Students’ Grammatical Error By Using Simple Present Tense In Analytical Exposition Text At The Seventh Grade Of Smpn 10 Metro

Abstract

The research was conducted based on the phenomena that happened in the school. Grammar is one of important composition in English. The students at the seventh grade of SMPN 10 Metro still made grammatical errors especially in simple present tense. The objectives of this research are to find out the errors done by students in using simple present tense, and to know the proportion of errors made by students at the seventh grade of SMPN 10 Metro in Academic Year 2021/ 2022. The research methodology used descriptive qualitative. The data were taken from students’ writing task. The population of this research was all the sentences in using simple present tense made by students at the eleventh grade of SMPN 10 Metro that consist 183 students. The sample of this research was 138 sentences containing errors in using simple present tense based on Linguistic Category Taxonomy. In this case, the researcher identified and described the errors based on Linguistic Category Taxonomy. After that, the researcher calculated the proportion by using percentage formula and found the causes of students to make error. The result of the research showed that there are five types of errors in using simple present tense made by students based on Linguistic Category Taxonomy. They are Noun Phrase Error, Verb Phrase Error, Verb-and-Verb Construction Error, Word Order Error and Some Transformations Error. The proportion of errors was 49 items of Noun Phrase Error (35.51%), 49 items of Verb Phrase Error (35.51%), 15 items of Verb-and-Verb Construction Error (10.87%), 12 items of Word Order Error (8.7%), and 13 items Some Transformations Error (9.41%). Furthermore, the researcher found Noun Phrase Error and Verb Phrase Error were the highest error made by the students. The result of the analysis of the cause showed that the cause of the most widely performed is Performance Error with percentage 96.77%. The second cause is Overgeneralization with percentage 87.09%. The third cause is Markers of transitional competence with percentage 80.64%. The forth cause is Teacher-induced error with percentage 67.75%. The fifth cause is Strategy of communication and assimilation with percentage 64.51%. And the last is Interference with percentage 25.80%.