CHAPTER III

FINDING AND DISCUSSION

A. Findings

The description of data here was taken based on the research problem that

was stated in the first chapter in this study. The researcher described the data start

from the identification of error and then followed by the classification of error

then calculating the error.

1. Identification of Error

Documentation was the main instrument of this research. The data is

collected directly from English textbook of eighth grade. After the researcher got

the documents of the textbook, the researcher identified the error. In this research,

the researcher analyzed English textbook based on grammatical error in tense. The

error that the researcher identified was focused on grammatical error in using

simple past tense and simple perfect tense.

2. Description of Errors

The next step was describing, it began when an identification stage has

taken place. The description of learners’ errors implicates classification of kinds

of errors made by the textbook based on grammatical error. After giving the codes

for each type of error, then the researcher calculated the number of each error. The

researcher draws up the result of calculation into table.

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 Table 4.1
The Types of Grammatical Error in Tense

No Grammatical Error Tense Page

1 I've got a sore throat Simple present perfect 56

2 I've got a scholarship Simple present perfect 74

3 What is the weather and the Simple present tense 112

3. Explanation of Error

In this step the researcher explained for errors occur. The researcher

focused on grammatical error in tense. The error consisted of error in using simple

present tense and simple present perfect tense.

a) The Use of Simple Present Tense

In the English textbook, there was an error of simple present tense.

An error occurs when auxiliary verb is not appropriate based on the

subject. It can be seen from the sentence: What is the weather and

the temperature like?. In this case, the researcher found that

auxiliary verb (is) is not appropriate based on the subject the

weather and the temperature. The subject refers to plural noun. It

means that the auxiliary verb should be plural (are). The correct

sentence was What are the weather and the temperature like?

b) The Use of Simple Present Perfect Tense

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 In the English textbook, there were two errors of simple present

perfect tense. The error occur when auxiliary verb is not

appropriate based on the subject. It can be seen from the sentence:

I've got a sore throat and I've got a scholarship. In this case, the

researcher found that the verb that used in these sentences were

appropriate based on the grammatical. Based on the meaning and

the rule of Australian pattern, these sentences were correct.

However, they are wrong if they refer to in grammatical. Based on

the grammatical form, the verb should be changed into verb three

(V3) because they were simple present perfect tense. The correct

sentences were: I've gotten a sore throat and I've gotten a

scholarship.

4. Evaluation and Correcting of Error

a) The Use of Simple Present Tense

In this case, the researcher found that auxiliary verb (is) is not

appropriate based on the subject the weather and the

temperature. The subject refers to plural noun. It means that the

auxiliary verb should be plural (are). The correct sentence was

What are the weather and the temperature like?

b) The Use of Simple Present Perfect Tense

In this case, the researcher found that the verb that used in

these sentences were appropriate based on the grammatical.

Based on the meaning and the rule of Australian pattern, these

35
 sentences were correct. However, they are wrong if they refer

to in grammatical. Based on the grammatical form, the verb

should be changed into verb three (V3) because they were

simple present perfect tense. The correct sentences were: I've

gotten a sore throat and I've gotten a scholarship.

5. Calculating the Errors

Calculating error become in the third step in the research. After the

researcher put the error into some classifications, the researcher

counted the error. The calculating was presented in the form of

percentage. The calculating of the error can be seen in this table.

Table 4.2
Types of Error's Aspect

No Types of Error Aspect Frequ Percentage

1 I've got a sore throat Error of verb 1 33.33%

2 I've got a scholarship Error of verb 1 33.33%

3 What is the weather Error of auxiliary 1 33.33%

Total 3 100%

Based on the data above, it can be concluded that the researcher

found some errors on the English textbook. The error refers to in

simple present tense and simple present perfect tense. The total

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 error were 3 errors. There were 2 in simple present perfect tense

and there was an error in simple present tense.

B. Discussion

Based on the result of research, the researcher found some errors in

English textbook. There were 3 errors based on the grammatical error. The error

focused on simple present tense and simple present perfect tense. The research

finding was contra with the previous research. In previous research was conducted

by Ika Sulistyarini about Analysis of Errors Found in English Textbooks for

Elementary School Students in Salatiga. 1 This research was conducted with three

purposes: identifying the types of errors found in the English textbooks for the

elementary school students in Salatiga, knowing the total number and the

frequency of each type of errors, and explaining the causes or sources of those

errors. The finding were: First, in Start with English, the author of the textbook

made 18 errors. The errors were classified into seven types of errors that consisted

of errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, and

prepositions.

The researcher used the procedures of data analysis to get the data.

The researcher analyzed error in English textbook based on grammatical error in

tense. The researcher was helped by rater to make the validation of data. The rater

was from the English teacher in that school and the researcher. Based on the

finding, the researcher assumed that the English textbook still had error because

there were sources of error. They were (1) interlingual factor made of transfer of

1
Ika Sulistyarini, An Analysis of Errors Found in English Textbook for Elementary
School in Salatiga, (Salatiga: UMS, 2012), p. 2

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structure, (2) intralingual factor made of over-generalization, ignorance of rule

restrictions, incomplete application of rules, and false concepts hypothesized, and

(3) author factor and the process of writing factor because of the lack of exposure

to the target language, rush deadline, no editor and no proofreader, never getting

training of writing textbook, and never having experience in writing textbook

before.

In addition, the research was contra with the other previous reserach.

The previous research was done by Wulandari. This study is aimed to know the

grammatical errors found in the articles’ abstracts of scholarly journals published

by one of Indonesian Islamic State Colleges in 2008-2010.2 This results of the

study show that there are 172 items of grammatical errors. The most frequent type

of grammatical error is omission with the total number is 72 items or 41.9%. The

second is errors of misformation which consist of 57 items or 33.1%. The next is

errors of addition (27 items or 15.7%) and finally is errors of misordering as the

least number of errors with 16 items or 9.3%.

2
Indra Wulandari, Grammatical Errors Found in Articles’ Abstracts of Indonesian
Scholarly Journals, JEELS, Volume 1, Number 1, November 2014, 12

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