is
of Journal important for eliminating doubts because there are many journals in
the same title.
2. Abstracts are only displayed in English language, which will make
the reader a little confused, so there will be a misunderstanding of
meaning because not all readers can speak English language. The
author should include two languages, there are Indonesian and
English.
3. Data collection techniques in abstract and methods are different. In
the method section it is stated that written data collection techniques
are carried out with multiple choise and essays while in abstract
only essays. Then in the results section and the discussion there is
also no explanation of written data collection techniques with
multiple choise.
4. The subjects used were less in this study because only first grade
students of SMA 2 Semarang students. It is better if the sample
taken is not just one school but some senior high schools so that the
title "General errors performed by first grade students of senior
high school in writing simple present tense sentense" will be more
appropriate. Then the sample is not explained how many boys and
girls in this research.
5. The language used in this journal is difficult to understand and too
wordy, so it makes the reader bored reading it.
6. There is writing an ordinal number that is incorrect or not in
accordance with the correct Indonesian spelling on page 33 of the
fourth paragraph, that is the word ‘ke dua’ should be correct the
word ‘kedua’ is not separated.
7. In the results section and discussion, the authors repeat the method
used and explain the research steps in this section. It is
recommended that the research steps be explained in the research
method section.
8. The second meeting was not explained in the results section and
discussed how the researcher explained the simple present tense
material and what learning media to use. This should be explained
because it is very useful for the reader.
9. Writing the simple present tense formula is too tight so it is difficult
to understand. It is better to write a formula specifically by creating
a table so that it is easier to understand by the reader. Then it would
be good if the simple present tense formula is placed in the
introduction instead of the results and discussion section.
 CHAPTER IV
CLOSING

A. Conclusion
I think this journal is good and worth to reading because the title is interesting to
study. As now there are still many students who are wrong in writing simple present tense
sentences. This is evident from the results of research in this journal. This journal also
have several strength, among others the title is very good and interesting, specific and
clear abstracts, quite a lot of theoretical foundations and according to the problems
discussed, the research methods are good, the results and discussion include several
samples of incorrect answers and correct answers, many examples of simple present
tense, and bibliography was quite a lot, reliable, and strong. Meanwhile, this journal also
have several weakness, among others there isn’t ISSN, the abstract is only displayed in
English language, data collection techniques in abstract and methods are different, the
subjects used in this study are lacking, the language used is difficult to understand and
too wordy, writing the wrong ordinal number, the research method is repeated again in
the results section and discussion, it’s not explained how the researcher explained the
simple present tense material and what learning media to use when doing research, and
writing the simple present tense formula is too tight so it is difficult to understand.

B. Suggestion
My suggestion for researcher is that in the future it will not only do research in
one school but several schools. As the title of this journal is too broad the subject is first
grade senior high school students, but only one senior high school is discussed. So this
research is not accurate because just one school cannot provide a general description of
all senior high schools. Then suggestions for readers to understand this simple present
tense are not just theories or formulas but practices or their application are also carried
out in everyday life when using English conversation.
 BIBLIOGRAPHY

Widayanti, Maria J.A. Kesalahan Umum yang Dilakukan Siswa SMA Kelas 1 pada Penulisan
Kalimat Simple Present Tense. Journal of Education Research. 37 (1): 29-36.
KESALAHAN UMUM YANG DILAKUKAN SISWA SMA KELAS 1 PADA
PENULISAN KALIMAT SIMPLE PRESENT TENSE
Maria J.A.Widayanti
Jurusan Bahasa Inggris FBS, UNNES, e-mail: marie_wied@yahoo.com

Abstract
The research was a descriptive qualitative research. The research process was
started by doing an observation among students in applying the basic concept of
simple present tense in their daily activities. Before analyzing the research, the
researchers did some observations, try out test, collecting data, and interview among
students. The researchers found out that more than 80% students could not understand
the basic concepts of simple present tense well. They often did some grammatical
errors. Its topic was chosen based on the researchers’ experience as the English
teachers. The researchers often found students’ grammatical errors especially in simple
present tense. The aim of the research was formulated as: (1). To know how students
can understand and make the simple present tense in positive, negative, and
interrogative form both in singular and plural subject at the written test, (2). To know
what kinds of grammatical errors were used to be done by students in creating the
simple present tense sentences at the interview test, (3). What kinds of general errors
were used to be done by students. The research was located at 2 Senior High School
on Jalan Sendangguwo Baru no 1, Semarang. The subject of this research was the first
grade students of 2 Senior High School. The samples were taken randomly from each
class (20% from the total population). The techniques of collecting data were done by
written and interview test. The collecting data were done three times. At the first,
students were asked to answer the essay test, at the second, students were asked to
write down their daily activities in English Language. Then at the third, students were
asked to tell their daily activities orally. The results of the test were: at the try out test,
there were only 12 of 42 students (30%) who could do and write the simple present
tense sentences correctly. On the collecting data test, there were 32 of 42 students
(65%) who could do and write the simple present tense sentences correctly. It could be
said that there was an improvement to understand the basic concept of simple present
tense among students (35%). While at the interview test, students were used to do
overgeneralization and incomplete application of rules as their common mistakes.

Kata kunci: simple present tense, overgeneralization, incomplete application of rules

PENDAHULUAN
Pembelajaran bahasa asing adalah
suatu kegiatan yang sulit, karena setiap
bahasa memiliki sistem yang berbeda-beda,
yang berbeda dari sistem bahasa asli (native
language) para pembelajar. Perbedaan
dalam sistem berbahasa dapat menyebabkan
masalah ataupun hambatan bagi para
pembelajar, khususnya pembelajar pemula.
Professor Li-Ling Chen dalam jurnal The
Effect of L1 and CAI on Grammar
Learning: An Error Analysis of Taiwanese
Beginning EFL Learners' English Essays
(www.asian-efl-journal.com/pta_January_0
6_pk.php) menambahkan bahwa
pembelajaran bahasa asing merupakan
sebuah proses yang kompleks karena
pembelajar cenderung terpengaruh bahasa
asli (native language). Dia menambahkan
pemahaman yang baik pada pengaruh
bahasa pertama (L1) dalam pengajaran
bahasa asing akan membantu siswa
memahami kesulitan yang dihadapi pada
pembelajaran bahasa Inggris.
Pembelajaran bahasa Inggris bagi
siswa Indonesia merupakan sebuah proses

29
30 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
yang kompleks. Dalam bahasa Indonesia
tulisan (ortoghrapic writing) sama dengan
pengucapannya (pronunciation). Namun
hal ini berbeda dengan bahasa Inggris,
antara tulisan dengan pengucapannya
tidaklah sama. Contoh lain, kalimat-kalimat
dalam bahasa Indonesia hanya memiliki
“time signals” yang ditunjukkan oleh
keterangan waktu. Bila keterangan waktu
tidak ditulis, para pembaca/pendengar dari
kalimat tersebut tidak dapat mengetahui
waktu terjadinya peristiwa atau kegiatan
yang dinyatakan dalam kalimat tersebut.
Misalnya: Sari pergi ke Bandung. Dari
kalimat tersebut kita tidak mengetahui
kapan subjek kalimat (Sari) pergi ke
Bandung. Mengapa? Karena bahasa
Indonesia tidak memiliki “tenses” atau pola dibuat oleh orang yang belum sepenuhnya
waktu terjadinya suatu kegiatan atau
peristiwa yang ditunjukkan bentuk kata
kerjanya. Berbeda bila kita cantumkan
keterangan waktunya: Sari pergi ke
Bandung minggu lalu. Bahasa Inggris
memiliki “time signals” sekaligus memiliki
“tenses” yang ditunjukkan dengan
perubahan kata kerjanya dalam kalimat
sekarang (present tense) maupun dalam
kalimat lampau (past tense). Salah satu
jenis “tenses” dalam bahasa Inggris yaitu
simple present tense. Kalimat ini cukup
sederhana, sekaligus sebagai dasar dari
kalimat-kalimat bahasa Inggris yang lain.
Meski kalimat simple present tense ini
relatif sederhana dan mudah, masih banyak
siswa yang belum mampu membuat kalimat dari bahasa asli pembelajar disebut
ini secara benar.
Berdasarkan latar belakang di atas, errors), sedangkan
dapat diidentifikasi beberapa permasalahan
sebagai berikut.
1) Melalui tes tertulis, seberapa jauh siswa
kelas 1 SMA Negeri 2 Semarang dapat
memahami dan membuat kalimat
simple present tense dalam bentuk
kalimat positif, negatif dan interogatif,
yang subyek kalimatnya berbentuk
tunggal dan jamak?
2) Melalui wawancara, kesalahan umum
macam apakah yang sering dibuat oleh
siswa kelas 1 SMA Negeri 2 Semarang
dalam membuat kalimat positif, negatif
dan interogatif simple present tense?
3) Termasuk dalam kategori/jenis
kesalahan apakah kalimat yang dibuat
oleh para siswa tersebut?
Menurut Sattayatham and Honsa, Jr
dalam jurnal Medical Students’ Most
Frequent Errors at Mahidol University,
Thailan (www.asianefljournal.com/March
d
_08_as&sh.php) menyebutkan bahwa
dalam bahasa Inggris dikenal istilah
“errors” (kesalahan yang berulang-ulang)
dan “mistakes” (kesalahan biasa yang
terjadi sekali waktu). Sattayatham dan
Honsa menambahkan, errors diartikan
sebagai kesalahan berulang-ulang yang
memahami sistem bahasa secara
institusional, sedangkan mistakes merujuk
pada suatu kesalahan yang terjadi sekali-
sekali karena lupa sesaat, salah pengucapan,
dan biasanya penutur dapat memperbaiki
kesalahan tersebut sendiri.
Sattayatham dan Honsa, Jr.
menambahkan bahwa sumber-sumber
kesalahan dalam mempelajari suatu bahasa
dapat pula terjadi karena intervensi sistem
dari bahasa asli pembelajar (native
language) dan karakteristik umum (general
characteristics) dari pola pembelajaran
bahasa (www.asianefl-journal.com/March
_08_as&sh.php).
Kesalahan yang disebabkan intervensi
kesalahan intrabahasa (intralanguage
kesalahan yang
disebabkan oleh karakteristik umum dari
pola pembelajaran bahasa disebut kesalahan
interbahasa (interlanguage errors).
Berkaitan dengan kesalahan intrabahasa,
Richards mengklasifikasikannya menjadi
overgeneralization, ignorance of rules
restriction incomplet application of
, e
rules, dan false concept hypothesized.
Overgeneralizatio didefinisikan
n
sebagai suatu penggunaan strategi pola tata
bahasa yang telah tersedia untuk digunakan
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa
dalam situasi yang baru. Kesalahan ini
terjadi bilamana pola tata bahasa yang
menyimpang (deviant structure dijadikan
)
sebagai dasar dalam dalam menyusun
semua kalimat dalam bahasa target (bahasa
asing yang diucapkan/dipelajari).
Ignorance of rules restrictions adalah “ter atau di”. Dengan analogi tersebut, kata
termasuk kesalahan intrabahasa yang
berkaitan dengan analogi. Dalam hal ini
kesamaan parsial suatu pola kalimat
terdahulu dijadikan dasar dalam menyusun
kalimat berikutnya dengan tiada
menghiraukan adanya batasan-batasan
Aturan ketatabahasaan ataupun
pengecualian suatu pola kalimat tertentu
yang mungkin terjadi dalam kalimat yang
akan disusun karena analogi keliru dari pola 1) Kesesuaian
kalimat sebelumnya.
Kesalahan intrabahasa ini mungkin
terjadi ketika seorang pembelajar merespon 2) Kesesuaian
secara mendadak dari suatu kalimat
pertanyaan yang ditujukan kepadanya.
Misalnya:
What does she shout him? What does
he have to do?
Pertanyaan di atas mungkin dijawab
secara mendadak sebagai berikut:
She shout him to hurry. He have to
write the address.
Kalimat respon di atas tidak tepat
karena tiada kesesuaian antara subjek
dengan predikatnya. Seharusnya kalimat
pertanyaan di atas dijawab seperti sebagai
berikut: “She tells him to hurry”. Dalam
kalimat tersebut predikatnya kurang akhiran
“s”. Begitu pula dengan kalimat respon
yang kedua seharusnya: “He has to write
the address”. Predikat yang sesuai dengan
“he” dalam kalimat positif adalah “has to” 3) menyatakan suatu peristiwa yang
bukannya “have to”.
Kategori terakhir dari kesalahan
intrabahasa ini acapkali disebut kesalahan
semantik, yang mungkin terjadi karena
pemahaman yang keliru di dalam bahasa
target. Atau dengan kata lain terjadi karena
kegagalan dalam pemahaman konsep atau
hipotesa dari konsep tersebut sehingga
ketidaksesuaian subyek dan predikatnya
31
terjadi karena kegagalan dalam memahami
konsep tersebut. Misalnya:
“One it was happened” seharusnya
“One day it
happened”.
Dalam bahasa Indonesia kata kerja
kalimat pasif biasanya didahului awalan
“terjadi” dalam Bahasa Indonesia
diterjemahkan pasif ke dalam bahasa
Inggris, yakni dengan memakai kata kerja
bentuk ketiga atau “past participle”
sesudah “to be”. Padahal kata “terjadi”
dalam bahasa Inggris memiliki makna aktif,
bukannya pasif.
Macam-macam Kesesuaian (Agree-
ment):
Hubungan personal
(agreement of person). Contoh: Agung
is my brother. He is a wise man
hubungan pola waktu dan
perubahan kata kerja dalam kalimat
(agreement of tense). Contoh: Toni goes
to Bandung every
week
3) Kesesuaian jenis kelamin (agreement of
gender). Contoh: Rina is my sister. She
is beautiful.
4) Kesesuaian jumlah (agreement of
number). Contoh: He has a car
5) Kesesuaian hubungan antara subyek
dan predikat kata kerja. Contoh: The
books are on the table.
Fungsi atau kegunaan kalimat simple
present tense yaitu:
1) menyatakan suatu peristiwa/kejadian
yang terjadi pada saat sekarang (realita).
2) menyatakan suatu kegiatan atau aktifitas
yang dilakukan secara berulang-ulang
(repeated actions atau habitual actions).
merupakan kebenaran umum (general
truth), yaitu suatu peristiwa yang
dianggap benar oleh sebagian
besar/semua orang.
4) menyatakan suatu kegiatan yang
terjadwal (scheduled actions).
METODE
Lokasi penelitian dilaksanakan di
32 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
SMA Negeri 2 Semarang, Jalan
Sendangguwo Baru No. 1 Semarang.
Subjek penelitian adalah siswa kelas 1 SMA
Negeri
2 Semarang. Sample penelitian diambil
secara acak (random sampling) dari tiap-
tiap kelas (20% dari
jumlah siswa/populasi). Teknik
pengumpulan data dalam penelitian
menggunakan tes tertulis dan tes lisan. Pada
tes tertulis, peneliti menggunakan instrumen
tes tertulis yang berupa soal-soal bahasa
Inggris tentang kalimat simple present
tense. Soal tes tertulis dalam bentuk pilihan
ganda (multiple choice) dan isian (essay).
Dalam soal essay, siswa diminta
menterjemahkan kalimat-kalimat simple
present tense yang masih ditulis dalam
bahasa Indonesia ke dalam bahasa Inggris.
Penilaian soal tes hanya berkisar pada
kesesuaian subyek kalimat dengan predikat
/ kata kerjanya. Pada tes lisan, siswa
(responden) diminta membuat kalimat
sederhana simple present tense. Tes
dilakukan guna mengetahui sampai sejauh
mana penguasaan siswa terhadap materi
simple present tense serta prakteknya secara
lisan. Juga guna mengetahui kesalahan-
kesalahan yang dibuat oleh siswa berkaitan
dengan materi tersebut. Teknik analisis data
menggunakan deskriptif kualitatif. Data
yang didapat dianalisis secara kualitatif
yang dikumpulkan dalam bentuk kata-kata
daripada dalam bentuk angka. Pendekatan
deskriptif dilakukan untuk mencari dan
menjelaskan penyebab dan jenis kesalahan-
kesalahan tersebut berdasarkan klasifikasi
kesalahan gramatikal (grammatical
classification of errors).
HASIL DAN PEMBAHASAN
Pada pertemuan pertama, peneliti
membagikan soal try out kepada siswa. Soal
try out dibagi menjadi 3 bagian. Bagian
pertama siswa melengkapi kalimat dengan
mengisi kata-kata yang sudah tersedia.
Bagian kedua, siswa membuat kalimat
simple present tense dengan menggunakan
kata yang sudah tersedia.
Pada bagian ketiga siswa menerjemahkan 7
kalimat bahasa Indonesia menjadi kalimat
bahasa Inggris dan kemudian mengubah
kalimat-kalimat terjemahan menjadi
kalimat negative dan interogative. Berikut
ini adalah kalimat jawaban siswa yang
belum benar:
Bagian 1:
Jawaban salah: Every morning Nana wake
up at five o’clock, when her alarm ring.
Jawaban benar: Every morning Nana wakes
up at five o’clock, when her alarm rings.
Jawaban salah: She go to school with
her brother.
Jawaban benar: She goes to school with her
brother.
Pada contoh jawaban di atas, siswa
belum memahami penempatan kesesuaian
antara subjek dan predikat (kata kerja).
Siswa masih menjawab sesuai kata dasar.
Siswa belum mengubah kata kerja sesuai
dengan subjeknya.
Bagian 2:
Soal: Anwar …. (not / drink) coffee very
often.
Jawaban salah: Anwar not drink coffee very
often.
Jawaban benar: Anwar does not drink coffee
very often.
Soal: What time …. the banks / close) in
Indonesia?
Jawaban salah: What time does the banks
close in Indonesia?
Jawaban benar: What time do the banks
close in Indonesia?
Soal: Where …. (Nyoman / come) from? He
is Balinese.
Jawaban salah: Where is Nyoman come
from? He is Balinese.
Jawaban benar: Where does Nyoman come
from? He is Balinese.
Dari jawaban di atas, siswa belum
memahami pola kalimat positif, negative,
dan interogatif simple present tense. Pola
kalimat positif simple present tense adalah:
S + V 1 (s/es) + ………atau S + to be (am,
is, are) + ………misalnya pada kalimat:
It take me an hour to get to work.
Jawaban
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa
yang benar adalah: It takes me an hour to
get to work. Jawaban yang benar sesuai
dengan pola kalimat positif simple present
tense.
Pola kalimat negative simple present
tense adalah: S + do / does NOT + V1 + ….
atau S + to be (am, is, are) NOT + ….
contoh soal di atas adalah: Anwar …. (not /
drink) coffee very often. Jawaban yang salah
dari siswa adalah: Anwar not drink coffee
very often. Seharusnya jawaban yang benar
adalah: Anwar does not drink coffee very
often. Sedangkan pola kalimat interogatif
simple present tense adalah: Do
/ does + S + V1 + ….? atau To be (am, is,
are) + S + ….? Contoh soal di atas adalah:
What time …. (the banks / close) in
Indonesia? Dan Where …. (Nyoman /
come) from? He is Balinese. Jawaban salah
dari siswa adalah: What time does the banks
close in Indonesia? Dan Where is Nyoman
come from? He is Balinese. Jawaban yang
benar seharusnya adalah: What time do the
banks close in Indonesia? Dan Where does
Nyoman come from? He is Balinese. Dari
jawaban-jawaban yang diberikan siswa
terlihat bahwa siswa belum memahami pola
kalimat positif, negative, dan interogatif
simple present tense. Siswa masih
mengalami kesulitan menempatkan pola
kalimat tersebut sesuai antara subjek dan
predikat.
Pada bagian 3, siswa diminta
menerjemahkan kalimat bahasa Indonesia
menjadi kalimat bahasa Inggris yang benar,
kemudian siswa mengubah kalimat
terjemahan itu ke dalam kalimat negative
dan interogatif. Berikut adalah contoh
jawaban siswa:
Soal 1: Sinta seorang dokter gigi yang
ramah. Dia selalu tersenyum kepada setiap
pasiennya
Jawaban salah: Sinta is nice dentist. She
always smile for every her patient. Jawaban
benar: Sinta is a kind dentist. She always
smiles to each her patients.
Soal 2: Dua ekor kupu-kupu terbang di
taman bunga. Mereka mencari madu.
33
Jawaban salah: Two butterfly fly on the
garden. They want for honey.
Jawaban benar: Two butterflies fly at the
flower garden. They look for honey.
Kemudian jawaban-jawaban itu diubah
menjadi kalimat negative dan interogatif.
Jawaban salah negatif: Sinta isn’t nice
dentist. She never smile for every her
patient.
Jawaban benar: Sinta isn’t a kind dentist.
She does not smile to each her patient.
Jawaban salah interogatif: Does Sinta nice
dentist? Does she always smile for every
her patient?
Jawaban benar: Is Sinta a kind dentist?
Does she always smile to each her patient?
Jawaban salah negatif: Two butterfly does
not fly on the garden. They don’t want for
honey.
Jawaban benar: Two butterflies do not fly at
the flower garden. They do not look for
honey.
Jawaban salah interogatif: Does two
butterfly fly on the garden? Do they want
for honey?
Jawaban benar : Do two butterflies fly at the
flower garden? Do they look for honey?
Dari jawaban-jawaban di atas, terlihat
siswa masih belum memahami pola kalimat
positif, negative, dan interogatif. Mereka
belum memahami kesesuaian antara Subjek
dan kata kerja.
Pada pertemuan ke dua, peneliti
menjelaskan materi simple present tense.
Pada pertemuan ketiga, peneliti
memberikan test pengumpulan data. Pada
saat mengerjakan test ini, siswa sudah
memahami pola kalimat positif, negative,
dan interogatif. Berikut adalah hasil analisis
test pengumpulan data.
Soal test dibagi menjadi 3 bagian.
Bagian pertama siswa melengkapi 10
kalimat dengan mengisi kata-kata yang
sudah tersedia. Bagian ke dua siswa
menjawab 5 pertanyaan dan membuatnya
menjadi kalimat interogatif. Pada bagian
ketiga siswa membuat karangan singkat (75
– 100 kata) tentang kegiatan mereka sehari-
34 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008
hari dari pagi sampai malam, dari hari senin
sampai hari minggu. Siswa membuat
karangan menggunakan pola kalimat simple
present tense. Berikut adalah hasil jawaban
siswa.
Bagian 1:
Soal : The earth …. around the sun.
Jawaban benar : The earth goes around the
sun.
Soal : The sun …. In the east.
Jawaban benar : The sun rises in the east.
Soal : Vegetarians…. meat.
Jawaban benar : Vegetarians do not eat
meat.
Dari jawaban yang dibuat siswa,
terlihat bahwa siswa sudah memahami pola
kalimat positif, negative simple present
tense.
Bagian 2:
Soal : Elly’s sister play badminton too. Ask
Elly.
Jawaban benar : Does your sister play
badminton, too?
Soal : You want to know what Elly’s brother
does.
Jawaban benar : What does your brother
do?
Soal : You want to know how often Elly
goes to the cinema.
Jawaban benar : How often do you go to the
cinema?
Dari jawaban di atas, terlihat bahwa
siswa sudah memahami pola kalimat
interogatif simple present tense. Siswa
sudah dapat membuat kalimat interogatif
secara benar.
Bagian 3: Siswa diminta membuat
sebuah tulisan singkat mengenai kegiatan
mereka sehari-hari. Berikut ini adalah hasil
tulisan singkat siswa.
I wake up at 4.30 every morning.
After that I go to bathroom and go to
mosque to do perform subuh prayer. Before
come to my home, I hope in God. I always
help my mother in the kitchen every
morning. Next I go to bathroom to bath.
Then I breakfast in the dining room. I check
my book / schedule. I leave my home at
6.30
and go to school with my brother. I arrive at
6.45 in the school and enter in my
classroom. Usually I receive many
homework from my teacher. Seldom, I
receive small test without given know
before it. Before coming to my home I go to
mosque beside my school. I perform noon
prayer. After that I come to my home with
my brother. I arrive in the home at 14.30
and I soon go to dining room to lunch with
my family. Next I sleep in my room. After
that I go to bathroom to bath and soon to
perform ashar prayer. Then I watch
television with my sister. When maghrib
time, I go to mosque to do perform maghrib
and join Islam study until 19.30 and I
perform Isya prayer. I come to my home
and study until
21.30. before going to bed, I watch TV with
my brother and my family until 22.00 and
soon go to my bed room.
Dari contoh tulisan yang dibuat siswa,
peneliti dapat melihat bahwa siswa sudah
memahami pola kalimat simple present tense.
Dari ketiga bagian test pengumpulan data,
terlihat bahwa terjadi peningkatan
pemahaman siswa dalam membuat kalimat
positif, negative, dan interogatif simple
present tense. Pada test try out, hanya 12 dari
42 siswa (30%) yang menjawab dengan
menggunakan pola kalimat simple present
tense secara benar. Namun pada saat test
pengumpulan data 32 dari 42 siswa (65%)
sudah menjawab menggunakan pola kalimat
simple present tense secara benar. Sebelum
dijelaskan materi pola kalimat simple preset
tense, hanya 30% siswa yang membuat pola
kalimat simple present tense secara benar.
Setelah diberi penjelasan, 65% siswa
membuat kalimat dengan menggunakan pola
kalimat simple present tense secara benar.
Oleh karena itu dapat dikatakan bahwa telah
terjadi peningkatan 35% pemahaman pola
kalimat simple present tense di antara para
siswa.
Pada pertemuan ke empat, peneliti
mengadakan test wawancara. Melalui test
wawancara, siswa sudah dapat menjawab
pertanyaan yang diajukan dengan
Maria J.A.Widayanti, Kesalahan Umum yang Dilakukan Siswa 35

menggunakan pola kalimat simple present Jawaban yang benar seharusnya: My father
tense secara benar. Berikut ini adalah hasil works as civil servant. My mother work sas
test wawancara: housewife. Pada kata work kurang huruf s.
T : What is your name? itulah yang disebut sebagai incomplete
J : My name is Glar. application of rules.
T : Where do you live? Untuk menjawab pertanyaan no 3,
J : I live at Kangguru 3 no 26, berdasarkan definisi Sattayatham and
Semarang. Honsa, Jr , kesalahan-kesalahan yang sering
T : How many brothers and sisters do dibuat para siswa termasuk dalam jenis
you have? kesalahan overgeneralization dan
J : I have two brother and one sister. incomplete application of rules. Maksud
T : Where do your parents work? dari overgeneralization adalah suatu
J : My father work as civil servant. penggunaan strategi pola tata bahasa yang
My mother work as housewife. telah tersedia untuk digunakan dalam
T : Please tell me about your daily situasi yang baru. Sedangkan maksud dari
activities. incomplete application of rules, kesalahan
J : I wake up 5 o’clock in the ini terjadi bilamana pola tata bahasa yang
morning. Then I go to bathroom and take a menyimpang (deviant structure) dijadikan
bath, I have breakfast. After that I check my sebagai dasar dalam menyusun semua
books and go to school with my brother. I kalimat dalam bahasa target (bahasa asing
arrive school at 6.45 then I enter my room. yang diucapkan). Sedangkan incomplete
I study until 1.30. I go home and I arrive at application of rules adalah kesalahan
1.45. I have lunch at dining room and then I intrabahasa yang mungkin terjadi ketika
take a rest until 4 o’clock. After that I take seorang pembelajar merespon secara
a bath and I play with my brother. Then I mendadak dari suatu kalimat pertanyaan
have dinner and I study until 21.30. After yang ditujukan kepadanya. Contoh dari
that I watch TV until 22.30 and then I go to incomplete application of rules adalah:
sleep in my bedroom. After she have breakfast, she check her
Kesalahan umum yang sering books, seharusnya After she has breakfast,
dilakukan siswa ketika menjawab she checks her books.
wawancara adalah incomplete application
of rules. Seperti yang dikatakan SIMPULAN DAN SARAN
Sattayatham and Honsa, Jr (www.asianefl- Simpulan
journal.com/March_08_as&sh.php), 1) Test tertulis dilakukan sebanyak dua
incomplete application of rules adalah kali yaitu pada saat try out dan
kesalahan intrabahasa yang mungkin terjadi pengumpulan data. Melalui tes tertulis
ketika seorang pembelajar merespon secara pada try out, hasil penelitian
mendadak dari suatu kalimat pertanyaan menunjukkan bahwa siswa belum
yang ditujukan kepadanya. Contoh dari memahami bagaimana membuat pola
incomplete application of rules adalah: how kalimat positif, negative, dan interogatif
many brothers and sister do you have? secara benar karena siswa belum diberi
Jawabannya: I have two brother and one penjelasan tentang materi simple
sister. Jawaban yang benar seharusnya I present tense. Hanya 12 dari 42 siswa
have two brothers and one sister. Pada kata (30%) yang dapat membuat pola
brother kurang huruf s. contoh lainnya kalimat secara benar. Sedangkan test
adalah: Where do your parents work? pengumpulan data diadakan setelah
Jawabannya adalah: My father work as civil siswa diberi penjelasan tentang materi
servant. My mother work as housewife. simple present tense. Pada hasil test ini,
36 LEMBARAN ILMU KEPENDIDIKAN JILID 37, NO. 1, JUNI 2008

32 dari 42 siswa (65%) dapat membuat Honsa, Jr: 2008. Journal of Medical
pola kalimat positif, negative, dan Students’ Most Frequent Errors at
interogatif secara benar. Oleh karena Mahidol University,
Thailand itu, telah terjadi peningkatan
sebesar (www.asianefljournal.com/March_08
35%. _as&sh.php).
2) Pada test wawancara, kesalahan umum Azar, Betty Schrampfer. 1999.
yang sering dilakukan siswa adalah Understanding and Using
English incomplete application of rules
Grammar (third edition). Jakarta: maksudnya adalah
kesalahan Binarupa Aksara.
intrabahasa yang mungkin terjadi ketika Chen, Li-Ling. 2006. Journal of The
Effect seorang pembelajar merespon secara of L1 and
CAI on Grammar mendadak dari suatu kalimat pertanyaan Learning: An
Error Analysis of yang ditujukan kepadanya. Taiwanese Beginning
EFL Learners'
3) Kesalahan-kesalahan yang sering dibuat English Essays (www.asian-efl-
para siswa termasuk dalam jenis journal.com/pta_January_06_pk.php).
kesalahan overgeneralization dan Hewings, Martin. 1999. Advanced
incomplete application of rules. Untuk Grammar in Use. England:
meminimalkan terjadinya kesalahan- Cambridge University Press.
kesalahan tersebut, siswa diberi teks Krohn, Robert. 1998. English Sentence
sederhana tentang tenses, kemudian Structure (third edition). Jakarta:
siswa diminta untuk membuat kalimat Binarupa Aksara
lain dengan mengubah subjek dan kata Norrish, John. 1983. Language Learners
kerjanya. and Their Errors. London: Macmillan
Press.
Saran Nurgiyantoro, Burhan.2000. Statistik
Sejalan dengan hasil penelitian yang Terapan untuk Penelitian Ilmu-ilmu
diperoleh, maka diberikan saran antara lain: Sosial. Yogyakarta: Gadjah Mada
Bagi guru SMA sebaiknya siswa diberi University Press.
penjelasan yang jelas mengenai tenses Handayani, Trisakti. 2002. Konsep dan
sehingga siswa dapat memahami secara Teknik Penelitian Gender. Malang:
benar aturan-aturan dalam tenses. Universitas Muhamadiyah Malang.
Sebaiknya guru juga dapat memberikan Rakhmat, Jalaludin. 2000. Metode
teks sederhana dan menarik mengenai Penelitian Komunikasi. Bandung:
tenses dan meminta siswa mengembangkan Remaja Rosda Karya.
teks tersebut dengan cara membuat kalimat Richard, Jack. C. 2001. Error Analysis.
lain yang sesuai dengan materi. England: Longman Group Ltd.
Bagi siswa hendaknya siswa Richard, Jack. C. 2002. Error Analysis
melakukan banyak latihan dan pemahaman Perspectives on Second Language
mengenai tenses secara benar. Siswa Acquisition. London: Longman Group
sebaiknya sering membaca, menulis dan Ltd.
berbicara dalam bahasa Inggris sehingga Sugiarto. 2003. Teknik Sampling. Jakarta:
siswa dapat lebih memahami aturan-aturan Gramedia.
dalam tata bahasa Inggris (khususnya Unaradjan, Delet. 2000. Pengantar Metode
tenses) dan mengaplikasikan dalam aktifitas Penelitian Ilmu Sosial. Jakarta: PT.
berkomunikasi sehari-hari. Grasindo.

DAFTAR PUSTAKA
Anchalee Sattayatham and Somchoen