Publisher

INSANINSAN

Journal Jurnal Generasi Tarbiyah: Jurnal Pendidikan IslamJurnal Generasi Tarbiyah: Jurnal Pendidikan Islam Abstract

This research aims to describe the students error in using simple present tense in writing descriptive text. This research uses quantitative research descriptive methods. The research subject are VIII-5 students of MTSN 2 DELI SERDANG who had error when writing descriptive text using simple present tense, the data of the research are there the result of the students worksheet and the students answer in interview. This research use documentation interview to collect the data. Data reduction, data display and drawing conclusion was used to analyze the data. The result of this research shows that the students of VIII-5 MTSN 2 DELI SERDANG have error in using simple present tense in writing descriptive text, They get difficulty to put the word when they make a text, make error in grammar, especially in using simple present tense in writing descriptive text. Not only make the mistake in using simple present tense in descriptive text but also the students lowest ability in using simple present tense especially in using subjects verb agreement, adverb and usage. Students did not understand why some sentence used auxiliaries do and does.

Conclusion

The study identified four types of errors made by students.The most frequent error was omission, accounting for 42.The primary factor contributing to these errors appears to be the context of learning, suggesting that issues with teaching methods or materials may play a role.

Future Research

Based on the findings, future research could investigate the specific teaching methods employed in the classroom to determine if they adequately address the challenges students face with simple present tense. Furthermore, a comparative study could be conducted examining the errors made by students at different grade levels or in different schools to identify patterns and potential systemic issues. Finally, research could explore the effectiveness of targeted interventions, such as focused grammar lessons or individualized feedback, in reducing these errors and improving students overall writing proficiency. These studies should consider the students first language background and how it might influence their errors in English, and explore the use of technology-enhanced learning tools to provide more personalized and interactive grammar practice. A longitudinal study tracking students progress over time could also reveal whether these errors persist or diminish with continued instruction and practice, providing valuable insights for curriculum development and teacher training.

Metadata

File size	457.8 KB
Pages	11
DMCA	Report