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RESEARCH REPORT
A
GRAMMATICAL ERROR ANALYSIS ON
APPLYING IRREGULAR VERBS DONE BY THE
FOURTH SEMESTER STUDENTS OF ENGLISH
EDUCATION PROGRAM OF TEACHER TRAINING
AND EDUCATION FACULTY OF WIDYA DHARMA
UNIVERSITY KLATEN
IN 2010
By:
Dra. Hj. SRI HARYANTI, M.Hum.
KUSTINAH, S.Pd., M.Hum.
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
WIDYA DHARMA UNIVERSITY
KLATEN
2010
i
RATIFICATION
This Research Report has been ratified by the Dean of Faculty of Teacher
Training and Education, and the Head of Research and Development Department
of Widya Dharma University Klaten on:
Day : _________________
Date : _________________
Research and Development Department
Head,
Faculty of Teacher Training
and Education
Dean,
Drs. H. Gunawan Budi S., M.Hum.
NIP. 19630705 198703 1 003
Drs. H. Udiyono, M.Pd.
NIP. 19541124 198212 1 001
ii
ACKNOWLEDGEMENT
Praise be to Allah SWT, Lord of the Universe that the writers are finally able to
finish their research report. Working hard, they can complete this research report.
However, this cannot be real without His great blessing.
The writers deeply realize that this research report is prepared with so much help
from others, so in this nice chance, they would like to express their sincere gratitude and
appreciation to:
1. Drs. Sumargana, M. Si., the Rector of Widya Dharma University Klaten, who
facilitates this research.
2. Drs. H. Gunawan Budi Santoso, M.Hum., the Head of Research and
Development, who has given correction and suggestion in writing this research.
3. Drs. H. Udiyono, M.Pd., the Dean of Faculty of Teacher Training and Education.
4. The Fourth Semester Students of English Education Program, who have given the
data of this research.
5. All Friends in Widya Dharma University, who have participated in the seminar.
The writers are really aware that this report is still far from being perfect. Finally,
they hope that this report can be useful for especially English Education program and
for the readers in general.
Klaten, August 2010
The Writers
iii
TABLE OF CONTENTS
Title ……………………………………………………………………
i
Ratification ……………………………………………………………
ii
Acknowledgment ……………………………………………………..
iii
Table of Contents …………………………………………………….
iv
Abstrak ………………………………………………………………
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study …………………………………
1
B. The Reason for Choosing the Topic …………………………..
3
C. The Problem of the Study …………………………………….
3
D. The Limitation of the Study …………………………………..
3
E. The Aim of the Study ……………………………………… …
3
F. The Use of the Study ………………………………………….
4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Error Analysis …………………………………………………
5
B. The Parts of Speech ……………………………………………
7
C. Review of the Verb ……………………………………………
13
D. Review of Sentence ……………………………………………
19
CHAPTER III RESEARCH METHOD
A. The Meaning of Research Method ……………………………
27
B. The Data and the Source of the Data …………………………
27
C. The Method of Collecting the Data …………………………..
28
D. The Method of Analyzing the Data ………………………….
29
iv
CHAPTER IV THE RESULT OF THE STUDY
A. Analyzing the Data …………………………………………..
30
B. The Finding ………………………………………………….
42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………………
43
B. Suggestion …………………………………………………
45
BIBLIOGRAPHY ……………………………………………….
APPENDIX
v
46
ABSTRAK
Dalam bahasa Inggris dibedakan antara kata kerja teratur dan kata kerja tidak
teratur. Keteraturan disini dalam membentuk kata kerja ke dalam bentuk lain, seperti
bentuk preterit/past tense/V2 maupun dalam bentuk past participle/V3 karena dalam
bahasa Inggris waktu kegiatan akan mempengaruhi perbedaan dalam bentuk kata kerja
atau sebaliknya bentuk kata kerja yang berbeda menandai waktu kegiatan yang berbeda.
Bentuk kata kerja yang tidak teratur sangat bervariasi ada yang ketiga bentuk sama (cut –
cut – cut), ada yang bentuk satu dan tiga sama (come – came –come), ada yang bentuk
dua dan tiga sama (bring – brought – brought), dan ada yang ketiga bentuk sama sekali
berbeda (break – broke – broken). Hal inilah yang sering menimbulkan permasalahan
bagi pembelajar bahasa Inggris. Dalam penelitian ini peneliti mengajukan permasalahan
“Apa macam-macam kesalahan yang dilakukan oleh para mahasiswa Program Studi
Pendidikan Bahasa Inggris Semester IV FKIP Unwidha Klaten dalam menerapkan kata
kerja tidak teratur?”
Permasalahan tersebut akan dapat diselesaikan dengan cara mengumpulkan data
tentang kalimat-kalimat yang menggunakan kata-kata kerja tidak teratur melalui
pemberian tugas pada para mahasiswa, dengan demikian mereka disebut sebagai sumber
data yang selanjutnya data tersebut disimak dan dicatat tentang kesalahannya. Dalam
teori metode ini disebut oleh Sudaryanto metode Simak. Terakhir data penelitian
dianalisis dengan metode deskriptif kualitatif yang dikemukakan oleh Seliger dan
Shohamy maupun Moleong.
Dari hasil analisis dapat diketahui macam-macam kesalahan yang dilakukan oleh
para mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris FKIP Unwidha
Klaten diantaranya: 1) kesalahan dalam menerapkan verb infinitive/V1 (31 data), 2)
kesalahan dalam menghilangkan to be ketika mereka menyatakan dalam waktu
continuous atau perfect (21 data), 3) kesalahan dalam menerapkan tenses (18 data), 4)
kesalahan dalam menerapkan verb to-infinitive (15 data), 5) kesalahan dalam menerapkan
past participle/V3 ketika mereka menyatakan kegiatan dalam perfect tenses atau dalam
kalimat pasif (7 data), 6) kesalahan dalam menambah to be ketika mereka menyatakan
dalam simple present tense (7 data), 7) kesalahan dalam menerapkan preterit/V2 (5 data),
8) kesalahan dalam menerapkan present participle/V-ing (5 data), 9) kesalahan dalam
kesesuaian antara subjek dengan kata kerja (2 data).
Kata Kunci: Analisa Kesalahan, Mahasiswa Semester IV, Menerapkan, Kata Kerja Tidak
Teratur
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communication which takes an important role in
human life. There are many kinds of languages. English is the target language in
Indonesia and Indonesian is as the native language. English is difficult to study,
because it has different system from Indonesian.
It is widely known that English is one of the international languages. It is
also a very important means of establishing and maintaining relationship with
other people especially people from other country. English is used in education,
commerce, business, politics, tourism, technology, etc. Besides that, English is
one of the foreign languages that has many functions and used in several countries
as a formal language and second language in the other countries. So, why do
people learn English? They learn English because English is very important to
human life aspects in the world.
People who want to communicate and to convey their meaning correctly
must study one of the linguistic aspects which is usually called grammar. In
Indonesia, English is given for Junior High School to University, and recently
English has also been given in Elementary School. The students often face
difficulties in mastering English because of the differences between mother
tongue and foreign language they are learning. The differences may be in
phonology, grammar, vocabulary, pronunciation, etc.
In English Education Program, there is one subject that must be mastered
by the students, that is structure which is an important matter particularly in
building English sentence. The students have to know how each word fits
together with other words in building English sentence. They must realize that
building English sentence needs important rule covered in structure.
1
2
The application of the irregular verb is one of the materials that the students
must learn. The writer believes that by learning English structure especially on
applying the irregular verb, the students’ ability in structure can improve. The
application of the irregular verb can be in all tenses of the sentences. The irregular
verb is used in both active sentence and passive sentence. In the active sentence, it
can be used to express the activity in the present, past, or future. In passive
sentence, the form of verb needed is past participle which makes the students
difficult to apply, because its form is different from the other forms which are
used to express the present or past tense. The examples of them are: (to) drive,
driving, drove, driven. The form drive is used in the simple present tense such as
in the sentence Do you drive a car to work everyday? The form of drove is used
in the simple past tense such as in the sentence Bagyo drove his car very fast
yesterday. Applying the irregular verb in various forms and tenses is one of the
structure problems. The students must try and practice to master it. Teacher must
give more attention to guide the students to be successful in mastering this
material.
Based on the difficulties faced by the students and many problems in
learning English structure, error analysis is very much needed, because the result
of the analysis can give some contribution in attempting to decrease the errors
faced by the students in learning English structure. Based on the problem faced by
the students in learning English structure the writer tries to analyze the error done
by the fourth semester students of English Education Program of Teacher
Training and Education Faculty of Widya Dharma University Klaten in 2010.
Hopefully, this research can be a solution for the problem in learning English
structure as the subject of study in English Education Program.
3
B. The Reason for Choosing the Topic
The writer chooses the title of this study as A grammatical error analysis
on applying Irregular Verbs Done by the Fourth Semester Students of English
Education Program,Teacher Training and Education Faculty, Widya Dharma
University Klaten in 2010 for three reasons as follows:
1. The writer is interested in observing the error on applying irregular verb
because it is used in many kinds of sentences based on the tense, the form,
and the voice.
2. The students’ errors on applying the irregular verb need to be analyzed to
determine the appropriate technique used in comprehension.
3. The teaching and learning the irregular verb needs to be increased by taking
the benefit of error analysis result.
C. The Problem of the Study
The problem concerning with this research can be formulated into the
following questions: What kinds of errors are done by the Fourth Semester
Students of English Education Program, Teacher Training and Education Faculty,
Widya Dharma University Klaten in 2010 on applying the irregular verbs?
D. The Limitation of the Study
The writer wants to limit this research in order to make understanding
between the readers and the writer. The limitation of the study is as follows:
This study is limited to the fourth semester students of English Education
Program, Teacher Training and Education Faculty, Widya Dharma University
Klaten in 2010 on applying the irregular verb.
E. The Aim of the Study
In the study the writer has two aims as follows:
4
1.
To identify and classify the kinds of error done by the Fourth Semester
Students of English Education Program, Teacher Training and Education
Faculty, Widya Dharma University Klaten on applying the irregular verb
viewed from grammar.
2.
To describe the kinds of error which are made by the students.
F. The Use of the Study
The writer hopes that the research will be useful for the development of
English teaching in general and the application of the irregular verb in particular.
Besides, the students can understand about applying the irregular verb correctly in
their sentences.
CHAPTER II
REVIEW OF RELATED LITERATURE
This part deals with review of related literature supporting the analysis of the
data. It covers error analysis and review of the verb. The followings are the discussion
of those terms.
A. Error Analysis
In this part the writer wants to explain about error analysis and the aspects
of it.
1. The Meaning of Error Analysis
Language learning is like any other human learning which involves the
making of mistake and error (Sujoko, 1989: 4). From the mistakes and errors,
the writer will obtain some experiences as feedback to make new attempts by
which success comes. Error made by the learners, obviously, can be observed,
analyzed, and classified to reveal something of the system which is operated
within the learners, it led to the searching for the study of learners’ errors,
called error analysis (Sujoko, 1989: 6). While Ellis as quoted by Tarigan and
Tarigan (1995: 68) in their book Pengajaran Analisis Kesalahan Berbahasa
state that: Error analysis is a procedure generally used by researcher and
language teacher, including collecting sample, identifying errors in its sample,
describing the errors, classifying the errors based on the reason and giving
evaluation
about the seriousness level of the errors.
From the limitation above, error analysis is an activity which is done
systematically. In analyzing the learners’ errors, it is used steps which are
started from preparation to the conclusion. Error analysis is an activity to
analyze or examine the learners’ errors which are attributable to the mother
tongue.
5
6
In this study, the writer wants to analyze the errors on applying irregular
verbs done by the fourth semester students of English education study
program.
2. The Practical Uses of Error Analysis
Sujoko (1989: 48) states that the practical uses of errors analysis are as
follows:
a. Errors provide feedback; they tell the teacher something about the
effectiveness of his
teaching materials and his teaching technique.
b. They show him what parts of the syllabus he has been following have been
inadequately learned or taught and need further attention.
c. They enable him to decide whether he must devote more time to the item,
he has been working on. This is the day-to-day valve of errors, but in
terms of broader planning and with new groups of learners.
d. They provide the information for designing a remedial syllabus or a
program of teaching.
Errors provide feedback to the teacher how to make a good preparation
accurately before teaching. It means error that is revealed can provide some
information about teaching and learning weaknesses so the teacher knows
what he will do in the next teaching and learning process.
Errors enable the teacher to get valuable experiences to do his work at
school. So, when the teacher gets some similar problems in another time the
teacher is able to take the best solution.
One use of analyzing the students’ errors on applying the irregular verbs
is the writer, as their lecturer can revise her strategy in giving the material of
irregular verbs.
7
B. The Parts of Speech
Traditionally, parts of speech consist of Noun, Pronoun, Adjective, Verb,
Adverb, Preposition, Conjunction, and Interjection. By learning parts of speech we
can classify a half million different words.
1. The Noun
A noun is a word used to name a person, place, thing, or an idea.
Persons : George, Mary, Bill, Tom Scott
Places
: New York City. Midwest, Mexico
Things
: book, chair, sun, cloud, bicycle
Ideas
: justice, courage, hope, love
In English there is a kind of noun, namely Common and Proper Nouns
In writing we need to capitalize all proper nouns, we ought to be able to distinguish
them from common nouns, which are not capitalized.
COMMON NOUNS
PROPER NOUNS
city
Phoenix, New Orleans, Waco
state
Maine, Ohio, Georgia, Florida
school
Jefferson High School, West Point
mountains
Teton Range, Allegheny Mountains
saint
Saint Valentine, Saint Patrick
month
April, May, August, December
writer
Edgar Allan Poe, Mark Twain
2. The Pronoun
A pronoun is a word used in place of a noun. The prefix pre- means “for” and
noun means “name”. A pronoun, then, is a word used for a name. Learn to recognize
these pronouns:
I, my, mine, me, myself
they, their, theirs, them, themselves
You, your, yours, yourself, yourselves
who, whose, whom, whoever
He, his, him, himself
everybody, anybody, somebody
8
It, its, itself
everyone, anyone, someone
We, our, ours, us, ourselves
none, nobody
Each word below is also a pronoun:
This
one, each
some, any, all
that
either, neither
many, more, much, most
these
other, another
what, which
those
both, several, few
whatever, whichever
3. The Adjective
An adjective is a word used to modify a noun or a pronoun. Modify means “to
change”. To modify a word means to change the meaning of the word by making the
meaning more definite. An adjective modifies or changes the meaning of a noun or a
pronoun by answering one of these questions: What kind? Which one? How many?
Notice how the italicized adjectives below answer these questions about the nouns or
pronouns modified.
WHAT KIND?
WHICH ONE
HOW MANY
a blue dress
that flower
four times
a false note
this base
several girls
a rich lawyer
the broken bone
each player
a short one
the other one
some others
The adjectives most frequently used in English are a, an, and the. These little words
are sometimes called articles. The position of an adjective in a sentence varies.
Usually the adjective precedes the noun or pronoun modified.
He looked at each one of the old pictures.
Sometimes, however, adjectives follow the word they modify.
The baby, tired and sleepy, began to whimper.
Other words may separate an adjective from the noun or pronoun modified.
She became very nervous. Angry with his sister, Tom began to argue.
9
4. The Verb
A Verb is a word which expresses action or helps to make a statement. English
has the following kinds of verbs: the action verb, the linking verb, regular verb,
irregular verb, transitive verb, intransitive verb, finite verb, infinite verb. Words such
as do, come, go, and write are action verbs because they express action. A verb may
express an action that cannot be seen; examples are believe, know, fear, and think.
Besides, there are the various forms of the verb to be:
be
was
have been
being
were
had been
am
shall be
shall have been
are
will be
will have been
is
has been
These parts of the verb to be have two main uses. They may be used as a
helping verb in a verb phrase: was making, will be helped, are leaving, had been
seen. Or, when standing alone, parts of the verb to be may be used as linking verbs.
Some verbs help to make a statement by serving as a link between two words.
These verbs are called linking verbs; they do not express action. In addition to the
verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound
In the following sentences each verb is a link between the words on either side of it.
The word that follows the linking verb is a noun or an adjective that fills out or
completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie]
1. She became a housewife. [housewife = she]
2. The ring looked small. [small ring]
3. The fudge tastes good. [good fudge]
4. He remained calm. [calm he]
The verbs in English often occur with the other kind of verb. Verbs often have
more than one word: is leaving, shall be going, was tackled, shall move, has jumped,
has been done, may become, was helping. As these examples show, the verb (leaving,
10
going, tackled, etc.) and its helpers (is, shall be, was, etc.) work together as a unit,
which is called a verb phrase.
5. The Adverb
An adverb is a word used to modify a verb, an adjective, or another adverb.
a. Adverbs Modifying Verbs
A word that changes the meaning of a verb is an adverb. Let’s observe the
adverbs that modify verbs by answering one of these questions: Where? When?
How? To what extent (how long or how much)?
WHERE
WHEN
HOW
TO WHAT EXTENT
1. Play here
Play now
Play well
Do not play
2. He drove there He drives daily
He drives carefully
He drove far
3. I fell down
I fell clumsily
I almost fell
I often fall
b. Adverbs Modifying Adjectives
A word that modifies an adjective is an adverb. Examples: An unusually good
batter, Bill knocked another home, run. [The adjective good modifies the noun
batter. The adverb unusually, telling how good, modifies the adjective good.]
c. Adverbs Modifying Other Adverbs
Some adverbs modify other adverbs. For example, in the following sentence
late is an adverb because it tells when: Eric arrived late. If we add a word to modify
late, the adverb, the word we add must also be an adverb.
Eric arrived too late. [The adverb too tells how late.]
Eric arrived very late. [The adverb very tells how late.]
6. The Preposition
A word used to show the relationship of a noun or a pronoun to some other
word in the sentence is a preposition.
We need to learn to recognize the following words, which are commonly used
as prepositions:
aboard
at
by
like
toward
11
about
before
concerning
of
under
above
behind
down
off
underneath
across
below
during
on
until
after
beneath
except
over
up
against
beside, besides
for
since
upon
along
between
from
through
with
among
beyond
in
throughout
within
around
but (meaning except) into
to
without
Some prepositions consist of more than one word: instead of, in spite of, on
account of, according to.
A prepositional phrase is a group of words beginning with a preposition and
ending with a noun or pronoun. Examples: like John, with him, for us, without a
word, beside the water, of the street, over the fence, upon the top shelf.
7. The Conjunction
A word which joins words or groups of words is a conjunction.
a. Conjunction may join single words:
Bill or Kate
tall and handsome
Bill and Kate
short but handsome
b. Conjunction may also join groups of words:
on the desk or in the drawer
singing songs and playing games
c. The joined groups of words may be complete ideas:
The crowd cheered noisily, for Jones had scored.
I dialed her number, but she did not answer.
There are three kinds of conjunctions: coordinating conjunctions, correlative
conjunction, and subordinate conjunction.
Coordinating conjunctions connect words, phrases, and clauses of the same
kind:
12
baseball and tennis [two nouns]
at home or in the library [prepositional phrase]
I talked with Thelma at the party, but she did not tell me about the accident.
[two main clauses]
Correlative conjunctions are used in pairs, with other words dividing them.
1. Both Sue and Jack entertained the class.
2. The freshmen asked not only for a big celebration but also for a special holiday.
3. Either you must wash the dishes, or you will have to clean the bedroom.
4. Neither his aunt nor his uncle could guess the answer to the riddle.
Coordinating Conjunctions
Correlative Conjunctions
and
both … and
but
not only … but also
or
either … or
nor
neither … nor
for
whether … or
8. The Interjection
Words expressing emotion and having no grammatical relation to other words
in the sentence are interjections.
Words which show strong feeling – like ouch! Whew! Ahem! and Well! - are
interjections. Since these words show anger, surprise, or excitement, they are usually
followed by an exclamation point. Sometimes, when the exclamation is mild, the
interjection is followed by a comma.
Examples
Oh! Don’t hit me so hard.
Bah! He’s no actor.
Well, do it yourself then.
Kinds of parts of speech can be used to make a construction, either phrase or
clause. By understanding them, the students get easy ways to determine which parts
of speech suitable to their constructions.
13
C. Review of the verb
A Verb is a word which expresses action or helps to make a statement.
Kinds of Verb
a. The Action Verb
Words such as do, come, go, and write are verbs because they express action.
A verb may express an action that cannot be seen; examples are believe, know, fear,
and think.
b. The Verb To Be
The various forms of the verb to be:
be
was
have been
being
were
had been
am
shall be
shall have been
are
will be
will have been
is
has been
These parts of the verb to be have two main uses. They may be used as a
helping verb in a verb phrase: was making, will be helped, are leaving, had been
seen. Or, when standing alone, parts of the verb to be may be used as linking verbs.
c. The Linking Verb
Some verbs help to make a statement by serving as a link between two words.
These verbs are called linking verbs; they do not express action. In addition to the
verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound.
In the following sentences each verb is a link between the words on either side of it.
The word that follows the linking verb is a noun or an adjective that fills out or
completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie]
2. She became a housewife. [housewife = she]
3. The ring looked small. [small ring]
4. The fudge tastes good. [good fudge]
5. He remained calm. [calm he]
14
d. Irregular Verb
There are five types of irregular verbs:
1. All three principle parts are different.
2. Second and third principal parts are alike.
3. All three principle parts are alike.
4. First and third principle part are alike.
5. First and second principle part are alike.
I. aLL tHrEE PrINCIPLE Parts arE DIFFErENt
(ketiganya berbeda)
NO
1
PATTERN
Sing-sang-sung
INITIAL
MEANING
BDRSSS
B(mulai), D(minum), R(menelpon), S(bernyanyi),
S(tenggelam), S(berenang)
2
Break-broke-
BCFSSW B(memecahkan), C(memilih), F(membeku),
broken
3
Drive-drove-
S(mencuri), S(berbicara), W(menenun)
DRRW
driven
4
Blow-blew-blown
D(mengendarai), R(menaiki), R(naik),
W(menulis)
BDFGK
TW
B(meniup), D(menggambar), F(terbang),
G(tumbuh), K(tahu), T(melempar), W(menarik
uang)
5
wear-wore-worn
WBST
W(memakai), B(lahir), S(sumpah), T(menyobek),
6
Bite-bit-bitten
BCH
B(menggigit), C(mencaci), H(menyembunyikan)
7
Shake-shook-
SFMT
S(mengoncang), Fs(mengabaikan), M(salah),
shaken
8
BE; do; eat; fall;
go; lie; see;
(a)wake
9
Mind:
T(mengambil)
15
1. To lie – lied -
1. berbohong
lied
2. berbaring, terletak, terdapat, terbentang, berada
2. To lie – lay –
3. meletakkan, memasang, bertelur,
lain
3. to lay – laid –
laid
II. sECOND aND tHIrD PrINCIPaL Parts arE aLIKE
(Bentuk kedua dan ketiga sama)
NO
1
PATTERN
hang-hung-hung
INITIAL
HCDS8
W
MEANING
H(menggantung) Cl(berpegang teguh/melekat;
D(menggali), Slg(menyandang), Slk(menyelinap),
Sp(berputar), St(melekat), St(menyengat),
Str(menabrak), Strg(menyambung), Sw(berayun),
Wrg(memeras)
2
3
Feed-fed-fed
Creep-crept-crept
FBBFL
F(memberi makan) B(Berdarah), B(beternak),
S
Fl(melarikan diri), L(memimpin), Sp(ngebut)
CDFKK
C(merangkak), D(mimpi), F(merasakan),
LLMMS Kp(menjaga), Knl(berlutut), Lp(melompat),
SW
Lv(meninggalkan), Mn(berarti), Mt(bertemu),
Slp(tidur), Swp(menyapu), W(menangis)
4
Bring-broughtbrought
BBBCF
Br(membawa), Bs(memohon), B(membeli),
STT
C(menangkap), F(berkelahi), Sk(mencari),
T(mengajar), T(berfikir)
5
Bend-bent-bent
BLRSS
B(membengkok), L(meminjami),
Rnd(mengkoyak2), Sd(mengirim),
Sp(membelanjakan)
6
Bind-bound-
BFGW
B(menjilid), F(menemukan), G(mengasah),
16
bound
7
W(memutar)
Pay-paid-paid
LMPS
P(membayar), L(menaruh), Ml(lupa menaruh),
S(mengatakan)
8
Sell-sold-sold
ST
S(menjual), T(bercerita)
9
Miscellaneous
membangun(b), memberi pakaian(c), melupakan(f),
(beraneka
mendapatkan(g), mempunyai(h), mendengar(h),
macam)
memegang(h), menyalakan api(l), hilang(l),
membuat(m), bersinar(s), memberi sepatu(s),
menembak(s), duduk(s), berdiri(s), faham(u),
menginjak2(t), memenangkan(w).
III. aLL tHrEE PrINCIPLE Parts arE
IV. FIrst aND tHIrD
aLIKE
PrINCIPLE Parts arE aLIKE
(Ketiganya sama)
(Bentuk pertama dan ketiga sama)
Pattern 
-
bertaruh (Bt)
- melelang (Bd)
menjadi(B), menyelesaikan(Ov),
-
berlari(R)
meledak (b)
-
memberi peran © - berharga ©
V. FIrst aND sECOND
memukul (h)
-
melukai (h)
- merajut (k)
-
- membaca ®
-
- mencurahkan(shd)
-
membiarkan (l)
-
menaruh (p)
menyusun (s)
menutup (sht)
-
meludah (spt)
- membelah/gorok(slt) -
membagi(splt)
-
menyebar (s)
menyiarkan(bc)
PrINCIPLE Parts arE aLIKE
 Only one verb  BEAT
mengusir (Rd)
-
come – came - come
- menusukkan (t)
-
17
(1) All three principal parts are different.
NO
THE PATTERN LIKE:
THE VERBS:
1
SING – SANG - SANG
Begin, drink, ring, shrink, sing, sink, spring, stink,
swim
2
BREAK – BROKE -
Break, choose, freeze, steal, speak, weave
BROKEN
3
BLOW – BLEW –
BLOWN
4
DRIVE – DROVE –
DRIVEN
5
WEAR – WORE –
Blow, draw, grow, fly, know, overdraw, throw,
withdraw
Drive, ride (a)rise, shrive, smite, stride, strive,
thrive, write
Bear, swear, tear, wear
WORN
6
BITE – BIT – BITTEN
7
SHAKE – SHOOK –
Bite, chide, hide
Forsake, mistake, partake, shake, take
SHAKEN
8
GIVE – GAVE – GIVEN
9
MOW – MOWED –
Forbid, forgive, give
Hew, mow, sew, show, sow, strew,
MOWN
10
MISCELLANEOUS
Be, dive, do, eat, fall, go, lie, see, slay, (a)wake
(2) Second and third principal parts are alike.
NO
THE PATTERN LIKE:
THE VERBS:
1
HANG – HUNG – HUNG
Clink, dig, hang, sling, slink, spin, stick, sting,
strike, string swing, wring
2
FEED – FED – FED
Bleed, breed, creep, dream, feed, feel, flee, keep,
18
kneel, lead, leap, leave, mean, meet, sleep, speed,
sweep, weep
3
BRING – BROUGHT –
BROUGHT
4
BEND – BENT – BENT
5
BIND – BOUND –
Beseech, bring, buy, catch, fight, seek, teach,
think,
Bend, lend, rend, send, spend
Bind, find, grind, wind
BOUND
6
PAY – PAID – PAID
7
SELL – SOLD – SOLD
8
MISCELLANOUS
Lay, mislay, pay, say
Tell, sell
Abide, build, clothe, forget, get, have, hear, hold,
behold, withhold, light, lose, make, shine, shoe,
shoot, sit, slide, stand, understand, withstand,
tread, win
(3) All three principal parts are alike.
Bet,
bid,
broadcast,
Cast
cost
cut
hit
hurt
knit
let
put
read
rid
shed
shut,
slit
spit
split
spread
rust
(4) First and third principal parts are alike.
Come-came-come
Become-became-become
burst
19
Overcome, overcame-overcome
Run –ran-run
(5) First and second principal parts are alike.  only one verb beat-beatbeat(en)
By memorizing irregular verbs which have different patterns, the students are
hoped to be able to apply them in sentences correctly. They do not find difficulty in
selecting which form must be used.
D. Review of Sentence
1. Definition of sentence
1. The sentence is the maximal unit of grammatical analysis (Ronald Wardhaugh).
2. A sentence is a form which, in the given utterance, is not part of a larger
construction (Bloomfield).
3. A sentence is a grammatical form which is not in construction with any other
grammatical form : a constitute which is not a constituent (Hockett).
4. The smallest unit of full expression is the sentence, not the word. We talk in
sentences (Lado).
5. A sentence is as much of the uninterrupted utterance of a single speaker as is
included either between the beginning of utterance and the pause which ends a
sentence final contour or between two such pauses (Elson and Pickett).
From the definitions of a sentence above, the writer or speaker can know how
to identify and make a sentence based on his or her intention.
2. Sentence-Types
1. Sentences may be classified according to their purpose : as declarative,
interrogative, imperative, or exclamatory.
Sentences may be classified according to their type:
a. Declarative
20
A declarative sentence makes a statement. Since we usually make statements
that declare something, most of your sentences are declaratives. All declarative
sentences are ended with a period (.). Example: The tallest animal in the word
is a giraffe.
b. Imperative
An imperative gives a command or makes a request. A command or a request
usually has the understood subject you. Some people call this subject as a
hidden subject. The imperative sentence is followed by a period. Or if we want
to give stress on our imperative sentence, we may end the sentence with an
exclamation point. Example : Turn right at the next corner.
c. Interrogative
Interrogative sentence asks a question. To interrogate means to ask. An
interrogative sentence is followed by a question mark (?). Example : Where is
Boy going now ?
a. Exclamatory
An exclamatory sentence expresses strong feeling and is always followed by an
exclamatory point (!). Example : How lucky you are ! What a race !
If we show strong feeling when making a statement, asking a question, or giving a
command, then our sentence is exclamatory. Example : Wasn’t he funny! Help! Call
the police! I won the booby prize!
2. Sentences may be classified according to their syntax : as simple, compound,
Complex, or compound-complex.
a. Simple sentence is a sentence which consists of a pair of subject and
predicate. This sentence can be short or long as can be seen in the following.
1) I have a friend living in Jakarta.
2) The boy wearing a blue shirt and white trousers is my friend.
3) His shirt was bought in the new department store situated on Jl. Pemuda
two weeks ago.
21
b. Compound sentence is a sentence which consists of at least two main clauses
or more. Conjunctions connecting main clauses are such as: and, but, or, so.
Example:
1) He is present but his sister is absent.
2) The clever and diligent student beside you can speak English well, and he
practises the language regularly.
3) You will also be able to speak the language or you may speak even better.
c. Complex sentence is a sentence which consists of one main clause and one
subordinate clause or more as seen in the following examples.
1) I have a book which is blue in color.
2) When I came here yesterday, the door was locked by the servant who
lived there.
3) I do not know where he lives.
4) What you have just said is very important for us.
d. Compound-complex sentence is a combination of compound sentence and
complex sentence. In short, it can be stated that a compound complex is a
sentence which consists of at least two main clauses and one subordinate
clause or more, as can be seen in the following sentences.
1) The man can jump 1.50 meters high, but he cannot jump over the wall
which is only 1.40 meters high.
2) The book you read yesterday is mine, so that you have to return it to my
house which is on Jl. Melati.
Thus, it is clear that a sentence can be said simple, compound, complex or
compound complex not depending on the length but on the number and kind of clause
in the sentence.
22
3. Sentences may be classified according to their form: as periodic or as loose.
A periodic sentence is one (like the present sentence) in which the central idea is
not complete until the sentence reaches its final word. (in that sentence, notice,
grammatical completeness was reached with complete, but the central idea at that
point is so unfinished that to stop there would be to phrase a false definition).
Example: Whenever you get a chance, write to me.
A loose sentence is any sentence which is not periodic. The term loose implies no
derogation, for periodic sentences are too emphatic and too artificial to be used
constantly. For that reason, the loose sentence is the commoner type.
4. Sentences may be classified according to their completeness : as full or as inComplete.
A full sentence is a grammatically complete sentence, containing an expressed
(or, as in imperative sentence, an easily supplied) subject and predicate, and no
introduced by any subordinating word, unless that subordinating word belongs to
a dependent clause. It conveys a complete thought.
An incomplete sentence (elliptical sentence, allowable fragment, minor sentence)
is not grammatically complete, but in the context in which it appears it does
communicate a clear idea. Example: “Where are you going?” To the drugstore.
“Why?” To get a pack of cigarettes.
In English and many other languages, sentences are marked off by modulation,
the use of secondary phonemes. In English, secondary phonemes of pitch mark the
end of sentences, and distinguish three main sentence-types: John ran away (.) John
ran away (?) who ran away ( ). To each of these, further, we may add the distortion of
exclamatory sentence-pitch. This use of secondary phonemes to mark the end of
sentences makes possible a construction known as parataxis, in which two forms
united by no other construction are united by the use of only one sentence-pitch.
Another feature of sentence modulation is the use of secondary phonemes to mark
emphatic parts of a sentence. In English we use highest stress for this (Now it’s my
23
turn). The emphatic element may be marked also by the use special constructions (It
was John who did that) and by word-order (Away he ran). Beside features of
modulation, features of selection may serve to mark off different sentence-types.
Perhaps all languages distinguish two great sentence-types which we may call full
sentences and minor sentences. The difference consists in a taxeme of selection:
certain forms are favorite sentence-forms; when a favorite sentence-form is used as a
sentence, this is a full sentence, and when any other form is used as a sentence, this is
a minor sentence (a sentence which does not consist of a favorite sentence-form).
In English we have two favorite sentence-forms. One consists of actor-action
phrases – phrases whose structure is that of the actor-action construction and the other
consists of a command - an infinite verb with or without modifiers: Come! Be good!
This second type is always spoken with exclamatory sentence-pitch; the infinitive
may be accompanied by the word you as an actor: You be good! English has a subtype of full sentences which we may call the explicit-action type; in this type the
action centers round the verb ‘do, does’ did’. This taxeme of selection appears in the
contrast between, say, “I heard him” and “I did hear him”. Within explicit-action
type, we distinguish: inverted type, occurs in formal yes-no questions, along with
question-pitch (Did John run away? Didn’t John run away?) and the un-inverted
(informal) type (John ran away? John didn’t run away?).
In general, minor sentences seem to be either completive or exclamatory. The
completive type consists of a form which merely supplements a situation – that is, an
earlier speech, a gesture, or the mere presence of an object : This one. Tomorrow
morning. Gladly, if I can. Exclamatory minor sentences occur under a violent
stimulus. They consist of interjections or of normal forms that do not belong to
favorite sentence-types, and often show parataxis: Ouch, damn it! This way, please!
A substantive form naming a hearer is used in English as a demand for his presence
or attention: John! Little boy! With parataxis: Hello, John! Come here, little boy!
Occasionally we find minor sentences of aphoristic type (an old sentenceconstruction survives in a few proverbs): The more you have, the more you want. The
more, the merrier. First come, first served. Old saint, young sinner.
24
5. The main sentence type is sub-divided into three sub-types on the basis of what
kind of category occurs in the predicate position of the sentence.
a. Equational sentences, in which the predicate is a NP.
b. Descriptional sentences, in which the predicate is an adverbial or adjective phrase.
c. Actional sentences, in which the predicate is a VP.
Equational sentences, consist of two parts, both of them are NP-s. The first NP
functions as the subject, and the second NP as predicate of the sentence. A slight
break in speech serves as subject marker. This means that when the short break is
present the utterance will be an equational sentence; when it is not present, the
utterance will be a single noun phrase. Let’s see the following diagram.
S
NP
NP
N
predicate
Possessive
N
poss
NP
N
NP
N
poss
poss
Bapa?
ne
guru
ku
His father
is
my teacher
bapa?
ne
the father of
guru
ku
my teacher
The subject position in the sentence may also be occupied by a lexical item that
may occur either as a Demonstrative (Dem) or a N, example: /iku omah-ku/ ‘That is
my house’. A NP may involve an embedded sentence:
Wong sing arep lunga iku bapa?ku
1
2
3
4
5
6
7
that man who will go is my father
5
1
2
3 4 -
7
6
25
A descriptional sentence is a sentence in which the predicate is a description of
some sort about the subject. The description may be qualitative, locative, directive,
durative, frequentative, etc. depending on the kind of category that occurs as the
predicate. The subject of a descriptional sentence may be a NP, a lexical item having
both the grammatical features (+V) and (+N) before the morpheme /-ne/, or a
nominalized verb resulted from a topic-comment transformation rule.
1. NP as subject :
Adhi-ku nang omah.
1
2
3
4
My little brother is at home.
2
1
- 3
4
2. a lexical item having the feature (+V) and (+N) as subject :
Turu-ne nang omah.
1
2
3
4
His sleeping is at home
2
1
- 3
4
3. a nominalized verb as subject :
OlEe turu nang omah.
1
2
3
His (way of) sleeping is at home.
4
1
2
- 3
4
1. a qualitative description has an AP (adjective phrase) as the predicate
NP
Omah-e
-
AP
api?
His house is good
The qualitative description is indicated by a predicate with a lexical item having
the grammatical feature (+Adj.)
2. a locative description has an adverb as the predicate (NP + Adv.), Prep/N has the
inherent feature (+Loc.)
Adhi-ku nang omah
My little brother is at home
3. directive description : NP + Adv.
Bapa?-mu menyang omah-ku
Your father (went) to my house
The directive description is indicated here by the inherent feature of the
preposition, ie: (+Directive); which requires that the following N has the feature
(+Loc.)
4. durative description : NP + Adv.
26
Sorot-e (nganti) patang jam
The film (lasted) for four hours
The durative description is expresses by the inherent features of the Prep and the
N. Even if the prep nganti is optionally deleted the durative meaning (+Dur.) is
still found in the N, because of its (+Time) feature.
5. frequentative description :
Pesta-ne ping papat
His party is four times
The frequentative description is expressed by the inherent feature of the Prep.
Ping namely (+Freq.), which cannot be deleted.
6. quantitative description : NP + NP
Omah-e papat
*His house is four (He has four houses)
The quantitative description is derived from NP + NP, e.g. ‘Omahe omah papat’
(His house four houses), in which the second word ‘omah’ is deleted through
some transformational rule, resulting into ‘Omahe papat’.
An actional sentence has a verb (V) as the head of the predicate, which may or
may not be accompanied by other elements preceding or following it.
VP  (Aspect) (Auxiliary) V (NP) (Adverb) (S)
Since the predicate is a VP, it expresses some kind of action performed by the NP in
the subject position. Example : I have not slept yet. I see a strange man. Ali is
sleeping. I am not going yet, but I am going to be.
Kinds of sentences above can be used in everyday life to express one’s feeling,
ideas, and thought. Therefore, if the students comprehend those they can apply them
easily. Any kind of irregular verb can be applied in all of sentences.
CHAPTER III
RESEARCH METHOD
The method of the study consists of the meaning of research method the
data and the source of data, the technique of collecting the data, and the technique of
analyzing the data.
A. The Meaning of Research Method
Research according to Hornby (1987: 720) means investigation undertaken in
order to discover, get new facts, get additional information, etc. It is an activity to
identify its big or little object or phenomenon. The badness or goodness of the result
of the research partly depends on the technique in collecting the data. Collecting data
in the research intends to gain relevant, accurate and reliable materials. To obtain the
intended data, the researcher needs the technique, procedures, instruments and
activities.
To conduct a good research, a researcher must employ organized procedures.
The systematic and planned procedures in the research are collecting and analyzing
data. This study takes a descriptive qualitative technique. Descriptive study is a study
to describe systematically and factual about facts, characteristic and relationship
between events that are researched in present time (Waluyo, 1989: 25). Qualitative
research is describing the data significance or the phenomena by showing the
evidences. Signifying the data or phenomena depends on the researcher’s ability to
analyze (Ali, 1993: 161).
B. The Data and the Source of the Data
1. The Data
Hornby (1987: 219) defines the data as information, fact, things
certainly known (and from which conclusion may be drawn). In this research,
the data are the students’ sentences having errors on applying the irregular
verbs.
27
28
2. The Source of the Data
According to Arikunto (1992: 102) the source of the data is the
subject where the data can be taken. In this research, the sources of the data
are the works on irregular verbs made by the fourth semester students of
English Education Program that are subdivided into three classes and the
writer chooses this semester, because irregular verb is discussed in detail in
the third semester. There are three parallel classes of the third semester
students, namely class III A consisting of 30 students, class III B
consisting of 30 students, and class III C consisting of 26 students.
C. The Method of Collecting the Data
Sudaryanto (2001: 133) states that there are two methods in collecting the
data, they are: simak method and cakap method. According to Sudaryanto (2001:
133) metode ‘simak’ atau ‘penyimakan’ merupakan kegiatan yang dilakukan
dengan menyimak, yaitu menyimak penggunaan bahasa, ini dapat disejajarkan
dengan metode pengamatan atau observasi dalam ilmu sosial, khususnya
antropologi. (Simak’ method is the method done by observing attentively the use
of language, it can be paralleled with observation method in social science,
especially anthropology.
In this study, the writer uses ‘simak method’ to collect the data of the
students’ errors in applying the irregular verbs.
In order to get the accurate and valid data, the writer uses source
triangulation as stated by Patton in Moleong that source triangulation has similar
meaning with data triangulation. This technique guides the researcher in order to
collect the data. The writer’s various data sources have the same or more similar
meaning to the researcher’s data. The data will be more valid if they are dig up
from several different sources of data. In this research, the writer takes the data
from three different classes, class III A, class III B, and class III C.
29
D. The Method of Analyzing the Data
Qualitative research is a research which is concerned with providing
description of phenomena that occurs naturally, without the intervention of an
experiment or an artificially contrived treatment (Seliger and Shohamy, 1989:
116). The data are usually in the form of words in oral or written models. These
units though come in different forms: some are words within a specific context,
or text segments, such as “meaning units”; others are structural segments of text,
such as individual phonemes, morphemes, parts of words, lexical and
grammatical elements, sentences, phrases, or paragraph; other again are holistic
and represent longer text such as narratives (Seliger and Shohamy, 1989: 204205). In this research, the writer analyzes the data by descriptive qualitative
analysis.
After collecting the data, the researcher analyzes them by using the steps
according to Tarigan and Tarigan. Concerning with the data analysis, there are
some steps of analyzing the data that have been delivered by some experts,
especially in analyzing the learner’s errors.
In the respect, Sridhar SN (1985: 222) in Tarigan and Tarigan, (1995: 70)
states that the steps in analyzing the errors are as follows:
a.
Collection of the data
b.
Identification of Errors
c.
Classification of Errors
d.
Statement of Related Frequency of Error Type
e.
Identification of the Areas of Errors
f.
Correction of Errors
The steps that will be applied in this research are:
a. Classifying the errors into morphological error and syntactical error.
b. Giving the correction to each error.
c. Interpreting the meaning of the sentence.
CHAPTER IV
THE RESULT OF THE STUDY
A. Analyzing the Data
In analyzing the data on the students’ errors in applying irregular verbs, the
writer views from grammar. They are classified into: errors in verb infinitive/V1,
errors in verb to infinitive, errors in preterit/V2, errors in past participle/V3, errors in
present participle/V-ing, errors in omitting to be, errors in adding to be, errors in
tenses, and errors in subject – verb agreement. The analysis of each kind of error is as
follows.
1. Errors in applying verb infinitive/V1
The writer can find the errors in applying verb infinitive without to or verb word
in the following data:
1) She saw Richie digs a hole. (E3a.5)
2) I looked the bird fled through the tree. (Es3a.2)
3) I told him that he must forbode her girlfriend to meet me. (Es3a.7)
4) Tearing those papers, and then put into a pan of water. (Tm3c.1)
5) He gets up then left without any words to say. (Dy3c.2)
The verb ‘digs’ in sentence (1) must be ‘dig’ or the verb word because it is placed
after the verb of sense, namely ‘saw’. If there is a verb of sense as the predicate the
verb that follows it must be a verb word, and so must sentence (2). The correct
sentences are “She saw Richie dig a hole”, and “I looked the bird fly through the
tree”. ‘Must’ is a modal auxiliary, so it must be followed by a verb word. The correct
sentence of data (3) is “I told him that he must forbid her girlfriend to meet me”. Data
(4) is included into imperative sentence, so it needs the verb word. The correct
sentence is “Tear those papers, and then put into a pan of water”. The verb left in data
(5) is incorrect, it must be changed into verb leaves because the subject is the third
person singular in present tense.
30
31
Besides, there are errors in omitting suffix –s/-es for the third person singular in
present tense. That kind of errors most frequently occurs in the students’ everyday
sentences. It can be proven by the following data:
6) My mother usually awake to me every morning. (R3a.5)
7) Checilia bereave her wallet. (U3a.1)
8) The child beseech her mother to buy her toys. (U3a.2)
9) She bid shoes now. (W3a.1)
10) He come here to catch him bird. (M3a.5)
11) My father come here to chide my brother. (M3a.6)
12) He go to the shop to choose T. Shirt. (M3a.7)
13) Smith come to cut the grass when his brother go home. (E3a.2)
14) Smith will be cutting the grass when his brother go home. (E3a.3)
15) We know it deal with child guidance. (E3a.4)
16) Richard go home to do assignments. (E3a.7)
17) The bird fly on the sky. (Es3a.1)
18) My mother forbid me to keep away from smoke. (Es3a.5)
19) She forsake a job. (D3a.1)
20) He gild a gold. (D3a.7)
21) Kneeling to pray, she cry. (I3a.3)
22) He rid the beggar in my house. (Sw3a.2)
23) He come to seek a pair of gloves. (S3a.1)
24) Mr. David shake hand to sign that meeting is over. (Rw3a.1)
25) The sun shine in the sky beautifully. (Rw3a.2)
26) Rose use a knife to tear the letter now. (Ap3a.3)
Except the sentence (12) in which the verb go must be added by –es, (17) in
which the verb fly , y is changed into i and then added by –es, (21) in which the verb
cry , y is changed into i and then added by –es , all of the italicized verbs must be
added by –s.
This kind of error is mostly made by the students. The writer can find the errors
in the following data.
32
27) God always oversee many plans for me anytime, anyhow, and anywhere. (M3c.1)
28) Corruption overthrow the prestige of the nation. (M3c.2)
29) Wawan partake in “Dies Natalis” event today. (N3c.2)
30) Sending me a message, after you get the information. (Nh3c.1)
31) Setting the silent way in your mobile hand phone, if you’re in the learning
process. (Nh3c.2)
The verbs in data (27), (28), and (29) should be added by -s because the subjects
are included in the third person and the sentences are in present tense. Whereas, verbs
in data (30) and (31) should be in the verb word, the sentences are imperatives. The
correct sentences are as follows:
27) God always oversees many plans for me anytime, anyhow, and anywhere.
28) Corruption overthrows the prestige of the nation.
29) Wawan partakes in “Dies Natalis” event today.
30) Send me a message, after you get the information.
31) Set the silent way in your mobile hand phone, if you’re in the learning
Process.
2. Errors in applying verb to infinitive
Errors in applying verb to infinitive can be seen in these data:
1) The girl only to buy an apple and cake in market. (M3a.1)
2) Arif to hear Andi singing. (E3c.1)
3) Budi to hold a knife. (E3c.5)
Three data above have the errors in the application of the verb to-infinitive.
The verb to-infinitive usually follows the other verb as the object of that verb as
predicate. The sentences above need the verb without to which is added by –s because
the subject is the third person singular in present tense. Those sentences can be stated
correctly as follows:
1) The girl only buys an apple and cake in market.
2) Arif hears Andi singing.
3) Budi holds a knife.
33
The other errors are in the data below:
4) I want to abided that house for 3 months. (R3a.1)
5) She means ask to the woman. (D3a.1)
6) She has been obliged answer the question. (Da3a.3)
7) He strives his dream become a doctor. (As3a.1)
8) He invited me swim at swimming pool. (As3a.2)
9) I bid my father to accompany me to going to my school. (Al3c.4)
10) Her father forbade her went to the cinema last night. (Dk3c.3)
11) I will forbid you go to the school with her. (Dk3c.5)
12) I have forgone James waited for me for two hours. (Dw3c.3)
13) He is try not to hurting her sweet heart. (E3c.6)
Data (4) to (13) have the errors in the use of verb to-infinitive. The verbs
which precede them are verbs that need verb to-infinitive. Those verbs are “want,
means, obliged, strives, invited, accompany, forbade, forbid, forgone, try”. All of
them must be followed by verb to-infinitive. Therefore, the students should make the
sentences as the following:
4) I want to abide that house for 3 months.
5) She means to ask to the woman.
6) She has been obliged to answer the question.
7) He strives his dream to become a doctor.
8) He invited me to swim at swimming pool.
9) I bid my father to accompany me to go to my school.
10) Her father forbade her to go to the cinema last night.
11) I will forbid you to go to the school with her.
12) I have forgone James to wait for me for two hours.
13) He tries not to hurt her sweet heart.
The other students made the error in the following sentences:
14) It was easy for him to bought share this company. (M3a.3)
15) It’s not easy to going across the country’s border. (Dy3c.3)
34
If the verb follows adjective, it usually needs verb to-infinitive. So, the data
above contain the error in applying the verb. The correct sentences are:
14) It was easy for him to buy share this company.
15) It’s not easy to go across the country’s border.
3. Errors in applying preterit/V2
The writer finds that the students made errors in the data below:
1) My uncle bereave his bag when he was on the bus. (U3a.4)
2) Yesterday, I saw he besought his employer. (U3a.5)
3) I choose a computer a month ago. (M3a.8)
4) My hen eat after my hen had crowed on the fence. (F3a.1)
5) He didn’t slept a wink last night. (P3c.2)
Bereave is verb word in which should be changed into bereft since the
sentence is in past tense. We can see the verb was as the marker of past tense.
Besought is V2/preterit and there is an adverb yesterday as the marker of past tense,
but after the verb of sense, in this case saw the verb follows it must be verb word/V1.
The sentence in (3) is in past tense, there is an adverb a month ago. Thus, the verb
must be in preterit form, namely chose. The sentence in (3) is in past tense, there is an
adverb clause “after my hen had crowed on the fence”. The verb eat should be ate.
Didn’t and last night show past tense. However, most of the students know if didn’t
must be followed by verb word, so slept must be changed into sleep. The correct
sentences can be seen in the following:
1) My uncle bereft his bag when he was on the bus.
2) Yesterday, I saw he beseech his employer.
3) I chose a computer a month ago.
4) My hen ate after my hen had crowed on the fence.
5) He didn’t sleep a wink last night.
4. Errors in applying past participle/V3
This kind of error can be seen in the following:
35
1) Helen’s neighbor were betaken for a week. (U3a.7)
2) She had knew a Peterpan’s song before she sang. (I3a.2)
3) The seventeen candles are blew by my sweet heart to sign her additional age.
(A3a.2)
4) This T-shirt is sewed by my girl friend as a gift for our anniversary. (Nh3c.3)
5) Her arm was broke because she has sprang from the tree. (S3c.1)
6) The crowd has swelled considerably. (T3c.3)
7) The throwing ball was bouncing so high until passing the fence. (Tm3c.1)
There is an error in sentence (1), namely the verb were which should be
has/had. For a week indicates that the sentence is perfect tense. The verbs in data (2)
to data (7) should be in past participle. Sentence (2) shows past perfect, knew must be
known. Sentences (3) and (4) show passive, there are to be are and is as the markers.
So, blew must be blown and sewed must be sewn. Broke is V2, and there is to be was
that denotes the condition of her arm, so the V3 is needed, namely broken. In data (5)
and (6) there is also auxiliary verb has which should be followed by V3, namely
sprung and swollen. Ball in data (7) cannot do the activity, so throwing is
inappropriate. It should be altered into thrown which denotes a passive meaning.
The data above can be revised into the following sentences:
1) Helen’s neighbor has/had betaken for a week.
2) She had known a Peterpan’s song before she sang.
3) The seventeen candles are blown by my sweet heart to sign her additional age.
4) This T-shirt is sewn by my girl friend as a gift for our anniversary.
5) Her arm was broken because she has sprung from the tree.
6) The crowd has swollen considerably.
7) The thrown ball was bouncing so high until passing the fence.
5. Errors in applying present participle/V-ing
There are some students who still made errors in applying present
participle/V-ing when they applied irregular verbs in sentences. The data that the
writer can find are as follows:
36
1) My father came when I was put bicycle. (S3a.6)
2) Have you been get along with your step father? (Dy3c.1)
3) I have no idea what she has been done through for the last 10 years. (Dy3c.4)
4) I’m knowing what he does now. (F3c.1)
5) She is knowing a Peterpan’s song now. (I3a.1)
In data (1), (2), and (3) the verbs put, get, done are incorrect. Sentence (1) is
in past continuous tense, the verb in adverbial clause can be either in preterit form or
present participle. As there is the verb was, put should be made putting. Sentence (2)
uses present perfect tense, so get should be made getting because it is placed after
auxiliary been and the sentence is in active voice, and so is sentence (3) done should
be made doing. Actually sentences (4) and (5) are in present continuous tense since
there is an adverb of time now. However, the English learners know that the verb
know cannot be made knowing when it is used as the predicate in present tense. The
correct sentences of the data above are as the following:
1) My father came when I was putting bicycle.
2) Have you been getting along with your step father?
3) I have no idea what she has been doing through for the last 10 years.
4) I know what he does now.
5) She knows a Peterpan’s song now.
6. Errors in adding to be
The data that show the addition of to be are as follows:
1) I’m blow the balloon. (W3a.2)
2) The sun was arose every morning from east. (R3a.4)
3) We are sat for an exam yesterday. (P3c.1)
4) The sun is arise from east. (R3a.3)
5) I’m forget that today I must study. (Es3a.9)
6) He grinds his teeth when he is sleep. (Em3a.3)
7) Udin’s saying is bitting my heart, so it’s make me so sad. (Al3c.7)
37
The students have known that in making a sentence they should pay attention
to the tense which will be applied, but they are still doubtful to choose which one
should be used. As the result, they use two kinds of verb, one as auxiliary or
especially to be, and the other as main verb. To be “am, was, are, is” in the sentences
above should be deleted if they are made simple tense, either present or past.
Moreover, the verb word should be added –s/-es when the subject is the third person
singular. The verbs sleep in (6), make in (7) should be changed into sleeps, and
makes. Sentence (4) is in past tense, so the verb arose is used. This sentence would be
better in present tense because it exists everyday. Those sentences can be stated as
follows:
1) I blow the balloon.
2) The sun arose every morning from east. Or The sun arises every morning from
east.
3) We sat for an exam yesterday.
4) The sun arises from east.
5) I forget that today I must study.
6) He grinds his teeth when he sleeps.
7) Udin’s saying is bitting my heart, so it makes me so sad.
7. Errors in omitting to be
Errors in omitting to be can be seen in the following data.
1) She had burned her hand after she broken heart. (Y3a.1)
2) My mother buying vegetable. (M3a.2)
3) My father chiding my brother. (M3a.7)
4) The prisoner fleeing from prison now. (Z3a.1)
5) The bird flying high over the high tower. (Es3a.3)
6) The water frozen in refrigerator yesterday. (D3a.4)
7) She getting a book now. (D3a.6)
8) He hewing down the tree there. (Ar3a.2)
9) The player hitting ball very far. (Ar3a.3)
38
10) The child took by the parent. (Ap3a.1)
11) The letter tore by Rose last night. (Ap3a.2)
12) The milk and chocolate blended by me. (W3a.4)
On data (2), (3), (4), (5), (7), (8), (9), and (10) above, the writer does not find
to be ‘is’ to denote that the doer of activity does at the present time. Whereas, on data
(1), (6) and (11) there is no to be ‘was’ to denote that the activity was done at past
time. Data (12) does not have to be ‘are/were’ to denote a plural subject. The correct
sentences of the data above can be stated as follows: (1) She had burned her hand
after she was broken heart, (2) My mother is buying vegetable, (3) My father is
chiding my brother, (4) The prisoner is fleeing from prison now, (5) The bird is flying
high over the high tower, (6) The water was frozen in refrigerator yesterday, (7) She
is getting a book now, (8) He is hewing down the tree there, (9) The player is hitting
ball very far, (10) The child is taken by the parent, (11) The letter is torn by Rose last
night, (12) The milk and chocolate are/were blended by me.
As far as the writer sees the data, it seems to her that this kind of error is
usually made by the students. The other data can be presented below:
13) John is eating the cake which given by his mother. (D3c.2)
14) Karen forsakes the assignment that given to her. (Dw3c.4)
15) The students hearing explanation from the teacher. (E3c.2)
16) The water frozen in refrigerator yesterday. (D3c.4)
17) When play, my sister hidden for me. (E3c.4)
This kind of errors can also be found as follows:
18) My body was froze because the weather cool. (D3a.3)
19) To think something, we must full concentration. (Ap3a.4)
20) The cost of living very expensive in some towns. (Aw3c.3)
21) We swimming in the river. (T3c.1)
Sentence (18) is made in past tense, it can be seen from the use of the verb
was in the main clause. Thus, the subordinate clause also needs the verb was; but
there is still another error in applying V3, froze must be frozen. In sentence (19)
modal auxiliary must needs the main verb, in this case have or be. Sentence (20)
39
doesn’t have the predicate. Here the writer can say that there is no linking verb. It
needs is/was. There is no auxiliary verb/to be in sentence (21). If it is made in present
tense, it needs are, and it is made in past tense, it needs were. The correct sentences
are presented below:
18) My body was frozen because the weather was cool.
19) To think something, we must have/be full concentration.
20) The cost of living is very expensive in some towns.
21) We are/were swimming in the river.
8. Errors in tenses
Tense is very important in English. If the student does not comprehend tense,
the writer can say that his/her sentences will be incorrect. This assumption can be
proven by presenting the following data:
1) The lamp light is shinning bright in the street every night. (Nu3c.1)
2) Mrs. Tutik teachs English at this moment. (T3c.3)
3) The glass on the table is fallen since an hour ago. (D3c.4)
4) The lecture forgoes the class run noisily when his students discussed. (Dw3c.2)
Adverb of time every night shows that the sentence is in present tense, and
simple present tense needs the verb word. Therefore, is shinning in sentence (1)
should be changed into shines. Adverb of time at this moment indicates the
progressive activity; teachs in (2) is incorrect, so it should be is teaching. Adverb of
time since an hour ago in (3) refers to perfect tense. To make the sentence acceptable,
the auxiliary verb must be changed into has/had. Adverbial clause of time when his
students discussed in (4) indicates that the sentence is past tense, so forgoes is
changed into forwent. Here are complete and acceptable sentences:
1) The lamp light shines bright in the street every night.
2) Mrs. Tutik is teaching English at this moment.
3) The glass on the table has/had fallen since an hour ago.
4) The lecture forwent the class run noisily when his students discussed.
The other erroneous sentences are as follows:
40
5) Three days ago my mother has ground hulled rice to make “Apem Cake”.
(Em3a.4)
6) She has heard her father news yesterday. (Ar3a.1)
7) Dewi has left the library two hours ago. (G3a.1)
8) Andi has lent his book to Rina yesterday. (G3a.2)
9) Andi has leapt the window last night. (G3a.2)
10) He has read the letter yesterday. (Sw3a.1)
Past tense can be shown by the use of adverbs of time “ago, yesterday, last”
and the preterit verb. Sentences (5) to (10) use those kinds of adverb, so has in all
those sentences must be deleted. The correct sentences are presented below:
5) Three days ago my mother ground hulled rice to make “Apem Cake”.
6) She heard her father news yesterday.
7) Dewi left the library two hours ago.
8) Andi lent his book to Rina yesterday.
9) Andi leapt the window last night.
10) He read the letter yesterday.
The other data consisting of errors are in the following:
11) He used to be rich land lord but his employees overthrow him because he was
unwise. (M3c.3)
12) He went to the book store before her friend invite him to do homework together.
(Em3a.2)
13) Just now I saw her, but she has gone when I slept. (Es3a.10)
14) She has sold a flower when I came. (S3a.3)
15) Earthquake had shaken all people in Yogyakarta before they wake up that
morning. (S3a.5)
Used to is used to express past habit or past custom, so the verb overthrow in
(11) must be in the form of overthrew. The main clause of sentences (12) and (15) are
in simple past and past perfect tense, invite should be invited, wake should be woke.
The first main clause in sentence (13) is in past tense also, so had must be used
41
instead of has. In addition, the subordinate clause in (14) is in past tense, so had must
be used instead of has. The correct sentences can be stated as follows:
11) He used to be rich land lord but his employees overthrew him because he was
unwise.
12) He went to the book store before her friend invited him to do homework together.
13) Just now I saw her, but she had gone when I slept.
14) She had sold a flower when I came.
15) Earthquake had shaken all people in Yogyakarta before they woke up that
morning.
The other errors in applying tenses are found in the following:
16) One who repaid the loan late will get notification from bank. (N3c.1)
17) He will be going to my grandmother’s home when holiday came. (Em3a.1)
18) She was besought absent today. (U3a.3)
Repaid in (16) is inappropriate because the predicate of the main clause is in
future tense. The modal auxiliary will is as the marker, so repays is used instead of
repaid since the subject is the indefinite pronoun in singular. Simple form is usually
used when the other clause is in future tense. We cannot use will in the two parallel
clauses. We cannot say “One who will repay the loan late will get notification from
bank”. Sentence (17) is also in future tense. There is modal auxiliary will as the future
marker, so we should use the verb comes. Why comes is used not come? Holiday is
singular form. Adverb of time today refers to present tense, so was besought in (18)
should be changed into beseeches, it is because the subject is she which is classified
into pronoun for the third person singular. The sentences above can be revised into
the following:
16) One who repays the loan late will get notification from bank.
17) He will be going to my grandmother’s home when holiday comes.
18) She beseeches today.
42
9. Errors in subject – verb agreement
There are only two sentences which consist of error in subject – verb
agreement.
1) Israel and Palestina has been fighting for long years. (Dk3c.1)
2) My sister have flung a glass until broken. (Dk3c.2)
And functions to connect one item and another item. Of course the two
connected items are classified into plural nouns. Has in (1) above is incorrect. Have
in (2) is also incorrect because the subject of the sentence is my sister which is
considered as the third person singular. The two correct sentences are as follows:
1) Israel and Palestina have been fighting for long years.
2) My sister has flung a glass until broken.
B. The Finding
Having analyzed the data, the writer finds out that the fourth semester
students of English Education Study Program of Widya Dharma University Klaten
make some errors in applying irregular verbs in the four kinds of verb in sentences.
The four kinds of verb they apply are infinitive or to-infinitive, preterit, present
participle, and past participle. The kinds of error they make can be stated from the
most errors are: 1) errors in applying verb infinitive/V1 (31 data), 2) errors in
omitting to be when they express in continuous or perfect tenses (21 data), 3) errors
in applying tenses (18 data), 4) errors in applying verb to-infinitive (15 data), 5)
errors in applying past participle/V3 when they express in perfect tenses or in passive
sentences (7 data), 6) errors in adding to be when they express in simple present tense
(7 data), 7) errors in applying preterit/V2 (5 data), 8) errors in applying present
participle/V-ing (5 data), 9) errors in subject – verb agreement (2 data).
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing data concerning errors in the application of irregular verbs,
the writer comes to the last chapter, namely “Conclusion and Suggestion”. This
chapter deals with inferences of the writer’s interpretations. The conclusion is as the
answer of the problem stated in chapter I, that is “What kinds of errors are done by
the fourth semester students of English education program, teacher training and
education faculty, Widya Dharma University Klaten in 2010 on applying irregular
verbs?”
The conclusion is that the kinds of errors which are done by the fourth
semester students of English education program, teacher training and education
faculty, Widya Dharma University Klaten in 2010 on applying irregular verbs are
classified into nine (9) as follows:
1. Errors in applying verb infinitive/V1
2. Errors in applying verb to infinitive
3. Errors in applying preterit/V2
4. Errors in applying past participle/V3
5. Errors in applying present participle/V-ing
6. Errors in adding to be
7. Errors in omitting to be
8. Errors in Tenses
9. Errors in Subject – Verb agreement
The representation of the data of each kind of error can be seen below:
1. Errors in applying verb infinitive/V1
1) She saw Richie digs a hole. (E3a.5)
2) I told him that he must forbode her girlfriend to meet me. (Es3a.7)
43
44
3) Checilia bereave her wallet. (U3a.1)
4) Wawan partake in “Dies Natalis” event today. (N3c.2)
2. Errors in applying verb to infinitive
1) The girl only to buy an apple and cake in market. (M3a.1)
2) Arif to hear Andi singing. (E3c.1)
3) I want to abided that house for 3 months. (R3a.1)
4) She means ask to the woman. (D3a.1)
3. Errors in applying preterit/V2
1) My uncle bereave his bag when he was on the bus. (U3a.4)
2) I choose a computer a month ago. (M3a.8)
3) My hen eat after my hen had crowed on the fence. (F3a.1)
4) He didn’t slept a wink last night. (P3c.2)
4. Errors in applying past participle/V3
1) She had knew a Peterpan’s song before she sang. (I3a.2)
2) The seventeen candles are blew by my sweet heart to sign her additional age.
(A3a.2)
3) This T-shirt is sewed by my girl friend as a gift for our anniversary. (Nh3c.3)
4) Her arm was broke because she has sprang from the tree. (S3c.1)
5. Errors in applying present participle/V-ing
1) Have you been get along with your step father? (Dy3c.1)
2) I have no idea what she has been done through for the last 10 years. (Dy3c.4)
3) I’m knowing what he does now. (F3c.1)
6. Errors in adding to be
1) I’m blow the balloon. (W3a.2)
2) We are sat for an exam yesterday. (P3c.1)
3) The sun is arise from east. (R3a.3)
45
7. Errors in omitting to be
1) She had burned her hand after she broken heart. (Y3a.1)
2) My mother buying vegetable. (M3a.2)
3) My father chiding my brother. (M3a.7)
4) The prisoner fleeing from prison now. (Z3a.1)
8. Errors in Tenses
1) The lamp light is shinning bright in the street every night. (Nu3c.1)
2) The glass on the table is fallen since an hour ago. (D3c.4)
3) The lecture forgoes the class run noisily when his students discussed. (Dw3c.2)
4) Three days ago my mother has ground hulled rice to make “Apem Cake”.
(Em3a.4)
5) She has heard her father news yesterday. (Ar3a.1)
9. Errors in subject – verb agreement
1) Israel and Palestina has been fighting for long years. (Dk3c.1)
2) My sister have flung a glass until broken. (Dk3c.2)
B. Suggestion
The writer thinks that kinds of errors the writer finds are almost done by
the Indonesian learners of English. It may be caused by some factors, such as the
ignorance of the structure, the lack of exercises, the laziness, the structure of
Indonesian, etc. Therefore, in this nice chance the writer gives suggestion to both
English teachers and students.
It would be better if the teacher asks the students to memorize the forms of
irregular verbs, then asks them to apply in sentences used in daily activities. The
students are suggested memorizing the forms of irregular verbs by themselves
although their teacher does not ask them to do it.
46
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