This research aims to analyze the errors and provide description of error analysis
on the use of present perfect tense in students’ writing at tenth grade of SMAN 13
Bone. The objective of the research is to find out the types of error made by
students in using present perfect tense based on surface strategy taxonomy and to
find out the causes of errors classified based on Brown’s theory. In doing the
research, the researcher used qualitative descriptive method and the technique to
collect the data are documentation and interview. The subject of this research
consisted of 10 students of class X MIPA 4.
The result shows that the most common type of error made by students is
misformation error, namely by using incorrect verb forms and incorrect auxiliary
forms. The second is omission error, namely by omitting auxiliary have/has. The
third is addition error, namely by adding the article a, modal auxiliary will, and
the word to. The last is misordering error, namely by putting the auxiliary
have/has in the wrong place. These errors are caused by intralingual transfer
where the students still influenced by partial learning and lack of students’
linguistic knowledge in the target language.
A. Conclusion
As it has been stated in the background of the study, the researcher
limited this study to the analysis on the errors made by the tenth grade
students of SMAN 13 Bone in using present perfect tense.
Based on the findings and discussion in the previous chapter, the
researcher can conclude that misformation is the most frequent error made
by the tenth grade students of SMAN 13 Bone. The misformation errors
made by students are in the use of incorrect verb forms and incorrect
auxiliary forms. The second error is omission error, this error was found in
the omission of the auxiliary have/has in the interrogative sentences. The
next is addition error, this error was found in the addition of the article a,
the addition of modal auxiliary will, and the addition of the word to. The
last is misordering error, this error was found in the wrong placement of
the auxiliary have/has. Regarding the causes of students’ errors, the
researcher found that the errors made by the students are caused by
intralingual transfer where the students still influenced by partial learning
and lack of students’ lingustic knowledge in the target language. For
example, the students do not know to distinguish between regular and
irregular verb and they do not know the use of auxiliary have/has.
B. Suggestion
Based on the conclusion above, the researcher tries to give
suggestions as follows:
1. For the English teacher
The teacher should explain more clearly and detail about the
material and give lots of variation examples of present perfect tense. So,
the students will not get confuse to make present perfect tense sentences.
In addition, the teacher should apply attractive method in teaching to get
more attention from the students.
2. For the Students
The students must pay attention when the teacher explain the
material, especially in present perfect tense. If the students do not
understand about the material, try to ask the teacher to get the detail
explanation.
3. For Other Researchers
The other researchers can do research with the same object and
different perspective in other grammatical pattern of English, because of
many students still have lack of grammar. The researcher recommends to
other researchers try another taxonomy to analysis the students errors.

STAR20220003

03/2022

Perpustakaan Pusat

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