Beranda > Skripsi Bahasa Inggris > Analysis in the Use of Simple past Tense Made by the Ninth Year Students of SMPN 3 malang

Analysis in the Use of Simple past Tense Made by the Ninth Year Students of SMPN 3 malang

Januari 10, 2010

English as an International language has an important role to develop science and technologies. In trying to analyze the students’ language, the research will be focused on the aspect on the aspect of simple tense.
The objectives of this study are (1) to identify and classify the errors of the ninth year students of a SMP in using simple past tense, (2) to describe the frequency occurrence of the errors. The instrument used was a test on English simple past tense for Junior High school level.
The population of the study was the third year students of SMP which consisted of class. However, samples were used as the researcher could not cope with the whole population. The samples consisted of 51 students.

English as an international language has an important role to develop science and technologies many countries in the world use English as a medium of communication among people in different countries, and also of writing many kinds of books in which those are spread in different countries. In Indonesia there are many kinds of foreign books written in English, whether they are medical, Economical, Botanical, or other books, they claim Indonesian students to be able to learn and to use English in schools or in society in order that the books they read can be applied in various fields so that the development of science and technologies in Indonesia can be obtained.
For many years, English has been the most important foreign language in Indonesia, Which is taught from elementary school to university. However, in senior high school, English is taught as main subject in which the government has changed the curriculum into Curriculum Based on Competence 2004. According to Departemen Pendidikan Nasional (2003: 36).
“Kurikulum bahasa yang berbasis kompetensi adalah sebuah kerangka sistematik dan strategis yang membangun kompetensi komunikatif atau kompetensi wacana. Ini berarti membangun semua kompetensi pendukungnya seperti kompetensi-kompetnsi linguistic, tindak tutur, social cultural dan strategis serta piranti pembentuk wacana.”

From the statement above, it is clear that Curriculum Based on competence 2004 tries to develop and achieve the communicative competence or discourse competence and has perspective that is comprehensive to the discourse. The learners must be able to master the four skills, they are: listening, speaking, reading, and writing, also English components such as: grammar, vocabulary, pronunciation, etc.
Among the four skills above, writing is the most difficult one. Because it requires demonstrating the control of a number of variables simultaneously; they are control of content, format, sentence structure, vocabulary, punctuation spelling, etc. Nunan (1989: 35) points out, “It has been argued that that learning to write fluently and expressively is the most difficult of the macro skills for all language users regardless of whether the language in question is first, second, or foreign language.” Another opinion comes from Heaton (1989: 138). He explain that the writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgment elements. It means that ability to write needs a special skill and process in organizing language material by using learners’ own words and ideas and to be a good composition.

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