AN ANALYSIS STUDENTS’ ERROR ON THE USE OF SIMPLE

PAST TENSE IN RECOUNT TEXT AT MTS AL-MUNAWWAROH

GRADE IX ACADEMIC YEAR 2021/2022

DISKA ARUM SETIAWATI

2016-88-203-013

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUSAMUS UNIVERSITY

MERAUKE

2021

I
 ACKNOWLEDGMENT

All praises and gratitude are for Allah SWT. For the strength, health, and

blessing which are given to the researcher in completing this Proposal entiltled

“An Analysis Students’ Error on the Use of Simple Past Tense in Recount Text at

MTs Al-Munawwaroh Grade IX Academic Year 2021/2022”

This proposal would not be finished without someone’s helps directly or

indirectly. Therefore, the researcher wants to say thank

1. Dr. Drs. Beatus Tambaib, M.A, as the rector of Musamus University of

Merauke

2. Drs. Lay Riwu, M.Hum, as the Dean of Faculty of Teacher Training and

Education of Musamus University, for the approval and support so that

researcher could accomplish the research.

3. Casimirus Andy Fenanlampir, S.S., M.Pd, as the head of English Education

Department of Musamus University, for her approval and support so that

researcher could accomplish the research.

4. Rezky Uspayanti, S.Pd.,M.Pd, as the first advisor, and Ranta Butar Butar,

S.Pd.,M.Pd as the second advisor, for all of the guidance and instruction so

that the researcher could complete this research.

5. The researcher’s beloved family, for all of the prayers, wishes, motivation

and support so that the researcher could complete this research.

6. All of friends of English Department, thanks all for the motivation,

happiness and our togetherness.

II
7. All staffs of FKIP for helping the researcher in every administration

purpose.

The researcher realized that this proposal is still far from perfect, so the

researcher would like to concept any constructive criticism and suggestion to

make this research better.

Merauke, 01 Oktober 2021

Researcher

III
 TABLE OF CONTENTS

ACKNOWLEDGMENT.........................................................................................ii

TABLE OF CONTENTS........................................................................................iv

CHAPTER I INTRODUCTION

A. Research Background......................................................................................1
B. Problem Identifications....................................................................................5
C. Research Question...........................................................................................5
D. Objective research...........................................................................................5
E. Significances of Research................................................................................5

CHAPTER II THEORITICAL BACKGROUND

A. Review of Related Theories............................................................................7

1. Error..........................................................................................................7
2. Grammar..................................................................................................15
3. Simple Past Tense...................................................................................17
4. Recount Text...........................................................................................22
5. Writing....................................................................................................25
B. Review of Related Studies.............................................................................27
C. Conceptual Framework..................................................................................29

CHAPTER III RESEARCH METHODE

A. Research Design............................................................................................30
B. Place and Time of Research..........................................................................30
C. Subject of the Research.................................................................................30
D. Research Instruments....................................................................................31
E. Method of Data Collection............................................................................31
F. Data Analysis of the Research.......................................................................31
REFRENCES.....................................................................................................33
Appendix ...........................................................................................................36
 CHAPTER I

INTRODUCTION

A. Research Background

Language is the system of human communication which consist of the

structured arrangement of sounds (or their written representation) into larger units,

e.g. morphemes, word, sentence, utterances (Richard & Schmidt, 2002: 283).

Language is primarily an auditory system of symbols. In so far as it is articulated

it is also a motor system, but the motor aspect of speech is clearly secondary to

the auditory. In normal individuals the impulse to speech first takes effect in the

sphere of auditory imagery and is then transmitted to the motor nerves that control

the organs of speech (Sapir, 1921: 16). From the definition, the writer concludes

that a language is a tool for a communication. Without using language, people

cannot communicate each other. Communication will be easy to be received by

people who live in same countries. Therefore, to overcome the problem of

language differences in communication between countries there is English as a

solution for communication.

Recognizing the importance of the English, then the English learning should

be given and applied in schools. In Indonesia, there are several levels of schools,

including primary schools, junior high schools and senior high schools. They are

taught English as a compulsory in order to compete in the world of industry.

English in junior high school consists of four basic reading, speaking, listening

and writing. Every of four basic, that English always using grammar.
 While writing is the most difficult skill for not only it needs a lot of

vocabularies in composing paragraph, but also grammatically correct in order to

be comprehensible besides other writing’s rules. Therefore, composing paragraph

in writing activity takes a lot of time. Brown (1993: 2) states that “Writing is

important in our lives and as communicative act that transmit information and link

people together”. Related to the opinion, Raymond (1980:2) points out that

“Writing is more than a medium of communication. It is a way of remembering

and a way of thinking as well. Write makes words permanent, and thus expands

the collective memory of human beings from the relatively small store that we can

remember and pass on orally to the infinite capacity of a modern library”. It can

be understood that writing develops human’ lives by informing the knowledge

and the idea.

Based on K13 syllabus material of English learning in MTs Al-Munawwaroh

grade IX is recount text. Recount text is one of the types that retells past events.

According to Derewianka (1990: 14) recount is a text that retells events or

experiences in the past which its purpose is either to inform or to entertain the

audience. Recount is very similar Narrative, so the thing that differentiates both

of them is the schematic structure of the body paragraph. There is no complication

among the participants in recount text instead in recount text explores the series of

events which happened to the participants. However, it just focuses on the events

themselves. The events will be told chronologically based on the time and place.

While in narrative the body paragraph is complication which the story has the

climax of problem and the story ended by solving the problem. Knapp and
Watkins (2005:223) state that recount is the simplest text type. Formally, recount

is a sequential text that does little more than sequence series events. It is a kind of

genre or text type that has been taught in first grade student of senior high school.

Recounts and stories are typically written in the past tense form, unless quoting

direct speech. Like others stories, recount has an orientation. In simple recounts,

the orientation can be just a sentence. In a recount there must be a characters,

time, and place.

Some students of MTs Al-Munawwaroh grade IX are not able to arrange

sentences of simple past tense in recount text. Many student’s difficult to arrange

sentences or write their ideas in written form using simple past tense in recount

text because some of their still use present tense and still confused to distinguish

present tense and past tense.

Meanwhile, Parrot (2010: 219) stated his idea about definition of the simple

past tense is one of the tenses that use to refer to completed events, states, action,

consider that the event, state or action took place within a finished period of time.

Whereas Denesi (2006: 139) in Basic American Grammar and Usage stated that

the simple past tense also known as the preterit, allows you to refer to actions that

occurred in the past without reference to the present.

Writing a recount text, students have to use good grammar of past tense.

According to Swan (2005:19) in his book Practical English Usage, expressed his

opinion on the definition of grammar. According to Michael Swan "the rules that

show how words are combined, arranged or changed to show certain kinds."

According to Greenbaum & Nelson (2002: 1) grammar is the set of rules that
allow us, in this case the students, to combine words in our language intro large

units. Traditionally, grammar has been concerned almost exclusively with

analysis at the level of the sentences are formed. English lesson in junior high

schools has been systematically arranged for students. However, one obstacle is

the lack of ability to construct words into sentence correct information.

Based on the pre-observations the researcher found that students in some cases

in MTs Al-Munawwaroh grade IX have a problem in setting the sentence in

recount text. They did not use past tense. The students used present tense to

recount the events that had passed. From this case the researcher wants to conduct

research and analyze faults with the title “The Students’ Error on The Use of

Simple Past Tense in Recount Text at MTs Al-Munawwaroh Grade IX Academic

Year 2021/2022”
B. Problem Identifications

Based on the background above, there are some problems founded in English

learning process, such as:

1. Some of the students at MTs Al-Munawwaroh have problem in arrange

sentences of simple past tense.

2. Some of the students at MTs Al-Munawwaroh still use simple present tense

in writing of recount text.

C. Research Question

What are the type of student errors in using simple past tense in recount text?

D. Objective research

To find out types of students error on the use of simple past tense in recount

text made by students in Junior High School of MTs Al-Munawwaroh Merauke

Grade IX Academic Year 2021/2022.

E. Significances of Research

1. Theoretical

This study is useful to make a valuable contribution on the analysis of errors

in the use of simple past tense in the development of English language learning

and the ability of students in Junior High School of MTs Al-Munawwaroh

Merauke Grade IX Academic Year 2021/2022.

2. Practice

a. For teachers, this research can be useful for the teacher to discover new

method in teaching simple past tense and able to minimize the errors made

by the students in using simple past tense

b. For students, by recognizing the errors that they usually do, it is expected

they are able to reduce the errors and able to understand simple past tense

according to the rules.

c. For researcher, for gaining the knowledge and experiences as a teacher

candidate
 CHAPTER II

THEORITICAL BACKGROUND

A. Review of Related Theories

In this part, the researcher would like to present several parts. It includes

error, grammar, simple past tense, recount text and writing. The first part is the

explanation of error, error and mistake, error analysis, the classification of error

and the cause of error. The second part is about definition of grammar and the

importance of grammar. The third is the explanation definition of simple past

tense, the formation of simple past tense and function of simple past tense. The

fourth is about definition of recount text and the types of recount text. And the last

part explains about definition of writing and the purpose of writing.

1. Error

a) Definition of Error

As a learner of foreign language, make some errors cannot be avoided by the

students. Brown (2000: 217) stated that error is as a noticeable deviation from the

adult grammar of the native speaker, reflects the competence of the learner.

Commonly, often many people think that error is as same as with mistake but

actually they are totally different. Before the writer begin to explain more details

deal with the error, it is so important to recognize the different from error and

mistake. Error is a deviation that be performed by the foreign speakers because

they don’t understand or don’t know the true. The speaker will realize the error

when they are told. Mistake is an unintentional deviation and can easily be
repaired. Mistake can be done by native and foreign speakers. Mistake can be

done by native and foreign speakers. Edge (1997: 9) stated that error couldn’t be

self-corrected by the students even if they were pointed out while when student

make a mistake, they could be self-corrected.

Error in the speech or writing of a second or foreign language learner is the

use of a linguistic item (e.g. a word, a grammatical item, a speech act, etc.) in a

way which a fluent or native speaker of the language regards as showing faulty or

incomplete learning (Richards & Schmidt, 2002: 184). The occurrence of errors,

both spoken and written is usually caused by lack of knowledge of the speaker in

this case is the student.

b) The Differences between Error and Mistake

It is so important to differ between error and mistake due to both of them are

totally different. Ellis (2003:17) stated the errors reflect gaps in a learner’s

knowledge; they occur because the learner does not know what is correct.

Mistakes reflect occasional lapses in performance; they occur because in a

particular instance, the learner is unable to perform what he or she knows.

Brown (2000:217) stated that mistake and error that a mistake refers to a

performance error that is either a random guess a slip, in that it is a failure to

utilize a known system correctly. Mistake, when attention is called to them, can be

self-corrected. An error, a noticeable deviation from the adult grammar of a native

speaker, reflects the competence of the learner.

According to several definitions from the experts above, the writer would like

to differentiate between mistake and error. Mistake is inacceptable performance

by the student because they are not aware or focus, in addition, they can self-

corrected their own mistake. On the other hand, error is inacceptable performance

by the student which find regularly and they cannot be self-corrected their own

error.

c) The Error Analysis

According to James (1998:1) error analysis is the process of determining the

incidence, nature, causes and consequences of unsuccessful language. In addition,

Gass and Selinker (2008:102) also states about error analysis, that is as the name

suggests, it is a type of linguistic analysis that focuses on the error learners make.

Furthermore, Error analysis (EA) developed as a branch of applied linguistics in

the 1960 and set out to demonstrate that many learner errors were not due to the

learner’s mother tongue but reflected universal learning strategies (Richards &

Schmidt, 2002: 184).

According to the several definitions from the experts above, the writer wants

to underline that error analysis is the way to obtain the pure information from in

acceptable performance by the students which can be valuable source to help the

teachers whether succeed or not. On the other hand, error is believed as an

indicator of the learner stage in their target language development.

d) The Classification of Error

According to the Dulay, Burt, &Krashen, (1982: 146) the classification of

errors are:
 1) Linguistic Category Taxonomy

In this taxonomy, the types of errors are grouped based on linguistic items,

include phonology, syntax, morphology, semantic, lexical, and discourse.

2) Surface Strategy Taxonomy

Dulay, Burt, & Krashen, (1982: 150) stated that a surface strategy taxonomy

highlights the ways surface structures are altered: learners may omit necessary

items or add unnecessary ones, they may miss form items or miss order them.

From the definition above the writer conclude that surface strategy taxonomy can

give the description regarding the grammatical error made by students. They omit

and add unnecessary element and grammatical inappropriately.

To know the errors that students make it can be seen through surface strategy

taxonomy, it will be easier to know the students’ ability in comprehension

grammatical that they are learning. The teacher also can recognize the error that

student do then he can create a solution to overcome the case by adding the

additional practice deal with the case that students’ face.

a) Omission

Omission is a type of error that remove of certain elements that must appear

in a sentence. Despite of any morphemes and words in the sentences is a potential

candidate in the sentence. Some types of morphemes are omitted more than

others, they are nouns, verbs, adjectives, and adverbs. Language learner often

omit the grammatical morphemes than content words. For examples:

1) I a student (it must be “I am a student”)

 2) She to the market (it must be “she went to market”)

3) Dika eat rice (it must be “Dika eats rice”)

b) Addition

Addition error is adding the certain elements of a sentence are not needed in

the sentence. It is opposite of omission. There are three types of addition.

1) Double Markings: two items rather than one are marked for the feature. For

example, “She doesn’t knows his name”. There are two words (doesn’t and

knows) that mark the past tense.

2) Regularizations: error in changing an item by making same between regular

and irregular. For example, the learner uses mouse to marker the plural of

mouses (the correct word is mice) or putted to marker the past tense of put (the

correct word is put).

3) Simple Addition: an additional error that is none of a double marking and

regularization. For example: the fishes doesn’t live in the water (it must be

“fish”)

c) Misformation

The characteristics of misformation is the use of the wrong form of the

morpheme or structure. There are three types of misformations, those are

regularizations, archi-forms, and alternating forms. For example: The dog eated

the chicken. (it must be “ate”)

d) Misordering

The characteristic of this error is the incorrect placement of a morpheme of a

group of morphemes in an utterance. For example: he is all the time late.

2) Comparative Taxonomy

This taxonomy is classified based on comparisons between the structure of L2

(second or target language) errors and certain other types of constructions.

a) Developmental Errors

Developmental errors are similar to the errors made by children learning the

target language as their first language.

b) Interlingual Errors

This error is similar in structure to a semantically equivalent phrase or sentence

in the learner’s native language. It refers to second language errors that reflect

native language structure, regardless of the internal processes or external

conditions that spawned them.

c) Ambiguous Errors

This error could be classified equally well as developmental or interlingual

because these errors reflect the learner’s native language structure and at the

same time found in the speech of children acquiring a first language.

d) Other errors

This type is the errors that are not included into developmental, interlingual,

and ambiguous error. The errors are not similar to the errors that children make

during first language development, must be unique to second language learner,

and at least some must be unique reflections of creative constructions.

3) Communicative Effect Taxonomy

 Communicative effect taxonomy deals with the errors from the perspective of

their effect on the listener or reader (errors in pragmatic item). It focuses on

distinguishing the errors that cause miscommunication and those that don’t.

a) Global Errors

Global errors affect overall sentence organization significantly hinder

communication. The syntactic scope of this errors is wide so it is called global

error.

b) Local Errors

Local errors affect single elements (constituents) in a sentence do not usually

hinder communication significantly. These include errors in noun and verb

inflections, articles, auxiliaries and the formation of quantifiers. It is called local

error because the errors are limited to a single part of the sentence.

e) The Cause of Errors

Touchie (1986: 77) said that there are two main factors caused the errors in

second language learning, they are:

1) Interference or influence from native language. This error is called interlingual

or transfer or interference errors.

2) Difficulty of the second or target language, this error is called intralingual and

developmental errors. The factors include:

a) Simplification

Learners often choose simple forms and constructions than the more

complex forms. For example, the use of simple present instead of the present

perfect continuous.
 b) Overgeneralization

The use of one form or construction in one context and then apply it to other

contexts where it should not apply. For example, the use of comed as the past

tense form of come.

c) Hypercorrection

Teachers sometimes overzealous in correcting or require students to do the

best that instead produce another error that is even worse than the previous error.

d) Faulty Teaching

The errors made by students sometimes caused by faults of teachers in

presenting the material.

e) Fossilization

Some errors, especially errors in pronunciation, persist for long periods and

become quite difficult to get rid of.

f) Avoidance

When students difficult to produce some syntactic structures because

students avoid those structures and use instead simpler structures.

g) Inadequate Learning

This is mainly caused by ignorance of rule restrictions or under

differentiation and incomplete learning.

h) False Concepts Hypothesized

Many learners’ errors can be attributed to wrong hypothesis by the students

themselves about the target language being studied.

2. Grammar

a) Definition of Grammar

The word grammar has several meanings which are given differently by

experts. The grammar is the description of the rule that govern how language’s

sentences are formed. Grammar attempts to explain why the following sentences

are acceptable (Thornburry, 1999:1). The grammar of a language is the

description of the ways in which words can change their forms and can be

combined into sentences in that language (Harmer, 2001: 12). Grammar is the

central component of language. It mediates between the system of sounds or of

written symbols, on the one hand, and the system of meaning, on the other

(Greenbaum & Nelson, 2002: 1).

In making a sentence, grammar is really needed. This is because grammar is

the set of rules that allow us to combine words in our language into larger units

(Greenbaum & Nelson, 2002: 1). When we use different structure or rule in a

sentence, it will produce different meaning also. One of the sentence structures

that have been taught in senior vocational school grade twelve is passive. The

structure in passive quite difficult due to it consists the rules different in every

tense.

From those definitions above, the writer draws the conclusion that grammar is

the rule of language, which it led us to understand and also help us to produce

utterance spoken or written.

b) The Importance of Grammar

 People need grammar to make their language understandable, because

knowledge of that is able to make us survive everywhere. Every person is

impossible to speak and write without having it. Every stuff of language need

grammar like speaking and writing. Grammar is so important to make

communication becomes meaningful and without recognizing it, the

communication becomes misunderstand. The knowledge of grammar help us to

choose and use the form of language best suited to each particular situation.

Without having the grammar of the language, one cannot be said have learned

the language. Without learning it, it seems impossible to master language. If the

speaker know well deal with the rule of making sentences, he will never slip when

speaking with others. (Thorn burry, how to teach grammar, 1999: 1) Grammar is

partly the study of word forms (or structures) are possible in the language.

Grammar is the description of the rules that govern how language’s sentences are

formed. Grammar attempts to explain why the following sentences are acceptable:

1. We are not at home right now

2. Right now we are not at home

But why this one is not

1. Not we at right home now are

Nor this one

1. We is not at home right now

From the illustration above, the writer draw the conclusion that grammar is

very important and very useful and grammar is part of language too.
3. Simple Past Tense

a) Definition of Simple Past Tense

According to James R. Hurford (1994:160), the simple past tense of a verb is

a form typically indicating that the event or state of affairs expresses by the verb

took place or exited before the presents, the present here is whenever the speakers

or writer is actually speaking or writing.

Meanwhile, Azar (2003:24) gives explanation that the simple past tense

indicates that an activity or situation began and ended at a particular time in the

past. According to her, the time indications are yesterday, last night, two day ago,

in 1999.

Whereas Pyle and Munoz (1991: 53), the simple past tense is used for

completed action that happened at one specific time in the past. Beside that Jean

Praninskas said, the simple past tense is expresses a onetime completed past event.

Furthermore, Parrot (2010: 19) stated his idea about definition of the simple

past tense is one of the tenses which use to refer to completed events, states,

action, consider that the event, state or action took place within a finished period

of time.

In addition, Denesi (2006: 139) in Basic American Grammar and Usage

stated that the simple past tense also known as the preterit, allows you to refer to

actions that occurred in the past without reference to the present.

Finally, the researcher can be concluded that the simple past tense tells about

a form of tenses that describe the past when an action was completed. In telling

story and describing what happened in the past can use simple past tense.
b) The Formation of simple Past Tense

Riyanto (2006: 165) in The 1st Students Choice TOEFL explain about form

of the simple past as follow:

Positive: S + V2

Example:

a) James went to Bandung three days ago.

b) They played in the school yard yesterday.

c) Sarah stayed at office last Friday.

Negative: S + Did Not + V1

Example:

a) James did not go to Bandung three days ago.

b) They did not play in the school yard yesterday.

c) Sarah did not stay at office last Friday.

Interrogative: Did + S + V1

Example:

a) Did James go to Bandung three days ago?

b) Did they play in the school yard yesterday?

c) Did Sarah stay at office last Friday?

Short Answer: Yes, No + S + did, did not

 Example:

A: Did James go to Bandung three days ago?

B: Yes, he did.

Q: Did they play in the school yard yesterday?

P: No, they did not.

W: Did Sarah stay at office last Friday?

Z: Yes, she did.

c) Function of Simple Past Tense

According to Riyanto (2006:166) there are two functions of simple past tense,

they are:

1) Simple Past Tense is a verb form that is used to express one action which

happened or took place at a particular time in the past.

Examples:

a) She was in Germany last year.

b) My mother bought a new bag last week.

c) The boys were here yesterday.

2) Simple Past Tense is a verb form that is used to express repeated, habitual

actions in the past.

Examples:

a) I used to have five puppies and two rabbits.

b) Ali always read a novel at night.

c) My brother always woke up at 6 o’clock.

The simple past tense is usually used with a time expression such as;
1) Yesterday

Examples:

a) She did not come to my house yesterday morning.

b) My father drove a car to my uncle’s house yesterday afternoon.

c) Tina called her boyfriend yesterday.

2) Last

Examples:

a) Their teacher did not come last week.

b) Calvin visited Spain last month.

c) Valerie lived in Medan last year.

3) In

Examples:

a) Justin was born in 1994.

b) His mother taught math in 2012.

c) My uncle finished his thesis in 1998

4) At

Examples:

a) We went to the school at 7:30 AM.

b) Harry arrived at train station at 10:00 AM.

c) Paula sent her email at 21:00 PM.

5) From…to…

Examples:

a) Her father taught English in our school from 1995 to 2010.

 b) We built the apartment from 2010 to 2014.

c) Sophia paid the tax from 2002 to 2008.

6) When

Examples:

a) When my friend rang the bell, I opened the door.

b) When Caesar lived in Semarang, Tony often visited him once in a week.

c) Peter did exercise in the gym when my mother baked a cake.

The tables of some regular verbs and irregular verbs:

Simple Form Past Form Past Participle

Regular Verbs Finish Finished Finished
Stop Stopped Stopped
Hope Hoped Hoped
Wait Waited Waited
Play Played Played
Try Tried Tried
Irregular Verbs See Saw Seen
Make Made Made
Sing Sang Sung
Eat Ate Eaten
Put Put Put
Go Went Gone

4. Recount Text

a) Definition of Recount

Based on School-Based Curriculum or KTSP, there are some kinds of text

that Students of Junior High School need to learn, one of them is Recount Text.

The writer believes that recount text is the text which is so close to the students‘

life. The students do not need to think hard to find the ideas in creating the story,

because they went through with the events, so they can write the story smoothly.

According to Anderson and Kathy Anderson (1998: 24) speaking or writing about
past events is called recount. They further explain that recount is a text that retells

past events, usually in the order in which they occurred. Its purpose is to provide

the audience a description of what occurred and when it occurred. Furthermore,

according to Derewianka (1990: 14) recount is a text that retells events or

experiences in the past which its purpose is either to inform or to entertain the

audience. Recount is very similar Narrative, so the thing that differentiates both

of them is the schematic structure of the body paragraph. There is no complication

among the participants in recount text instead in recount text explores the series of

events which happened to the participants. However, it just focuses on the events

themselves. The events will be told chronologically based on the time and place.

While in narrative the body paragraph is complication which the story has the

climax of problem and the story ended by solving the problem. It can be summed

up that recount text is a kind of text that retells about events or experiences in the

past chronologically based on the sequence of events. The purpose is to give the

audience information or to entertain.

b) The Types of Recount Text

According Derewianka (1990: 14) there are five types of recount text,

namely:

1. Personal recount is retelling an event that the writer was personally involved in

for example: personal experience, personal letter, diary, entries, journal,

anecdotes, and postcard. Personal recount is usually written in the first person (I

and We) and often to entertain and to inform.

2. Factual recount is concerned with recalling events accurately. It can range from

the everyday task such as accidents, structured research, science, news recording

and police report. The emphasis is on using language that is precise, factual, and

detailed, so that the reader gains a complete picture of an event, experience or

achievement.

3. Imaginative or literary recounts entertain the reader by recreating the events of

an imaginary world as though they are real such as fiction.

4. A procedural recount records the steps taken in completing a task or

procedures. Example: include a flow chart of the actions required for making

bread and the steps to solve a mathematical problem.

5. A biographical recount tells the story of a person‘s life using a third person

narrator (He, She, and They). In this case, of autobiography, first person narration

(I, We) is used.

5. Writing

a) Definition of Writing

Writing has a significant function as a medium of communication to express

our ideas, to share knowledge and to exchange information. As Ann Brown (1993:

2) states that writing is important in our lives and as a communicative act that

transmit information and link people together. Related to the opinion, Raymond

(1980: 2)) points out that writing is more than a medium of communication. It is a

way of remembering and a way of thinking as well. Write makes words

permanent, and thus expands the collective memory of human beings from the

relatively small store that we can remember and pass on orally to the infinite

capacity of a modern library. It can be summed up that writing develops human‘s

lives by informing the knowledge and the idea. People can forget spoken

information in second but writing makes it permanent.

b) The Writing Process

Writing is not an instant process. It takes time and engages so many activities.

The activities are prewriting, drafting, revising, and editing. According to Clouse

(2005: 5-6), in the process of writing, the writers do not easily move from step to

step. The writers sometimes need to double check before going to the next

process, or sometimes they need to move backward if they have an idea to add in

their writing.

1. Prewriting

Prewriting can be defined as the use of random ideas in developing text

 when the writer has lack inspiration. The activities in prewriting are

brainstorming, free writing, collecting data, note taking, outlining.

2. Drafting

Drafting can be defined as writing down some ideas that come into mind.

Then, this draft can be shaped and refined in the next stage. This first draft

is usually rough, which is why it is called the rough draft.

3. Revising

Revising is a process when writer rework the rough material of the draft to

get it in shape. This process is a time-consuming, difficult part of the

process because the writer should express the ideas in the best order and in

the best way, so the reader can get the writer’s idea.

4. Editing

Editing is the last process of writing. In this process, the writer should hunt

for errors, especially in grammatical errors. The writer should edit more

than once, so the writing can be free of errors.

c. The Purpose of Writing

Every written text has purpose. Even the text that is written in simple word

such as advertisement has purpose: to persuade the reader to buy the thing that

they sell. According to Stead and Hoyt (2011: 13), there are five common

purposes of writing; they are to instruct, to inform, to persuade, and to narrate, to

response.

Each purpose of writing has different characteristics, and the example of the

text is also different. Instruction text can usually be found on Recipe text, Science
Experiment, Direction Text, Rules, and so on. Its characteristic is that there are

lists or steps presented in the specific order. Description text, such as The Body of

a Blue Whale is one example of the text which purpose is to inform. The text such

like advertisement, letter, poster, brochure, and debate are the example of

persuading text. Its characteristic is that there is writer’s argument by using

supporting fact and evidence. Another purpose of writing is to narrate. It is where

the writer well-developed setting, events, details, and ending. The last is

responding text, and the example is like the text response to literature, response to

academic prompt, and response to personal communication.

B. Review of Related Studies

There are some previous researches that have been conducted and have

relation to this research, they are:

Frily Nindya (2017) improving students’ ability to build simple past tense in

narrative text by using make a match strategy at MTs Islamic Nusantara, the

researcher found that there was an improvement on the students’ ability to build

simple past tense in each cycle. The mean of students‟ score in pretest were 60.52,

in the post test I were 70.52, and the posttest II were 79.14. In the pretest there

were 34.5% (10 of 29) students who passed minimum score achievement. In the

post test I there were 55.2% (16 of 29 students) who passed minimum score

achievement; the improvement from pretest to posttest I were 16.52%. In posttest

II there were 82.5% (24 of 29 students) who passed minimum score achievement.

The improvement from posttest I to posttest II were 14.26%. Based on the data, it
was concluded the students’ ability to build simple past tense in narrative text

improved by using make a match strategy.

Siti Maisaroh (2013) analysis of the students, ability in using the simple past

tense (a descriptive study at the second grade of SMP Negeri 3 South Tangerang),

the researcher finding of her research shows that the average score in the form of

the simple past tense is 52.09% and the average score in making sentences of

simple past tense is 29.57&. It means 47.91% of students did not understand about

the form of simple past tense and the 70.43% of students are still get difficulties in

using the simple past tense especially in making sentences. In addition, the result

of test shows that students’ ability in using the simple past tense is on low level.

Nurul Fitrah Syams (2016) error analysis of word order used in writing

recount text made by students’ at SMK Negeri 1 Pinrang, by this writing test, the

writer found errors as follows: the errors of using the correct verb (45.41 percent),

the errors of using the correct to be (30.28 percent) and the errors of using the

correct noun phrase (24.31 percent). Based on the finding and discussion of the

research, the researcher concluded that the most common error that made by the

students is using verb.

The differences among the third previous researcher above with this research

are subject, method of the research data and data setting. The first research

describes about an improvement on the students’ ability to build simple past tense

in each cycle by using make a match strategy. The second research describe about

students’ ability in using the simple past tense is on low level. The last research

analysis the most common error that made by the students is using verb.
Furthermore, this research will describe and obtain the types of error and look for

the dominant error made by students that using simple past tense in recount text.

The similarities of this research are same finding the students’ error in same in

finding errors in simple past tense.

C. Conceptual Framework

Based on the literature review above can be drawn the conceptual framework

as follow:

Analysis
Types of error
Simple Past Tense

in recount text

Based on the conceptual framework above, simple past tense is one of the

materials in English subject in Junior High School of MTs Al-Munawwaroh

Merauke grade IX. In fact, students sometimes make errors. So that, the errors be

analyzed and classified and find out the dominant error. The teachers are be able

to know the kinds of students’ error and their frequency as well as the causes of

errors so that they can use methods that are more appropriate to teach this

material. Therefore, the errors are often made by the students in the use of simple

past tense of recount text can be minimized.

 CHAPTER III

RESEARCH METHODE

A. Research Design

Qualitative research is usually called artistic method because the research

process is more art or less patterned and also called interpretive method because

the research data is an interpretation of the data found in the field (Sugiyono,

2011: 7). And then, descriptive method is a research method to make description

about situation or occurrence (Nazir, 2011: 54). In this research, the researcher

will be analyzing the errors made by the students that use simple past tense in

recount text.

B. Place and Time of Research

The research will be conducted at MTs Al-Munawwaroh in Gudang Arang

Street, Merauke in October 2021.

C. Subject of the Research

Population is generalization region that consist of object or subject that have

certain quality and characteristics that is established by researcher to be

researched and then concluded (Sugiyono, 2011: 215). Subject of this research is

the student at Junior High School of MTs Al-Munawwaroh Merauke academic

year 2021/2022. In this research, the researcher will use purposive sampling. It is

because on the particular consideration, the researcher chose the students of grade

IX academic year 2021/2022 which consists of 18 students, 13 girls and 5 boys.

D. Research Instruments

Researcher will collect data with giving tests to students. This test is filling

the blank recount text. Researcher will give test of recount text that already

provided. And then, researcher share a test paper to students and giving

instrument to finishing the test. When the students finishing the test, they can

collect their paper and the researcher will check out the wrong word with circled.

After all of data has been collected the researcher analysis them.

E. Method of Data Collection

The researcher using cloze test that consist 10 blank word. Students given

recount text by filling in the blank sentences using simple past tense with correct.

Test used to know the extent of students’ understanding about the use simple past

tense in recount text and find the error students do.

F. Data Analysis of the Research

Researcher will use qualitative research in her experience that this method be

delivered with descriptive analysis to describe and deliver qualitative data result.

For getting qualitative result, data will be count and arrange in the table

presentation with formula as follow:

Where:

P=f x 100%
N
P = percentage

F = Frequency

N = number of errors

(Hatch and Farhady 1982: 92, as cited in Adhiyatma B. et al., 2015: 5)

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 Appendix I

The Lattices of Simple Past Tense

Material Indicators Total Items

Simple past tense Fill the blank 10

in recount text

Total Items 10
 Appendix II

Test

Name

Class

Date

Fill in the following sentences correctly!

Holiday in Grandma’s House

The last holiday I (1)…………. to my grandma’s home. Her house is quite

awesome, so far away from the city and close to the vegetables farm area. My

grandma and grandpa are farmers. I spent two days there and I did so many

interesting things in the farm, helping my grandpa planted vegetables. At the first

day, I learned to plant spinach. What I did (2)……… moving out the young

spinach from the seeding area to the plantation area. I (3)…….. it was easy, but in

fact, it was tiring. I (4)…… to move those one by one under the sun. I did that for

several hours before launch and continued until afternoon. In the night, I didn’t

(5)…….. anything except sleeping. I was really tired but it was fun. I couldn’t (6)

……. up in the morning until my grandma knocked at my door. He laughed at me

because what I did (7)…….. not hard actually if compared with the real farmer.

Then, before we (8)…….. to the farm again, my grandma had prepared for

breakfast. After eating I follow my grandpa (9)……. to the next field. We would

do daily treatment for the 1month age spinach. We had to give them enough water
and checked if there were any caterpillars and grasshoppers. At the third day, I

had to back home. I (10)…… sad to leave my grandma and grandpa. But that’s

fine because the next holiday I would go there and see them again.

http://gepe84.blogspot.com/2019/04/my-holiday-at-grandmas-home.html?m=1

1. go 6. wake
2. has 7. had
3. think 8. gone
4. has 9. go
5. go 10. Has
 Appendix III

Answer Key

1. went

2. was

3. thought

4. had

5. want

6. wake

7. was

8. went

9. going

10. was