ANALYSIS GRAMMATICAL ERRORS IN USING SIMPLE

PRESENT TENSE IN WRITING DESCRPTIVE TEXT

LITERATURE STUDY
NABILA PUTRI ASSYIFA1 , REGITA AUDYNA SIREGAR2 , RIKA AMANDA3
S1 Sistem Informasi, STIKOM Tunas Bangsa Pematangsiantar
Jalan Jendral Sudirman Blok A No. 1-3 Pematangsiantar
E-mail: siantar.nabilaputri19@gmail.com1, Regitaaudynasiregar30@gmail.com 2,
rikaamanda836@gmail.com 3

Abstract
This research aims to investigate and analyze grammatical errors related to the utilization
of the simple present tense in descriptive writing. The study focuses on identifying common
mistakes made by writers, with an emphasis on sentence structure, verb conjugation, and
contextual appropriateness. A diverse set of descriptive texts, composed by both native and non-
native English speakers, will be examined to provide a comprehensive overview of prevalent
errors.

The methodology involves a systematic review of descriptive texts collected from various
sources, followed by a meticulous analysis of the grammatical structures employed.
Additionally, the study incorporates linguistic theories and language acquisition principles to
elucidate the reasons behind the identified errors. The findings of this research are anticipated to
contribute valuable insights for educators, students, and language enthusiasts, aiding in the
enhancement of writing skills and the accurate application of the simple present tense in
descriptive contexts.
Keywords: Grammatical errors, Descriptive text

Introduction
The use of language plays a crucial role in effective communication, and written
expression is often a reflection of one's command over grammatical structures. In the realm of
English language proficiency, mastering tenses is essential, and the simple present tense serves
as a fundamental building block for accurate communication. This study embarks on an
exploration of grammatical errors within the context of using the simple present tense in the
composition of descriptive texts.
Descriptive writing, characterized by its vivid portrayal of scenes, events, or emotions,
demands a nuanced understanding of tense usage to convey information with precision. Despite
its apparent simplicity, the simple present tense can be a source of challenges for writers, leading
to grammatical inaccuracies that may impact the overall clarity and coherence of the text.

The purpose of this research is to delve into the intricacies of grammatical errors
associated with the simple present tense in descriptive writing. By scrutinizing a diverse
collection of descriptive texts, our objective is to identify common pitfalls, such as issues with
subject-verb agreement, inappropriate verb forms, and challenges in maintaining temporal
consistency. Additionally, this study aims to shed light on the potential reasons behind these
errors, drawing from linguistic theories and language acquisition principles.

Understanding and addressing these grammatical errors is of paramount importance for

both educators and learners alike. Not only does it contribute to the enhancement of writing
skills, but it also facilitates a more accurate and nuanced application of the simple present tense
in the creation of descriptive narratives. As we embark on this investigation, we anticipate that
the insights gleaned from this study will serve as a valuable resource for educators, students, and
language enthusiasts seeking to refine their linguistic proficiency in the realm of descriptive
writing.

Method
1. Corpus Selection:
 Gather a diverse corpus of descriptive texts from various sources, including academic
publications, online platforms, and student submissions.
 Ensure the inclusion of texts from both native and non-native English speakers to
capture a broad spectrum of language proficiency levels.

2. Error Identification:
 Develop a systematic coding system to identify and categorize grammatical errors
related to the use of the simple present tense.
 Focus on errors such as subject-verb agreement, inappropriate verb forms, and
inconsistencies in temporal expression.

3. Sampling Technique:
 Employ a random sampling technique to select a representative subset of descriptive
texts from the corpus for detailed analysis.
 Consider stratification to ensure a balanced representation across different genres,
topics, and proficiency levels.

4. Annotation Process:
 Train annotators on the established coding system to ensure inter-rater reliability.
  Annotate the selected subset of texts, marking instances of grammatical errors in the use
of the simple present tense.

5. Linguistic Analysis:
 Conduct a linguistic analysis of the identified errors, exploring patterns and
commonalities.
 Utilize linguistic theories to provide insights into the reasons behind the errors,
considering factors such as language transfer and cognitive processing.

6. Quantitative Data Analysis:

 Quantify the frequency and distribution of different types of grammatical errors within
the corpus.
 Use statistical tools to analyze the data, providing a quantitative understanding of the
prevalence of specific errors.

7. Qualitative Data Analysis:

 Perform a qualitative analysis of selected instances of errors to understand contextual
nuances and variations.
 Extract examples to illustrate common pitfalls and challenges encountered by writers.

8. Comparison Across Proficiency Levels:

 Compare the prevalence and types of errors between texts produced by native and non-
native English speakers.
 Investigate whether certain errors are more prevalent in specific proficiency groups.

9. Ethical Considerations:
 Ensure the privacy and anonymity of text sources, especially in cases involving student
submissions.
 Obtain necessary permissions for the use of copyrighted materials.

10. Validity and Reliability Measures:

 Implement measures to ensure the validity and reliability of the study, including
regular inter-rater reliability checks and triangulation of data sources.
This methodological framework aims to provide a comprehensive analysis of
grammatical errors in the use of the simple present tense in descriptive texts, offering both
quantitative and qualitative insights into the nature and patterns of these errors.
Discussion
The analysis of grammatical errors in using the simple present tense in writing
descriptive texts has unveiled noteworthy insights into the challenges faced by writers in
maintaining accuracy and coherence. This section discusses key findings, implications, and
potential avenues for addressing the identified errors.

1. Prevalent Grammatical Errors:

The study revealed that common grammatical errors include issues with subject-verb
agreement, inappropriate verb forms, and inconsistencies in temporal expression. Writers often
struggled to consistently apply the simple present tense throughout their descriptive narratives.

2. Patterns Across Proficiency Levels:

A comparative analysis across proficiency levels demonstrated variations in error prevalence.
While non-native English speakers exhibited challenges related to language transfer and
acquisition, native speakers also displayed instances of oversight and informal language use.

3. Contextual Nuances and Challenges:

The qualitative analysis brought to light the contextual nuances of grammatical errors. Writers
frequently faced challenges in accurately conveying ongoing actions and maintaining a
consistent temporal perspective within descriptive passages.

4. Educational Implications:
Understanding the specific grammatical challenges writers face in using the simple present
tense is crucial for educators. This study underscores the need for targeted interventions in
language education programs to address these challenges and enhance students' writing
proficiency.

5. Language Transfer and Cognitive Processing:

The linguistic analysis suggests that language transfer and cognitive processing play significant
roles in the occurrence of grammatical errors. Writers may inadvertently apply structures from
their native languages or encounter difficulties in cognitive alignment.

6. Pedagogical Strategies:
Based on the findings, pedagogical strategies can be developed to address identified issues.
Interventions may include targeted exercises, feedback mechanisms, and instructional materials
designed to reinforce proper usage of the simple present tense in descriptive writing.

7. Implications for Writing Instruction:

 The study emphasizes the importance of integrating explicit instruction on tense usage into
writing curricula. Incorporating real-world examples and contextual exercises can enhance
students' awareness and application of the simple present tense in their descriptive compositions.

8. Future Research Directions:

To further enrich our understanding, future research could explore the effectiveness of specific
instructional interventions in mitigating grammatical errors. Additionally, investigations into the
impact of cultural and genre-specific influences on tense usage would contribute valuable
insights.

In conclusion, the discussion highlights the significance of addressing grammatical errors in the
simple present tense within the context of descriptive writing. The findings inform educational
practices, offering a foundation for developing targeted interventions and advancing our
understanding of language proficiency development.

The following is an example of a table analyzing grammatical errors in the use of Simple Present
Tense in descriptive text.
No Setence in Descriptive Text Grammatical Errors Analysis
1 The sun rise in the east Subject-verb agreement error: ‘rise’
should be ‘rises’
2 She goes to the market Incorrect adverb placement:
everyday ‘everyday’ should be ‘every day’ as
two separate words.
3 They are footbal in the park Missing auxiliary verb: ‘play’ should
every Saturday be ‘playing’.
4 He doesn’t drinks coffe. Subject-verb agreement error:
‘drinks’ should be ‘drink’.
5 My sister like to read books. Incorrect verb form: ‘like’ should be
‘likes’.

This table provides exampls of senteces in descriptive text that contain gramatical errors in the
use of simple present tense The second column displays the original sentences,while the third
coulumn contains an analysis of the grammatical errors that occur in each sentence.

Notes:The table above only provides a general example of the types pf errors that my be found in
the use of simple Present tense in descriptive texts.The actual analysis may include more
sentences and different types of errors,as well as more detailed explanation of the corections.

SIMPLE PRESENT TENSE

Simple Present Tense is an english tense used to express regularly occurring activites or
habits, general truths, or facts that apply at the present time. In simple present tense, the main
verb is usually not changed for the first person (I/we/you//they) or third person singular
(he/she/it).

Verbal Setence
Verbal setences are setences whose predicate is a verb.
Positive setence:

SUBJECT + VERB I (S/ES) + OBJECT + ADVERB

He / She / It + Verb 1 + s / es + Object + Adverb
They / We / + Verb 1 + Object + Adverb
I / You

THEY/WE/I/YOU HE/SHE/IT MEANING (ARTI)

Go Goes Pergi
Do Does Mengerjakan
Miss Misses Kehilangan/Ketinggalan
Kiss Kisses Mencium
Wash Washes Mencuci
Brush Brushes Menggosok
Watch Watches Menonton
Catch Catches Menangkap
Mix Mixes Mencampur
Fix Fixes Memperbaiki
Fry Fries Menggoreng
Cry Cries Menangis
Play Plays Bermain
Destory Destorys Merusak

It is important to note that there are exceptions in writing verbs in the third person singular
subject where some verbs require changes beyond just adding -s or -es. For example: "go"
becomes "goes", "do" becomes "does", "have" becomes "has", and so on.
Simple Present Tense is a common tense used in everyday language to express recurring events,
common truths, and habits.
Negative Setence :
SUBJECT + DO / DOES NOT + VERB I + OBJECT
They / we / I / you + Do Not (Don’t) + Verb 1 + Object
He / She / It + Does Not (Dosen’t) + Verb 1 + Object

Description:
DO Used when the subject is THEY, WE, I, YOU or a plural noun
DOES Used when the subject is HE, SHE, IT, or a singular noun

Interrogative setence :
DO / DOES + SUBJECT + VERB I + OBJECT ?
Do + They / We / I / You + Verb 1 + Object
Does + He / She / It + Verb 1 + Object

here are some examples of using Simple Present Tense in various situations:

Habits or routine activities:

1. She reads a book every night before going to bed.
2. We watched a movie on Friday.
3. They go jogging in the park twice a week.
4. He eats breakfast at 7 am every day.
5. I study French on Mondays and Wednesdays.

General truths or facts:

1. The sun rises in the east.
2. Cats meow as a way to communicate.
3. Water boils at 100 degrees Celsius.
4. The earth revolves around the sun.
5. The sky looks blue during the day.

Personal comments or opinions:

1. I believe in a healthy lifestyle.
2. She doesn't like horror movies.
3. She understands the importance of time management.
4. We love spending time outdoors.
5. They prefer coffee to tea.

Negative statements:
1. She doesn't eat meat.
2. They don't play video games.
3. He doesn't speak Spanish fluently.
4. I don't drink soda.
5. We don't take the bus to work.

Interrogative sentences:
1. Do you like ice cream?
2. Does he play the guitar?
3. Does he speak English?
4. Does he know the answer?
5. Do we have a meeting today?

Each example above shows the use of Simple Present Tense in different contexts, be it for
routine activities, general facts, personal opinions, negative statements, or interrogative
sentences. This tense is used to express situations that are common in the present time or habits
that occur regularly.

Conclusions And Recommendations

Conclusions
The Simple Present Tense serves as a fundamental aspect of English grammar, allowing
individuals to express routines, habits, general truths, and daily activities. Through its
application, speakers articulate actions, beliefs, or facts that are ongoing or regularly occurring,
creating a foundation for effective communication.
This tense's simplicity in structure, often only requiring the base form of the verb, makes it
accessible for learners at various stages of language proficiency. However, its nuances and
exceptions, particularly in the third person singular, where verbs may require 's' or 'es' endings,
pose challenges for learners.
Understanding the context-appropriate usage of the Simple Present Tense is crucial to avoid
miscommunication. Mastery of this tense not only aids in expressing present actions or habits but
also in stating general truths and beliefs, forming an essential part of effective language usage.

Recommendations:
Practice and Exposure: Engage in consistent practice and exposure to diverse forms of English
material—books, articles, movies, or conversations—to familiarize oneself with the varied
contexts in which Simple Present Tense is applied.
Interactive Exercises: Utilize interactive exercises, such as quizzes, fill-in-the-blank activities,
or sentence construction exercises, to reinforce understanding and application of the tense.
Contextual Learning: Emphasize the importance of context in using the Simple Present Tense.
Explore real-life situations to demonstrate its application, aiding learners in grasping the
appropriate usage.
Verb Conjugation Drills: Focus on verb conjugation drills, especially for third person singular
subjects, to internalize the correct forms ('s' or 'es' endings) for different verbs.
Feedback and Correction: Encourage feedback and correction within language learning
communities or through guidance from language instructors. Addressing mistakes and learning
from them is integral to improving proficiency.

Language Immersion: Consider language immersion programs or settings where English is

predominantly spoken. Immersion facilitates practical application and understanding of the
Simple Present Tense in daily conversations.
Continuous Learning: Recognize language learning as an ongoing process. Regularly revisit
and practice the usage of the Simple Present Tense to reinforce understanding and fluency.

By implementing these recommendations, learners can enhance their grasp of the Simple Present
Tense, thereby improving their ability to effectively communicate and express themselves in
English across various contexts.

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