GRAMMATICAL ERRORS FOSSILIZATION: A STUDY OF INDONESIAN STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE
DONE BY THE SECOND GRADE STUDENTS OF SMK SWAKARSA RUTENG
SOCIOLINGUISTIC ASSIGNMENT
BY:
ADRIANUS ABA
08.31.0615
ENGLISH STUDY PROGRAM OF THE LANGUAGE AND ARTS DEPARTEMENT TEACHER TRAINING AND EDUCATIONAL SCIENCES OF ST. PAUL COLLEGE
RUTENG
2013
TABLE OF CONTENT
COVER
TABLE OF CONTENT………………………………………………………………….
CHAPTER I : INTRODUCTION………………………………………………………..
CHAPTER II : THEORITICAL FRAMEWORK
2.1 Notion of Fossilization…………………………………………………………...
2.1.1. Classification of Fossilization ………………………………………………...
2.1.1.1 Individual fossilization and group fossilization ……………………………...
2.1.1.2 Temporary fossilization and permanent fossilization ………………………..
2.2 Types of Fossilization ……………………………………………………………
2.2.1 Phonological fossilization ……………………………………………………...
2.2.2 Morphological fossilization ……………………………………………………
2.2.3 Syntactic fossilization ………………………………………………………….
2.2.4 Semantic fossilization ………………………………………………………….
2.3 Causal Factors of Fossilization …………………………………………………..
2.3.1Language transfer ………………………………………………………………
2.3.2 Training transfer ……………………………………………………………….
2.3.3 Learning strategy ………………………………………………………………
2.3.4 Communication strategy ……………………………………………………….
2.3.5 Overgeneralization …………………………………………………………….
2.3.6 Others ………………………………………………………………………….
2.4 Fossilization Reduction ………………………………………………………….
2.4.1 Adoption of proper learning strategies ………………………………………...
2.4.2 Reduction of negative transfer of L1 ………………………………………….
2.4.3 Exposure to TL and TL culture ………………………………………………..
2.4.4 What are Fossilized Errors? ……………………………………………………
2.4.5 How to Deals with Fossilized Errors?.................................................................
2.5Grammatical Error……………………………………………………………….
2.5.1 The Definition ………………………………………………………………….
2.5.2 Types of Grammatical Errors…………………………………………………..
CHAPTER III : FINDING AND DISCUSSION
3.1 Finding……………………………………………………………………………
3.1.1 Basic Verb……………………………………………………………………...
3.1.1.2 Possessive Case………………………………………………………………
3.1.1.3 Past Participle………………………………………………………………...
3.1.1.4 Present Participle……………………………………………………………..
3.1.1.5 Infinitive……………………………………………………………………...
3.1.1.6 Adverb………………………………………………………………………..
3.1.1.7 Present Participle……………………………………………………………..
3.1.1.8 Noun………………………………………………………………………….
3.1.1.9 Modal Auxiliary……………………………………………………………...
3.1.2 Syntactic Errors………………………………………………………………...
3.1.2.1 Noun Phrases ………………………………………………………………..
3.1.2.1.1 Determiner………………………………………………………………….
3.1.2.2 Number……………………………………………………………………….
3.1.2.3 Pronouns……………………………………………………………………...
3.1.2.4 Prepositions…………………………………………………………………..
3.2 Discussion………………………………………………………………………...
CHAPTER IV: CONCLUSION AND SUGGESTION
4.1 Conclusion………………………………………………………………………..
4.2 Suggestion………………………………………………………………………..
REFRENCES…………………………………………………………………………….
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CHAPTER I
INTRODUCTION
In Indonesia, English is teaching as a foreign language. It is compulsory subject taught from secondary school up to university. Even now, it is teach in same elementary school. There are not few jobs offered in societies need English proficiency as one of the qualification. It means that English is getting more important through the years.
Learning English as a foreign language is not an easy task. There are some elements in language that need to be learned such as language skills, which consist of listening, speaking, writing and also language components such as grammar, pronunciation and vocabulary. These elements are very important in learning English. We need language skills in our communicationbut the communication itself will be understand if it is based on the correct grammar.
As in any other learning processes, in the language learning process (more specifically foreign and second language learning process) errors made by the learners will take place. Errors cannot be avoided in any learning processes. The writing will identify some common grammatical errors fossilization in using English made by the English learners, especially made by the second grade students of SMK Swakarsa Ruteng.
It can’t be denied that English Language is really urgent to be learned exactly. In acquiring the English Language the Indonesian students found errors in communication.Learner mistakes are an inevitable sign of human fallibility; therefore, they always exist in second language learning. They become the source for studying the system of the learners‘ Second Language (L2) or interlanguage (IL).The characteristic of IL as a language system is fossilization (Adjemian 1976: 87).
Fossilization means that old fashioned and never changing. While mistake means that an action, decision or judgment with produces an unwanted or unintentional result (Walter, 2008: 23). It means that the mistake fossilization of language is the wrongness caused by the speaker can not choose the words or express the situation that never changing/ permanently. The mistakes refers to the the wrongness caused by the speakers can’t use the grammar which is correct. It is not caused by the less of mastery to the second language but it is caused by the speaker produce which is wrong. While, erroris the wrongness caused by the speaker contravene the language as grammatically. It means that the error fossilization is the wrongness that permanently.
All learners make errors in learning a new language. Their target language (TL) always contains errors. In general, such errors are considered as an inevitable sign of human weaknesses, for example, as a consequence of lack of attention, poor memory, or incomplete knowledge of the language on the part of the learners, or inadequacy of the teachers‘ teaching. Errors are inevitable in any learning situation which requires creativity such as in learning a foreign language. Current literatures view errors not just as deviations but rather as a source for studying the process/strategies used by the learner in learning the TL. They are evidence about the nature of the process and of the rules used by the learner at a certain stage in learning course. Therefore, if we want to study the learners‘ IL system, we should find clues to the systems by analyzing the errors that they make.
Some of students errorsin SMK Swakarsa Ruteng such as related to thebasic verb and syntax. Those are done by the second grades students of SMK Swakarsa Ruteng that fossilized. The students done the mistake differently each others.
In this study try to find out some of common grammatical errors fossilization especially to the morphology errors that done by the second grade students of SMK Swakarsa Ruteng.It was 30 students as the sample ofresearching. This study uses L2 learners‘ reaction to grammar instruction as a means of determining whether or not learning has ceased to develop (Han, 2005) and use the descriptive study. The objectives of the study is what does the common errors fossilization in basic verb and syntactic errors that done by the second grades students of SMK Swakarsa Ruteng?. Besides that, the writer comes the theoretical frame, result and discussion, and the conclusion and suggestion in this writing.
CHAPTER II
THEORITICAL FRAMEWORK
2.1 Notion of Fossilization
Selinker first put forwarded the notion of fossilization in the paper Interlanguage in 1977. He noted that 95% of L2 learners failed to reach the same level of L1 competence from his observation. This kind of phenomenon is defined by Selinker and Laksamanam (1992:202) as fossilization. Fossilization, a mechanism underlies surface linguistic material which speakers will tend to keep in their IL productive performance, no matter what the age of the learner or the amount of instruction he receives in the TL.
Selinker and Laksamanam (1978) redefined fossilization as a permanent cessation of IL learning before the learner has attained TL norms at all levels of linguistic structure and in all discourse domains in spite of the learner’s positive ability, opportunity, and motivation to learn and acculturate into target society.
The notion of fossilization has been interpreted differently by different scholars since it was proposed. For instance, there are terms like backsliding, stabilized errors, learning plateau, typical error, persistent non-target-like performance, de-acceleration of the learning process, ingrained errors, systematic use of erroneous forms, cessation of learning, structural persistence, ultimate attainment, long-lasting free variation, persistent difficulty, and inability to fully master target language features describing the similar meaning, which lead to confusion for quite a long time.
This writing is also based on some commonly accepted concept about fossilization. (1) it may appear at different language levels; (2) it may occur at different learning stages among age groups; (3) it may be either structure fossilization or competence fossilization; (4) it is usually manifested as the deviant forms from the TL norms; (5) there are soft and hard degrees of fossilization
.
2.1.1. Classification of Fossilization
2.1.1.1 Individual fossilization and group fossilization
According to Selinker (1977:97), interlanguage fossilization falls into two categories, namely individual fossilization and group fossilization. The former is the persistence of individual learner’s IL development, while the latter is the plateau in the diachronic development of a community language.
Usually, individual fossilization consists of two types: error reappearance, and language competence fossilization. Error reappearance refers to the inappropriate interlanguage structures that are thought to have been corrected but continue to appear regularly. It can be found in IL of beginners or learners with low proficiency. Language competence fossilization refers to the plateau in the development of L2 learners’ phonological, grammatical, lexical and pragmatic competence.
It is found in L2 learners who have been learning TL for a long period of time and arrived at a relatively high level. In fact, repeated errors are often the demonstrations of competence fossilization. If fossilized language competence becomes pervasive in a community, group fossilization comes into being. Such pervasion often leads to a new dialect. Indian English and Singapore English are good cases in point.
2.1.1.2 Temporary fossilization and permanent fossilization
Selinker also classified fossilization into temporary fossilization and permanent fossilization. Temporary fossilization, also called stabilization, indicates that fossilized interlanguage consists of learning plateaus, English Language Teaching. “Where development of given TL features is simply ‘arrested’ or ‘inhibited’ for shorter or longer periods of time. (Han, 2005) It has become one of the heated topics in the current fossilization studies.
Permanent fossilization takes places a result of social, psychological and interactive variables. Researchers that temporarily arrested IL development can be susceptible to the fossilization. It has also been referred to by Sims as soft fossilization or jellification.
2.2 Types of Fossilization
Fossilization is a linguistic phenomenon in its own right and manifested as deviant forms from TL. It occurs at all levels, from phonological layer to pragmatic layer.
2.2.1 Phonological fossilization
The difference of phonology is possibly the greatest difference between languages. Phonological fossilization refers to the repetition of phonological errors which result from the incorrect acquisition of pronunciation of L2, usually affected by L1. In English, there are certain pronunciations such as [W and F] which do not exist in Manggaraian. Therefore, it is difficult or can’t make different for Manggaraian English learners to pronounce this consonant [W and F] correctly. It is often heard that Ruteng and Satar Mese subdistric students say “What”: “Voth” and the word “Foreign”: they say “Worein”. When such phonological errors are repeatedly made and eventually stay stable in the incorrect manner, phonological fossilization occurs.
2.2.2 Morphological fossilization
English has got a variety of changes in morphology and therefore has various grammatical morphemes. The most common problems lay in two aspects, inflectional morpheme and article. The third-person singular –s is a facet of syntactic agreement such as drinks and is suffixed to lexical verbs and auxiliaries such as has.
However, there are other markers for third-person singular, such as buses, crises, and criteria. Since such linguistic phenomenon does not exist in Indonesian, it often leads Indonesian students to forget the transformation or to misuse the form. Articles are also big headaches for Indonesian students, because there are no corresponding words or expression in Indonesian. When and where to put which article stays as a mystery for certain amount of learners even those who with higher proficiency.
2.2.3 Syntactic fossilization
Different languages have their own syntactic rules. The most typical manifestation of syntactic fossilization among Indonesian students is presented in tense. Indonesian does not have obvious tense differentiation, whereas English has present tense and past tense in general that can be further divided into sixteen categories. Not to mention complicated marker system for past tense and past participle tense, it often takes time for Indonesian students to decide the right kind of tense.
In the situation that they cannot make clear distinction, they have to turn to their instinct for help from time to time and thus fossilization occurs.
2.2.4 Semantic fossilization
Semantic fossilization refers to the use of language forms that exist in TL but do not represent the meanings L2 learners intend to express in the context. For example, the word individualism is commendatory in the capitalism world but derogatory in socialism Indonesian, dragon is the symbol of evil in the western culture but the symbol of power in Indonesia. If the Indonesian wants to describe a past patient but forget the word die, he may use go to the west, the euphemism form for die, but western listeners may feel confused.
2.3 Causal Factors of Fossilization
Selinker contends that “the most interesting phenomena in IL performance are those items, rules and sub-systems which are fossilizable in terms of the five processes: Language transfer, transfer of training, strategies of second language learning, strategies of second language communication, and overgeneralization of TL linguistic material.” (Ellis, 1999: 351) He also states that combinations of the five processes produce entirely fossilized IL competence.
2.3.1Language transfer
Selinker (1992) believed that some language rules in the learner’s IL are transferred from his/her L1. The errors in the use of L2 result mainly from L1, and the difference between L1 and the L2 is the reason for the occurrence of errors. That’s why the transfer of L1 rules can lead to fossilization.
The transfer of L1 can be positive or negative. Positive transfer refers to that the similarities shared by the L1 and L2 help second language acquisition. Likewise, negative transfer refers to the differences between L1 and L2 that interfere
Teaching English for second language acquisition, the negative transfer of L1 is what the behaviorists believe to be proactive inhibition; that is to say, the influence of what has been previously learned appears in the context of and interrupts what is learned afterwards.
Then Selinker and Lakshamanan (1992:45) examined adult and child L2 learners that illustrate aspects of TL that are candidates for fossilization (e.g., clauses with no tenses, IL morphological forms). In all cases, language transfer seems to be either the main factor or a cofactor. Their study clearly shows that there is a link between fossilization and language transfer.
2.3.2 Training transfer
Grauberg (1971:72) suggested that one of the major causes for fossilization of incorrect language forms is the lack of formal instruction in English. This researcher argued that “learning simply by contact has led many students to devise IL or idiosyncratic languages with rules often wildly different from those of Standard English”.
A similar position was voiced by Han who made a distinction between “street” learners and school learners. She claimed that “fossilization often occurs among ‘street’ learners who have had extensive opportunity to communicate successfully albeit with inaccurate
lexical and syntactic patterns. As a result, their errors have become systematized and are almost impossible to eradicate” (Han, 2005). “Street” learners are never corrected, nor do they correct themselves.
Han’s conclusions are shared by Higgs and Clifford’s position. These researchers remarked that learners at Government language schools are “hopelessly stranded on various sorts of developmental plateau” (Hasbun, 2001:250). Higgs and Clifford called those learners “terminal cases.” They explained that “these learners have been affected by prior language experience of some informal nature…such as street learning in the target culture, which then inhibits their progress in formal classroom instruction” (Hasbun,2001: 251).
Moreover, Higgs and Clifford argued that “contemporary approaches to second language teaching place a premium on communication, often at the expense of accuracy; under such methodologies, learners will tend to fossilize at relatively low levels, because systematic errors in their IL will usually go unremediated” (Hasbun, 2001:252).
In conclusion, they argued that in the absence of formal instruction, some areas of L2 learners’ IL appear to be at least stagnant if not necessarily fossilized. Likewise, they claimed that particular L2 structures can be candidates for fossilization, while others are not. Incorrect teaching method can prevent successful second language learning in the sense that the use of inadequate teaching methodologies has also been suggested as an explanation for the occurrence of fossilization.
2.3.3 Learning strategy
In the process of learning a second language, fossilization caused by the incorrect application of learning strategies is the most common. Hasbun (2001:254) suggested that “someplace along the IL continuum, inappropriate or misapplied learning strategies could lead to fossilization of some features (phonological, morphological, syntactic, lexical, psycholinguistic, or socio-cultural).”
Learning strategies refer not only to the overall strategies but also to the explicit methods the learner adopts in the process of second language learning, and the former is more likely to cause fossilization of language competence. The appropriate application of learning strategies helps process the TL input and therefore improves L2 learning quality.
Some learners, however, may turn to learning strategies to such an extent as overgeneralization, simplification, incomplete rule application and inadequate declarative knowledge of L2.
According to Sims, the repeated use of unsuccessful strategies, i.e., those strategies which do not enable competition of a given language learning task, could impede a learner’s progress. Finally, Sims concluded that the “proposed relationship of fossilization and learning strategies could be a key to the remediation of systematized errors, as the role of the learner information processing in the second language acquisition process becomes more clearly understood” (Hasbun, 2001:257).
2.3.4 Communication strategy
As Ellis (2004:78) defined, the cognitive component of procedural knowledge is composed of the various mental process involved in both internalizing and automatizing new L2 knowledge and using L2 knowledge along with other knowledge sources to communicate in L2. It’s evident that these processes involve L2 learning and using, where the former concerns learning strategy and the latter communication strategy.
In real communication, learners may turn to communication strategy, a systematic skill that a speaker resorts to while having difficulties in expression to keep the communication going on. Unfortunately, sometimes such “successful use of communication strategies will prevent acquisition”, Ellis (2004:82) said, for the learner may become so “skillful” in making up for lack of linguistic knowledge by the use of various communication strategies such as avoidance or paraphrase.
Also, the learner inclines to simplify the target language, especially to simplify the grammatical rules, for instance, the use of the articles, plural forms and the use of tenses. And this reflects the unsatisfactory effect of communicative teaching methods. If the learner pays too much attention to the fluency but neglects the accuracy, some language errors
English Language Teaching can be easily fossilized. If the learner only stresses the cultivation of communicative competence but neglects the language competence, his/her language competence can also be easily fossilized.
2.3.5 Overgeneralization
Overgeneralization (Ellis, 2004: 89) involves the use of existing L2 knowledge by extending it to new IL forms. It happens when people apply a grammatical rule across all members of a grammatical class without making the appropriate exceptions. In fact, language overgeneralization always indicates the ignorance of rule restrictions, including semantic restrictions of lexis or other linguistic items. For instance, using the -ed suffix to indicate past tense for verbs like "go" and "think."
The reason for which overgeneralization is important in L2 acquisition is that it leads to failure in detecting the errors for language learners. The phenomenon always occurs unconsciously. Without timely instruction and correction, the errors will stay for as long as it can do.
2.3.6 Others
There is no consensus concerning the actual causes of fossilization. As broadly conceived, the causal factors fall into the following categories: environmental, cognitive, neurobiological, and socio-affective. And in turn, on the whole, all of these causal factors can be put into two groups: internal factors and external factors. (Han, 2005: 104)
2.4 Fossilization Reduction
2.4.1 Adoption of proper learning strategies
A lot of the research has been based on the assumption that there are “good” learning strategies. Although this concept is questionable, there are successful learners. Their learning experience is of great value to others.
First, successful learners appear to use strategies more frequently and in qualitatively different ways than learners who are less successful. For example, memory strategies are used in vocabulary learning and dictionaries are used in vocabulary testing.
Second, successful language learning involves attention to both form and meaning. Good language learners appear able to switch the focus of their attention while they are performing a task. They tend to treat language as a system by making effective cross-lingual comparisons, analyzing the target language, and using reference books.
Third, different kinds of learning strategies may contribute to different aspects of L2 proficiency. Thus, strategies that involve formal practice may contribute to the development of linguistic competence, while strategies involving functional practice aid the development of communicative competence. L2 learners need to employ strategies flexibly by selecting those strategies that are appropriate for performing a particular learning task.
2.4.2 Reduction of negative transfer of L1
It is quite obvious in beginning learners of English as a second language because of their insufficient knowledge of the target language. Therefore, Dickerson, (1975:403)suggested that the learners are not expected to use the target language too early until the learners’ oral competence is facilitated with sufficient input and without relying on their native language to form systems. Otherwise, some inappropriate expressions can be fossilized. Dickerson (1975:406) pointed out that the native
language of the learners offers various hypotheses concerning the target language, and only through abundant input of the target language can the negative transfer of the native language be lessened.
The learners should not be encouraged to read paragraphs or articles and to analyze the grammar or the usage of the words in each sentence, for the reason that context is very important in mastering vocabulary, and the sufficient input of the target language is the effective method to overcome the negative transfer of native language.
2.4.3 Exposure to TL and TL culture
Natural exposure to TL has similarly been proposed as a factor that promotes L2 learning and therefore helps learners overcome fossilization. One way to expose learners to the natural target language is by allowing them to stay for some time in the native environment abroad. While this is not possible for the majority of L2 learners, they need to seek exposure to TL and TL culture in other ways.
As suggested by Dickerson, (1975:410), providing sufficient and optimal input from te very beginning should be the right way to reduce fossilization. First, multimedia instruments are highly recommended. Those materials not only contain standard pronunciation, but also reflect target culture. Second, textbooks with original passages by foreign authors should be adopted in that its way of thinking and expression can help L2 learners better understand and master the language.
2.4.4 What are Fossilized Errors?
ØMistakes that students know is wrong but keep making.
ØErrors from force of habit which students no longer notice they are making.
ØSomething that students learnt wrong and now need to change.
ØErrors that students may correct when focused but still make on their own.
ØMistakes that recur despite constant correction.
ØErrors based in Native Language interference or Target language overgeneralization that is made by many speakers.
ØMistakes that teachers may not any longer “hear” after a number of years teaching in a particular context (and therefore do not any longer correct).
ØMistakes that has been repeated so that it sounds right to the learner.
2.4.5 How to Deals with Fossilized Errors?
Fauziati (2011:29) offers the following ways to deal with stabilized and fossilized errors:
1) Holding analysis of typical errors in order to pay a special attention to these phenomena in the process of teaching;
2) Diagnosing through testing;
3) Fostering a positive learning attitude in language learner;
4) Cultivating language learners learning strategies;
5) Developing language competence and pragmatic strategies among language learners.
By what kind of practical measures can we fight fossilized errors in an effective way? Below find some more applicable recommendations of what Wang Cui-lian (2003:47) offers:
• Recording students – you could play the recording, ask for general impression, give them the tape script, have them correct their own or peer’s errors.
• Having students self-correct and peer-correct (especially in writing), which is more effective than teacher correction.
• Playing games with individual mistakes or common errors.
• Focusing on one error at a time, stopping students and having them correct it before moving on.
• Giving students a funny look when they make a fossilized error – they will realize something is wrong and correct themselves (not to be tried with new or very shy students!).
• Prevention is more significant than defossilization (an apple a day…).
• Discovering and clarifying why and how errors occur.
• Keeping personalized “fossil” diaries and dictionaries where students record their particular errors.
• Using fossil journals in pairs – each student tries to get his/her partner to make the errors in his/her journal.
• Focusing on fossilized errors at the end of a communicative activity.
• Saying “I don’t understand what you’re saying”.
• Writing answers/problems on the board to discuss as a class.
• Having a wiki – each student has his/her own page for errors.
• Avoiding correction of individual students on the spot, but saving errors for class correction at the end.
• Asking some students to be monitors and write down what they hear during speaking activities.
• Using humour to point out errors e.g. “I’m talking to the phone, not to a student”, act out talking to your phone!
• Using more drills to form correct and strong skills.
• Explaining the consequences of mistakes, embarrassing ones.
• Students as teachers – note down errors for constructive feedback in groups.
• Bringing in guests (who ideally doesn’t speak L1) for students to interview. They may not understand the “fossils”.
• Mixing correct and incorrect sentences on the board and asking students to spot those with errors.
2.5Grammatical Error
2.5.1 The Definition
In studying English as a second language, the learner founds any mistake. Dickerson (1975:407) divided mistakes appear into three parts that; such as; lapses, error and mistake. Lapses is the wrongness caused as unaware that done by the speaker. In spoken language Lapses also we can say slip of the tongue.Erroris the wrongness caused by the speaker contravene the language as grammatically. That is show that the speaker don’t understand, so he/she made the wrongness ungrammatically. Mistake is the wrongness caused by the speaker unappropriate or not exactly uses the language as the context. It means that the speaker knows the grammar of the language but he is not use it appropriate in the context.
2.5.2 Types of Grammatical Errors
Based on Linguistic Category Taxonomy, errors are classified according to “both thelanguage component and the particular linguistic constituent the error affects” (Greenbaum & Quirk, 1990:146). In this study language components are limited tomorphology and syntax, which follow Politzer and Romirez’ model as a guideline.Politzer and Romirez, who studied 120 Mexican-American children learning Englishin the United States, classified the errors into the following types:
A. Morphology
1. Indefinite article incorrect
2. Possessive case incorrect
3. Third person singular verb incorrect
4. Simple past tense incorrect
a. regular past tense
b. irregular past tense
5. Past participle incorrect
6. Comparative incorrect
B. Syntax
1. Noun Phrase
a. Determiners
b. Nominalization
c. Number
d. Use of pronouns
e. Use of prepositions
2. Verb Phrase
a. Omission of verb
b. Use of progressive tense
c. Agreement of subject and verb
3. Verb and verb construction
4. Word order
5. Some transformations
a. Negative transformation
b. Question transformation
c. There transformation
d. Subordinate clause transformation
Greenbaum and Quirk,(1990:148) divided the errors into five categories, namely, omission, addition, misformation, and misordering that defined in the following:
1. Omission: the absence of an item that must appear in a well-formed utterance
2. Addition: the presence of an item that must not appear in a well-formed utterance
3. Misformation: the use of the wrong form of the morpheme or structure
4. Misordering: the incorrect placement of a morpheme or group of morpheme in an utterance
CHAPTER III
FINDING AND DISCUSSION
3.1 Finding
3.1.1 Basic Verb
There are the errors that finding by the writerof the second grade students at SMK Swakarsa Ruteng in the basic verb, such as; the students add the third singular inflection (-s) and the past tense inflection (-ed) as seen in the following;
Error:
… may represents …
… will identifies …
…will analyzes …
…may also happens …
… will he analyzed …
Suggested correction:
may represent
will identify
will analyze
may also happen
will he analyze
Similarly, the present participle inflection {–ing} is added to the basic verb form after the infinitive to:
Error:
…to following…
… to supporting…
Suggested correction:
to follow
to support
