Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
STUDENTSAo ERRORS IN THE USE OF SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE TEXT AT THE ELEVENTH GRADE OF SMA
NEGERI 1 TELUKDALAM
Fanismawati Lase1 Teacher at Bintang Laut Catholic Private Junior High School .
fanismawatilase92@gmail.
Abstract This study investigated the studentsAo errors in writing descriptive text especially in the use of simple present tense made by the eleventh grade of SMA Negeri 1 Telukdalam.
The objectives of the study were.
To describe the studentsAo errors, and .
To find out the causes of the students errors.
The method used in this study was qualitative method.
Total of participants in this study were 34 participants.
The result of the data analysis showed .
StudentsAo errors in writing descriptive text consisted of omission, addition, misformation, and misordering.
The students made errors in constructing simple present tense such as errors in constructing verbal and nominal sentences, errors in using to be, errors in applying the suffix s/es and the errors in using pronoun, .
The causes of the students errors were interlingual and intralingual errors.
In conclusion, most of students at the eleventh grade of SMA N.
1 Teluk Dalam made errors in the use of simple present tense of writing descriptive text with the highest error happened in misformation, moderate in addition, next omission and the lowest error happened in misordering.
It is suggested to English teachers to improving the method of teaching the simple present tense and how to applying it in writing a text.
For the students, it is suggested to learn more about the simple present tense and practice more how to using the simple present tense in conctrusting a text.
And, for the next researcher can takes the useful information from this research.
Key words: Errors.
writing descriptive text.
simple present tense.
Abstrak Penelitian ini menganalisis tentang kesalahan siswa dalam menulis teks deskriptif khususnya dalam penggunaan simple present tense.
Adapun tujuan dari penelitian ini .
Mendeskripsikan kesalahan siswa dalam menulis teks deskriptif khususnya dalam menggunakan simple present tense dan .
Menemukan penyebab dari kesalahan siswa tersebut.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif.
Total partisipan dalam penelitian ini yaitu 34 siswa.
Hasil analisis data menunjukan .
Kesalahan siswa dalam menulis teks deskriptif terdiri dari penghilangan, penambahan, kesalahan pembentukan kata dan kesalahan tata letak kata.
Siswa melakukan kesalahan dalam menggunakan simple present tense seperti kesalahan dalam menyusun kalimat verbal dan nominal, kesalahan dalam menggunakan kata bantu, kesalahan dalam menerapkan pengunaan S/ES dan kesalahan dalam menggunakan kata .
Ada dua penyebab kesalahan yang dibuat oleh siswa yaitu: kesalahan interlingaul dan intralingual.
Berdasarkan penjelasan diatas, peneliti menyimpulkan bahwa Copyright .
Fanismawati Lase.
This work is licensed under a Creative Commons Attribution-Share Alike 4.
International License.
Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
sebagian besar siswa kelas XI melakukan kesalahan dalam menulis teks deskriptif khususnya dalam penggunaan simple present tense dengan kesalahan terbanyak terjadi pada misformation, kemudian addition, lalu omission dan kesalahan terendah pada Peneliti menyarankan kepada guru mata pelajaran bahasa Inggris untuk meningkatkan metode pengajaran simple present tense dan bagaimana cara menerapkannya dalam sebuah kalimat atau teks.
Bagi siswa, peneliti menyarankan untuk belajar lebih dalam lagi tentang penggunaan simple present tense dan berlatih lebih banyak tentang bagaimana cara penggunaannya dalam membuat teks.
Dan, untuk peneliti selanjutnya, peneliti mengaharapkan penelitian ini dapat bermanfaat dan menjadi referensi bagi mereka untuk melakukan penelitian selanjutnya yang berhubungan dengan penelitian ini.
Keywords: kesalahan.
menulis: teks deskriptif.
simple present tense.
has been a key to scientific and technical Introduction Language is one of principal tool In Indonesian.
English has which is consisted of symbols that used by been taught as a foreign language and the human in communicating and interacting.
Chomsky .
states AuLanguage is a communicate in English correctly.
To be natural object, a component of the human able communicate, the students must mind, phisycally represented in the brain master the skills in English.
They are and part of the biological endowment of listening, speaking, reading and writing.
the species.
Ay It means that language is Listening is the ability to hear and Language is a system that arranged by a language spoken by another speakers.
set of signs or symbols that formed in Speaking is the ability to create sounds by human mind.
The human represent the using our speech organs.
This skill allows signs or the symbols in their mind into words to convey their thoughts, messages.
English convey our thoughts and giving information, or ideas to others.
Through information directly in a way the listeners the language they can communicate to able to understand.
Reading is the process each other.
To be able to communicate and of gaining information from the written interact they must use and known the same form to increase our knowledge about English is one of language that English.
The last skill is writing.
Writing is known and used by many people around the representation of our ideas or thoughts this world.
by using a set of sign or symbols to the to There are four skills in learning written form.
English is a language which is used by most of people in this world as a tool of Writing is one of the main skills in communication in their daily life.
English English.
It is a productive skill.
It means has a crucial position and it is important to that writing involves producing language be mastered, because in this era.
English rather than receiving it.
Brown .
Copyright .
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International License.
Research on English Language Education Vol.
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1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
says AuThe ability to write has become an narrative text, recount text, descriptive text.
indispensable skill in our global literate However, the researcher just focuses on Ay descriptive text.
Writing is a essential skill that should be master by people in this era.
Descriptive text is one of text genres because writing is an effective way to that taught at eleventh grade of senior high convey message, information or ideas Descriptive text is a text which is which is necessary to be expressed in a describing a particular object such as To make the text is able to understood person, place, animal, and things.
Oshima by the reader, the writer should be conveys & Hogue .
stated that descriptive it effectively by using correct structure.
writing appeals to the senses.
It means that.
Structure or grammar is one of the basic in writing descriptive text, the writer components of language that must learn by should be tells what actually he/she looks, feels, smells, tastes, and/or sounds.
A good Writing is not easy to be mastered.
description is a word picture.
the reader needs many efforts to be a good writer can imagines the object, place, or person in because in writing activity the writer his or her mind.
The writer should be able should be comprehended and understood to describe the object in detail to make the about the rules or arrangement in language reader like seeing or feeling the object According to Lyons .
AuWriting is a form of problem solving Descriptive of two where writers faces two main tasks there components are generic structures and are generating ideas in language and language features.
In generic structures composing these ideas into a written structure an adopted to the needs of the paragraph that introduces the character of readers and the goal of the writers.
Ay In the the objec.
and description .
he part of Heaton he AuWriting skill are complex and sometimes Another component is language features difficult to teach, requiring mastery not .
sing simple present tense, action verbs, only of grammatical and rhetorical devices adjectives, relating verb.
It is supported by Mukarto et al .
explain the two Ay It means that, the process of main parts in generic structure those are learning writing skill is not easy to do.
In education field, students of senior Identification introduces what is the topic high school are required to learn how to of the text and what is the text about or write different text types.
By learning the who is the subject is being described.
While text types, the students are expected to able description is part that describes qualities to write well.
The text types that should be and characteristics or the supporting part mastered by students are procedure text, of paragraph which describe in detail to Copyright .
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This work is licensed under a Creative Commons Attribution-Share Alike 4.
International License.
Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
assists the reader to see and fell the subject immanent rules of a language variety made by the second language learners.
Error (Sudarwati & Grace 2007:.
The second occurred because the students lack of knowledge about how the correct item.
lexicogrammatical/language features.
That Making error is a normal process when are the characteristics of language which is English used to constructs descriptive text which This consists of grammar rules and vocabulary.
English structures is really different with Descriptive text uses simple present the structures of theirs mother tongue.
It is used because writing descriptive However, text has a lot of description about general researcherAos experienced on preliminary and habitual of thing in each paragraph study at SMA Negeri 1 Teluk Dalam Simple present tense is one of during the teaching practice, the researcher important component should be mastered found that there were many students in a by the writer when writes a descriptive class which is consisted of 34 students In which, through master the simple made errors in constructing simple present present tense, the writer able to make and tense on their descriptive text when they arrange sentences in a paragraph or text tried to describe something around them.
In this case, many students constructed the Simple present tense is a kind of sentence without paying attention to the tenses that related with habitual action.
Researcher found that mostly of facts, and general truth.
In general, the the students made errors.
simple present tense used in writing Based descriptive text, which is the descriptive researcher is interesting in knowing deeply text is a writing form that aims to explain the errors made by students and wanted to or describe something, such as person, find out the causes of the errors made by animal, and things.
the students.
The researcher hoped the Learning writing descriptive text is result of this study will provide benefits in important to students of senior high school including the eleventh grade students of conducted this research with the title SMA Negeri 1 Teluk Dalam.
They are AuStudentsAo Errors in the use of Simple expected to be able to express their ideas Present Tense in Writing Descriptive Text and able to describe something and at eleventh Grade of SMA Negeri 1 Teluk represent it into written form.
DalamAy.
In the process of learning writing skills the students canAot separate from the The Research Method Error is the fault made by the writer.
This research was conducted by from the using qualitative method.
This study held Copyright .
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International License.
Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
on January 17th until 24th 2023 in SMA Learning tenses are important for Negeri 1 Telukdalam which is located in students include simple present tense.
Pendididkan street.
Telukdalam, south Simple present tense is a kind of tenses that Nias used to Regency.
This event or connected to the XI-Mia Melati that something that happend in the right time.
consisted of 34 students.
Simple present tense can be used to make a The source of the data in this For example in writing descriptive research was the students writing of Descriptive text is a writing form that aims to explain or describe something, interview script and documentation.
such as person, animal, and things.
Based collect the data in this research, the on research that has been done by the researcher asked and collected studentsAo researcher, the researcher found that most writing of descriptive text by giving of students made errors in applying simple present tense in writing descriptive text.
several students who makes many errors The researcher describe the errors made by on their writing.
students as following:
In analyzing the data, the researcher Error on omission used the error analysis method from Omission is a kind of errors Corder .
Identify errors, describe which is characterized by the absence of an errors, and classif the errors.
The first, item that must appear in a well-formed researcher identifed the errors into types In this type of error, the students 34% sentences errors.
Dulay .
2:150-.
that contain of omission.
For example:
addition, mis-formation and misordering Verbal form by checked the students worksheet.
After Students sentences:
She really love her children.
describe the errors by taking and selecting He really like to cook and has a lot of skills th errors made by students and present it that make me jealous.
into table.
after getting the classisfication.
Correction:
the researcher discussed the data by She really loves her children presenting it in the form of description.
He really likes to cook and has a lot of Finally the researcher took conclusion.
skills that makes me jealous.
The errors on the sentences above are Research Finding and Discussion students omit one item that must appear in Research Finding those sentences.
In constructing the simple Errors made by students in constructing present tense, on the third-person singular, simple present tense.
the suffix s/es should be add after the verb.
For example, on the sentences above the Copyright .
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Research on English Language Education Vol.
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1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
students didnAot add suffix s/es after the Those sentences are incorrect, the verb love, the sentence should be she really students add an item that must not appear loves her children.
And on the second in those sentences.
On the first sentence, sentences the students didnAot add suffix the students add the suffix s after to s/es on the verb like and make, the infinitive .
o play.
the sentence should be sentence should be he really likes to cook he likes to play football.
And on the and has a lot of skills that makes me second sentence the suffix s/es should not appear on the first person singular, the Nominal form sentence should be I like panda.
Students sentences:
Nominal form He from Brazil.
Students sentences:
My mother a good person.
She is likes my friend.
Correction:
I am have a dog.
He is from Brazil Correction:
My mother is a good person.
She is like my friend The sentences above are I am have a dog.
incorrect, the students omit an item that The sentences above categorized as error of addition because the students constructing nominal sentence in simple add an item that should not appear in present tense, the students should be put those sentences.
to be .
m, is, ar.
after the subject in the Error on Misformation The sentences above should be Misformation is a kind of error he is from Brazil and my mother is a good which is characterized by the wrong form of the morphem or the structure.
In this Error on addition kind of errors, the students supplied Addition is a kind of errors something but in the incorrect form.
In this which is characterized by the presence of type of error, the students made 37.
an item which must not appear in a well- sentences error.
In this type of error utterance.
The For example:
students made 23.
46% sentences errors.
Verbal form For example:
Students sentences:
Verbal form He have black skin but he is handsome.
Students sentences:
He have straight teeth.
He likes to plays football.
Correction:
I likes panda.
He has black skin but he is handsome.
Correction:
He has straight teeth.
He likes to play football I like panda students used the wrong auxiliary verb Copyright .
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Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
that suitable with the subject.
On the third The errors in those sentences above person singular, the auxiliary verb that are the sentences structures.
The students used should be has.
The correct form are he has black skin but he is handsome and he constructing simple present tense, it begin has straight teeth.
Nominal form The sentences should be I get Students sentences:
the moppy from my uncle and I named the Wita are my best friend.
cat cimoy.
Me favorite person is jeon jungkok.
Nominal form Correction:
Students sentences:
Wita is my best friends It place is weird.
My favorite person is Jeon Jungkok.
Kumbang is dog cute.
Correction:
The errors on the first sentence, they It is a weird place used to be .
on the third Aeperson Kumbang is a cute dog Meanwhile grammatically, if the The placement of the sentences above is subject third- person singular the to be The sentences should be itAos a should be .
The correct sentence is wita weird place and Kumbang is a cute dog.
is my best friend.
and on the second The causes of students errors sentence, me is used when itAos function as Based on the result of findings object in the sentences, the correct pronoun that has been presented.
It showed that should be my, because my is used to show students made errors in writing descriptive text especially in constructing simple Error on Misordering present tense.
To know the causes of the Misordering is a kind of errors students errors in the use of simple present which is characterized by the incorrect tense in writing descriptive text, the placement of morpheme or group of researcher were conducted the interview morphemes in a utterance.
In this type of error, the student made 21.
42% sentences Based interviewing result, the researcher found that there are two factors:
For example:
Verbal form Interlingual Transfer Students sentences This kind of errors occurred when the The Moppy I get from uncle me.
students use their own native language as The cat I named cimoy.
a source in making the sentence.
It means.
Correction:
in constructing the sentences, the students I get Moppy from my uncle.
write it first on their native language and I named the cat Cimoy.
then they translate it to the second Copyright .
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Research on English Language Education Vol.
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1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
In fact, both of Indonesian and causes of the students errors.
In processing english have differences in any types.
For the data, the researcher analyzed the data example, in itAos grammar.
Based on the to find out the students errors and the result of interview, the researcher found causes of the students errors.
The data that one of the causes of students errors is analyzed based on the surface strategy interlingual transfer.
It can be seen from the students statement Auwhen I wrote the .
2:150-.
which is classified errors sentence I translated it word by word and into four types are omission, addition.
I wrote it based on the Indonesian formAy.
misformation and misordering.
In this The research, the researcher found that the indonesian structure when writing an students made 37% errors of misformation, english sentence, because the rules of 23% errors of addition, 21% errors of english and the indonesian really different.
misordering and 19% errors of omission.
Dulay So, the researcher conclude that the The researcher found the errors most students errors influenced by their native happend in constructing the grammar of simple present tense.
For example in using Intralingual transfer to be, auxiliary verb, pronoun,suffix.
The Intralingual transfer occurred when the researcher also found the other form of students are overgeneralization the rules in error such as word order, to infinitive and wrong concepts into target language with their limited experienced about it.
It can be From the explanation above, there are seen from the students statement Au I donAot some sources of errors based on Brown know how to use pronoun correctlyAy and I .
7:263-.
didnAot write it based on the grammar.
Most of the studentsAo sentences errors hapend communication strategies and context of in constructing the grammar.
The students Based on the result of interview didnAot follow the rules of English.
that did by researcher with the students, there are two causes of students errors are Discussion interlingual transfer and intralingual transfer.
This section presents the discussion based on the findings of the research.
Conclusion Suggestion consist about the students errors types in Conclusion constructing the simple present tense in The findings of this research show writing descriptive text at the eleventh that most of the grade of SMA Negeri 1 Telukdalam.
students at the eleventh grade of SMA Negeri 1 Teluk This research was carried out to get the Dalam made errors in making a good studentsAo errors in the use of simple present tense in descriptive writing and the They Copyright .
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International License.
Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
constructing the simple present tense Mutolib.
Rahmat.
Harefa.
because the lack of knowledge about the Nugraha.
Handoko.
Sululing.
English grammar and also influenced by .
Laxmi, & Nurhayati.
their mother tongue.
There are four Volcanic disaster mitigation based types of error they made, those are on local wisdom: A case study from a local community in the Mount and omission.
There are two causes of Galunggung.
Indonesia.
BIO Web of the students errors were interlingual Conferences, and intralingual transfer.
https://doi.
org/10.
1051/bioconf/2025 Suggestion Harefa.
Sarumaha.
Telaumbanua.
For the English teacher.
The teacher .
Telaumbanua.
Laia.
, &
should give more knowledge in Hulu, effective way about the using of Learning descriptive text.
Harefa, researcher hopes the result of this Journal 240Ae246.
The Between StudentsAo Learning And Pendidikan early information to conduct further Relationship Interest Mathematics Matematika, 2.
, https://doi.
org/10.
57094/afore.
research and the next research will be more useful.
Harefa.
Exploring Local Wisdom Finally, the researcher hopes this Values Of South Nias For The research can be useful as a source of Development Of A Conservation- scientific information.
Based Science Curriculum.
TUNAS :
Jurnal Pendidikan Biologi, 5.
, 1-10.
Bibliography