AN ERROR ANALYSIS IN USING VERB-ING FORMS

AN ERROR ANALYSIS IN USING VERB-ING FORMS (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)

by:

Dita Fatwa 107014000720

DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS‟ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

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ABSTRACT

FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi, English Department, The Faculty of Tarbiyah and Teachers‘ Training, Syarif Hidayatullah State Islamic University Jakarta.

Key words: An Error Analysis,Verb-ing Forms The objective of this study is to analyze the students‘ gramatical error in using verb-ing forms at the eleventh year students of SMA Darul Muttaqin academic year 2013/2014.The subject of this study is consisted of 28 students. The limitation of the problem is to classify the students‘ error based on Dullay‘s surface structure taxonomy. The writer used descriptive analysis which concern with a qualitative analysis by using formula: P = F/N. This research is using case study method by collecting data from a test.The data is taken from the student‘s test. In collecting the data, the test about verb-ing form was given to the students. The result showed the highest error which most most students made is omission. Its frequency is 63 errors or 49.60 %. Then the second commonerror is misformation with 55 errors or 43.30 %. The third common error is addition with 9 errors or 7.08%. The causes of these errors are intralingual error and interlingual transfer error.

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ABSTRAK

FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Kata kunci: Sebuah Analisis Kesalahan, Bentuk Verb-ing Penelitian ini bertujuan untuk menganalisa kesalahan gramatikal siswa dalam penggunaan bentuk verb-ing di kelas sebelas SMA Darul Muttaqin tahun ajaran 2013/2014. Subjek dari penelitian ini berjumlah 28 siswa. Pembatasan dalam mengklasifikasikan kesalahan siswa berdasarkan teori Heidy Dullay untuk mengetahui tipe kesalahan dalam frekuensi tertinggi. Dalam penelitian ini, penulis menggunakan jenis penelitian analisa deskripsi yang berkenaan dengan metode kualitatif dengan menggunakan rumus: P = F/N. Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data dari tes. Data diambil dari tes siswa tentang bentuk verb-ing. Hasilnya menunjukkan bahwa kesalahan yang paling tinggi adalah kesalahan dalam menghilangkan bentuk –ing dengan 63 kesalahan atau 49.60%. Kemudian kesalahan tertinggi kedua adalah kesalahan pemilihan kata dengan 55 kesalahan atau 43.30%. Kesalahan ketiga adalah kesalahan penambahan dengan 9 kesalahan atau 7.08%.Penyebab dari error tersebut adalah intralingual error dan interlingual error transfer.

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ACKNOWLEDGEMENT Praise and gratitude be to Allah, Lord of the worlds Who has given the Mercy and Blessing to the writer, so that this ―Skripsi‖ can be finished completely. Peace and Salutation be upon our prophet Muhammad, his families, companions, and his followers. On this occasion, the writer would like to thank her parents for their patience, love, and trust, and also sorry for the long process. The writer also would like to express her gratitude to Mr. Drs. Syauki, M.Pd. as the writer‘s advisor who had kindly spent his time to give his valuable advice, guidance, corrections, and suggestions in composing this ―Skripsi.‖ Furthermore, her greatest gratitude also goes to: 1. All lecturers of English Education Department, for teaching the precious knowledge, sharing the values of life and giving the unforgettable study. 2. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Education Department. Also, her thank is given to the staffs of English Education Department, especially for Ms. Aida Ainul Wardah, S.Pd. who always gives excellent service and contribution to the writer. 3. Prof. Dra. Nurlena Rifa‘i, M.A., Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training. 4. The Principal and the English Teacher of Senior High School (SMA) Darul Muttaqin, Asep Romli, S.Ag. for permitting and helping the writer to conduct the research. 5. Her beloved sisters and brother, for the support, and motivation. 6. And the last, for her closest friends, Nian, Dewi, Ida, Tyaz, Kiki, etc.

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Finally, the writer realizes that this ―Skripsi‖ is still far from being perfect. Constructive criticism and suggestion would be welcomed to make it better. I hope that this Skripsi could be useful to other people, especially to people in education area. Jakarta, August 18th, 2014

The Writer

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TABLE OF CONTENTS

ABSTRACT....................................................................................................... i ABSTRAK.......................................................................................................... ii ACKNOWLEDGEMENT................................................................................ iii TABLE OF CONTENTS.................................................................................. v LIST OF TABLES............................................................................................. vii LIST OF FIGURES…………………………………………………………....viii LIST OF APPENDICES……..……………………………………………….. ix CHAPTER I

: INTRODUCTION......................................................... 1 A. Background of the Study........................................... 1 B. Identification of the Problem……………............... 3 C. Limitation of the Problem…………………………. 3 D. Objective of the Study.............................................4 E. Significance of the Study........................................ 4

CHAPTER II

: THEORETICAL FRAMEWORK................................ 5 A. Error............................................................................ 5 1. Definition of Error................................................ 5 2. Identification of Error………………………......6 3. Causes of Error..................................................8 4. Categories of Error........................................... 11 B. Error Analysis.............................................................19 1. Definition of Error Analysis...............................19 2. Goal of Error Analysis.......................................19 3. Procedures of Error Analysis.............................20 C. Verb-ing Form..........................................................

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1. Definition ………..…………............................ 21 2. Used As Modifier……….................................. 22 v

3. Used Like Noun…………………………............. 22 CHAPTER III

: RESEARCH METHODOLOGY................................. 38 A. The Objective of the Research..................................... 38 B. The Place and Time of the Research........................... 38 C. The Population and Sample of the Research………... 38 D. The Method of the Study……………………………38 E. The Instrument of the Study…………………………39 F. The Technique of Data Analysis……………………..39

CHAPTER IV

: RESEARCH FINDINGS………………....................... 40 A. The Description of Data.............................................. 40 B. The Analysis of the Data……………………………. 42 C. The Interpretation of the Data………………………. 44

CHAPTER V

: CONCLUSION AND SUGGESTIONS....................... 45 A. Conclusion ……………………….............................. 45 B. Suggestions……………….…………………………. 45

BIBLIOGRAPHY APPENDICES

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LIST OF TABLES

Table 2.1 A Sample Linguistic Category Taxonomy…....................................... 13 Table 2.2 Errors of Double Marking in L2 Production.......................................... 17 Table 2.3 Verb-ing form or infinitive………...………………………………… 29 Table 4.1 Result of Students‘ Answer…………….............................................. 44 Table 4.2 The Recapitulation of Error‘s Type……….......................................... 45

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LIST OF FIGURES

Figure 4.1 Recapitulation of Error‘s Type …………..................................... 42

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LIST OF APPENDICES

1.

Surat Pengajuan Judul Skripsi ……………………………………. 46

2.

Surat Permohonan Bimbingan Skripsi …………………………… 47

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Surat Permohonan Izin Penelitian ………………………………... 48

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Surat Keterangan Penelitian ……………………………………….49

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Soal tes verb-ing forms ……………………………...………….....50

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Silabus Bahasa Inggris kelas X SMA Darul Muttaqin ….………...51

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CHAPTER 1 INTRODUCTION

A.

Background of the Study Language is a human system of communication. It uses arbitrary signals,

such as voice sounds, gestures, or written symbols. Not only a language consists of symbols that convey meaning, but also rules for combining those symbols, that can be used to generate an infinite variety of messages. According to Walt Withman, ―language is not an abstract construction of the learned, or of dictionary makers, but something arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity, and has its bases broad and low, close to the ground‖.1 English has been grown rapidly for the past century. English has become the second language for the most people in the world, and become foreign language being taught in school for most countries in the world, including Indonesia. Moreover, English has begun to be taught in Indonesia as foreign language since Dutch colonial period. But, English formally taught in Indonesia as a subject in curriculum is in 1967‘s curriculum. Since then, teaching English has been changed many times along with the change in politic, the growth of technology and economic, and many other factors.2 One of the important aspects of language is grammar. Like in other languages, in English, grammar is the key of good writing. Using proper grammar can avoid misunderstanding while communicating and expressing an idea. Grammar needs to be taught effectively in school because it is the foundation to support the language. Although grammar alone is not a means to master a 1

Wayne Weiten, Psychology: Themes And Variations, 7th ed. (Thomson Wadsworth,

2007). 2

http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on January, 1st 2013

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language, it is still an integral tenet of language in order to bridge the gap between mere ideas and the actual delivery of the message.3 By having enough knowledge of grammar, students will be able to solve their problems in expressing their ideas into writing and communication activities. One of many aspects in English grammar that is taught in vocational school and senior high school in Indonesia is verb-ing form. When the writer has been conducting Praktek Profesi Keguruan Terpadu (PPKT) in vocational school, she found that the second year students of vocational school still have problems or make errors in using verb-ing forms. They often made a mistake when they differentiated verb-ing forms as a gerund, and a participle. It usually happened because they did not know how to identify ‗a noun‘, ‗an adjective‘, or even ‗a verb‘ in a sentence in which a gerund and a participle can be differentiate with it. They also made mistakes using both in sentences. In bahasa Indonesia, they did not tend to pay attention in identifying a noun, a verb, an adjective, etc in a sentence because they use bahasa Indonesia unconsciously. Here is the example: Play badminton is very entertain. This sentence is wrong. The correct one is „playing badminton is very entertaining‟. Most students, when they were asked to which one is gerund and which one is participle between „playing and entertaining‟ did not know which one. Based on the example, the writer wants to know the causes of their errors. According to Micheal Swan, ―when –ing forms are used as verbs, adjectives, or adverbs, they often called ‗present participles‘. When they are used more like nouns, they are often called ‗gerunds‘. In fact, the distinction is not really as

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http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/, retrieved on January, 1st 2013

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simple as this, and some grammarians prefer to avoid the terms ‗participle‘ and ‗gerund‘‖.4 Based on the statement above, the writer would like to take “An Error Analysis in Using the Verb-ing Forms”, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin) as her ‗skripsi‘‘s title.

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Identification of the Problem There are many factors that causing an error in using verb-ing forms. Some

of them come from the students themselves, such as lack of knowledge of verbing forms, the encouragement in study, and many other factors. While some other factors come from the teacher who taught it, such as the ability to explain the material well, the method and the learning material used in teaching verb-ing forms, etc.

C.

Limitation of the Problem From so many factors causing the errors in using verb-ing forms, in this

research, the writer focuses on analyzing the errors made by the first year students of senior high school in making sentences using the verb-ing forms and causes of the errors. To make a description more focus, the writer limits the problems into: the kinds of errors made by the students in making sentences using verb-ing forms based on Dullay‘s theory, and the causes of their errors based on Richards‘s classification. Based on the description above, the writer formulates the problem of research as follow: 1.

What is the common error made by the students of senior high school in using verb-ing forms?

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Michael Swan, Practical English Usage, Second Edition. (oxford: Oxford University Press, 1995), p. 277

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What are the causes of error made by the second year students of senior high school in using verb-ing forms?

D.

Objective of the Study The objective of this study is to analyze the common error made by the

students in using the verb-ing forms in order to know its causes. From those analyses, the errors can be decreased by finding the appropriate teaching methods.

E.

Significance of the Study The findings of this study can provide the useful information for the

teachers, the students, and also the further researchers. For the teachers, the findings of this study can be used as resources in finding the best method in teaching by knowing the most error made by the students in using the verb-ing forms. As for the students, this can improve their understanding of verb-ing forms. For the future researchers who are interested in analyzing the errors in using verb-ing forms at senior high school level can get basic information from this study to do the further research better.

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CHAPTER 2 THEORITICAL FRAMEWORK

This chapter discusses about theoretical frameworks of errors, error analysis, and verb-ing forms.

A.

Error

1.

Definition of Error The difference between spoken and written discourse may cause the

difficulty in learning how to write well. Rules of spoken discourse are got through conversation whereas the rules of written discourse are got through instruction and practice.Thus, it is no wonder errors can be done by the students. Susan and Larry defines that error is systematic. It can occur repeatedly without learner‘s recognition because the learner does not have particular erroneous form in his/her system. According to that fact, this kind of error is only from teacher‘s view, not from the learner.5Errors are also all incorrect forms made by the learner that caused by lack of knowledge about the target language (English) or by incorrect assumption about it. It means errors can happen due to limited knowledge of the target language of the students or the false assumptions of the target language systems. In addition, H. Douglas Brown gives the definition of error as a sign of how competence the native speaker in the written discourse. Thus, a learner‘s competence in target language can be recognized through the errors he/she made.6 So, the more the learner makes errors, the less competence of target language she/he has. An error is a systematic distortion in which a learner has not learnt its part and consistently ‗gets it wrong‘.

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Susan M. Grass and Larry Selinker, Second Language Acquisition: An Introductory Course. (New Jersey: Lawrence Erlbaum Associates, Inc., 2001), p. 78. 6 H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman, Inc., 2000), p. 217

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From those definitions of the experts, the writer concludes that an error is a false form made by the learner of target language consistently due to lack of knowledge of the target language or incorrect assumption of target language. An error is an indication of how well the learner understands the target language. 2.

Identification of Error Error happens when the learner has not learnt the correct forms or has

wrong assumption about target language system being learnt and consistently ‗gets it wrong‘. It will continue until she/he notices that she/he is wrong. And when the learner has known the right forms and sometimes still gets it wrong, then, we called it ‗mistake‘. Ifthe teacher is not sure whether one of learners has made an error or a mistake, the crucial test must be: can he correct himself when challenged? If he can, probably it is a mistake; if not, it is an error. According to Ellis,the difficulty of errors center in some issues, they are: a.

Whether grammaticality (i.e. well-formedness) or acceptability can be a criterion. A sentence can be grammatically correct but pragmatically incorrect. For example, ‗She cooks me‘ is grammatically correct but pragmatically incorrect.

b.

Whether errors and mistakes should be distinguished. Error can occur because of the lack of knowledge, whereas mistake can occur because of memory limitations and lack of automaticity. Alongside the problems in identifying error and mistake, it also assumes that competence is homogeneous rather than variable. For example, if the learner, at times, use a correct form of target language, and at another time use the incorrect one, it cannot be assumed that she/he knows the target language structure, and the use of incorrect structure assumed as a mistake. For example, a learner may have no difficulty in using the target-language form in some linguistic context;

My sisters are older than me. But produce an error in others: My three sister are older than me. c.

Whether the error is overt or covert. An overt error is easy to identify because there is a clear irrelevancy as when a learner says: *She like cooking. In the other hand, a covert error is usually made in well-formed sentence, in which it does not deliver the real meaning. For example, the sentence „it was done‟ is grammatically correct until it becomes clear that ‗it‘ refers to ‗home work‘.

d.

The last issue is whether the inaccuracies of the learner from nonnative speaker should be considered erroneous. For example, when a sentence that is correct grammatically but it is not the structure preferred by the native speakers. For example: One day a Korean man, a popular chef, arrived in Japan. He was coming from Seoul. The preferred structure is probably ‗had come‘. But, ‗was coming‘ can be considered possible if the speaker wishes to emphasize the duration of the action.7

Based on explanation from the experts, the writer concludes that it is really important to differentiate between error and mistake. Error is a mistake done by the learner repeatedly because of wrong assumption about the rules. In the other hand, mistake is wrong performance from the learner because they are not focus and they can correct it by themselves.Therefore, the four criterions above are needed to avoid mistakes while doing the error analysis. 7

Rod Ellis, The Study of Second Language Acquisition, Second Edition, (Oxford: Oxford University Press, 2009), p. 47-49

3.

Causes of Error According to Lightbown and Spada,error is the result of learners first

language transfer. But not all the errors are produced from the first language. Many errors are better to be explained in the term of learners‘ developing knowledge of the target language rather than trying to transfer form of their first language.8 A different type of errors is represented in sentences like did he comed, what you are doing, he coming from India, make him to do it, I can to speak English, etc. These kinds of errors often occur to learners with various language backgrounds. They are called intralingual and developmental errors. Intralingual and developmental errors can reflect the learner‘s competence particularly and also can describe some of language acquisition characteristic. Intralingual errors consist of faulty generalization, incomplete application of rules, and failure to learn conditions that describe the characteristic of rule learning. In the other hand, developmental error is often made by the learner when she/he tries to make hypothesis about English from her/his limited knowledge of target language. The causes of intralingual and developmental errors are: a.

Overgeneralization Overgeneralization includes example of different structure in target

language made by the learner based on his knowledge of other structure. In general, it involves the making of one different structure in place of two common structures. Lightbown and Spada define overgeneralization Overgeneralization is an error made by mixing two or more different structure in target language based on the learner knowledge, or using a form

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Patsy M. Lightbown, Nina Spada, How Language are Learned, Third Edition, (New York: Oxford University Press, 2006), p.78-79

of structure in which it does not belong to, for example the –s ending on the verb in ‗I plays‘.9 b.

Ignorance of rule restrictions Ignorance of rule restriction is an error caused by ignoring the rule

restrictions of existing structures. Some rule-restriction errors may be accounted for in terms of analogy; other instances may result from the rote learning of rules. c.

Incomplete application of rules In incomplete application of rules, the occurrence of structures whose

deviancy represents the degree of development of the rules required to produce acceptable utterances. There are two possible causes, first is the use of questions in the classroom, where the learner is encouraged to repeat the question or the part of it in the answer. Second, is the fact that the learner may discover that he can communicate perfectly adequately using deviant forms. On the other hand, although young children (learners) appear to be able to learn a foreign language quite easily and to reproduce new sounds very effectively, most of older learners experience considerable difficulty. The sound system and the grammar of the first language impose themselves on the new language and this lead to a ‗foreign‘ pronunciation, faulty grammatical patterns, and occasionally, to the wrong choice of vocabulary. d.

False concepts hypothesized This type of error is encouraged by teaching material or method.

These errors are much more difficult to classify except in conjunction with a close study of the materials and teaching techniques to which the learner has been exposed. This is probably why so little is known about them.

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Pasty M. Lightbown, Nina Spada,Op.cit., p. 81

Erdogan, in the other hand, divides ―the cause of errors into two types: a.

Interlingual Transfer

Interlingual transfer is a significant source for language learners. Dictionary of Language Teaching and Applied Linguistic defines it as being the result of language transfer, which is caused by the learner‘s first language. Interlingual error may occur at different levels such as transfer of phonological, morphological, grammatical, and lexica-semantic elements of the native language into the target language. b.

Intralingual Transfer and Developmental Errors

Intralingual errors result from faulty or partial learning of the target language rather than language transfer. They may be caused by the influence of one target language item upon another. Such as, learners attempt to use two tenses markers at the same time in one sentence since they have not mastered the language yet.‖10 A number of different causes of psycholinguistic errors have been identified. They are: 1)

Interference errors occur as a result of ‗the use of elements from one language while speaking another‘.

2)

Intralingual errors ‗reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply‘.

3)

Developmental errors occur when the learner attempts to build up hypotheses about the target language on the basis of limited experiences.

Based on some explanations from the experts, the major causes of error are interlingual and intralingual. Interlingual happens because the learner is still influenced by their tongue language. In the other hand, intralingual happens because of lack of knowledge of the language being learned. 10

Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p.265

4.

Categories of Error Error can be categorized into mistake and lapse. An error is a systematic

deviation, when learner has not learnt something and consequently ‗gets it wrong‘.A mistake is inconsistent deviation, when the learner sometimes ‗get it right‘ but sometimes he makes a mistake and uses the wrong form.Whereas a lapse is error that can happen due to lack of concentration, shortness of memory, fatigue, etc. The most useful and commonly used bases for the descriptive classification of errors are linguistic category, surface strategy, comparative analysis, and communicative effect. a.

Error types based on linguistic category The linguistic category taxonomies classify errors according to either

the language component or the particular linguistic constituent the error affects. Table 2.1 A Sample Linguistic Category Taxonomy Linguistic Category and Error Type

Example of Learner Error +

A. Morphology 1. Indefinite article incorrect 

a used for an before vowels

a ant



an used for a

an little ant

2. Possesive case incorrect 

Omission of ‘s

the man feet

3. Third person singular verb incorrect 

Failure to attach –s

The bird help man.



Wrong attachment of –s

The apple fall downs.

4. Simple past tense incorrect a. Regular past tense 

Omisssion of –ed

The bird he save him.



Adding –ed to past already He calleded. formed

b. Irregular past tense 

Regularization by adding –ed



Substitution of simple non-past He fall in the water.



Substitution of past participle

He putted the cookie.

I been near to him.

5. Past participle incorrect 

Omission of –ed

6. Comparative

He was call.

adjective/adverb

incorrect 

He got up more higher.

Use of more + er

B. Syntax 1. Noun Phrase a. Determiners 

Omission of the article



Substitution

of

He no go in hole. definite He fall down on the head.

articleforpossessive pronoun 

Use of possesive with the He put it in the his room. article

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Use of wrong possesive

The litlle boy hurt its leg.

b. Nominalization 

Simple verb used instead of – by to cook it. ing



Preposition by ommited

c. Number 

The dove helped him putting leaf on the water.

Substitution of singulars for He got some leaf. plurals



Substitution singulars

of plurals

for He stab him in the feet

d. Use of Pronouns 

Omission

of

the

subject (He) pinch the man.

pronoun 

Omisiion of the ―dummy‖ Is nice to help people. pronoun it I don’t know (it) in English



Omission of object pronouns



Subject pronoun used as a My brother he go to Mexico redundant element





Alternating use of pronouns by So he can eat it (referring to number as well as gender

apples)

Use of me as subject

Me forget it.

e. Use of Preposition 

Omission of preposition

He came (to) the water



Misuse of prepositions

He fell down (for on, into?) the

2. Verb Phrase

water

a. Omission of verb 

Omission of main verb

He (fell?) in the water.



Omission of to be

He in the water.

b. Use of progressive tense 

Omission of be



Replacement of –ing by the The bird was shake his head.

He going.

simple verb form 

Substitution of the progressive Then the man shooting (shot?) with for the simple past

a gun.

c. Agrement of subject and verb 

Disagrement of subject and You be friends. verb person



Disagrement of subject and The apples was coming down number



Disagrement of subject and I didn’t know what it is.

tense

3. Verb-and-Verb Construction 

Embedding of a noun-and- I go to play. (I go and I play). verb construction in another noun-and-verb construction



Omssion of to in identical I go play subject construction



Omission of to in the verb- I see a bird got the leaf and-verb constuction



Attachment of the past marker He was going to fell to the dependent verb

4. Word Order 

Repetition of the object

The bird (object) he was gonna shoot it.



Adjectival modifiers placed He put it inside his house a litlle after noun

round.

5. Some Transformations a. Negative transformation 

Formation

of

no

or

not He not play anymore

without the auxiliary do 

Multiple negation

They won’t have no fun

b. Question transformation 

Omission of auxiliary

How the story helps?

c. There transformation 

Use of is instead of are

There is these hole.



Omission of there

Is one bird.



Use of it was instead of there It was round things. was

d. Subordinate clause transformation



Use of for for so that



Use

of

For the ant could get out.

indicative

for So He don’t kill the bird.

conditional

b.

Surface category Surface strategy taxonomy highlights the ways surface structures are

altered: Learners may omit necessary items or add unnecessary ones; they may misformitems or misorderthem. There are four subtypes errors based on surface strategy taxonomy: 1)

Omission Omission errors are characterized by the absence of an item that

must appear in a well-formed utterance.Ellis defines ―omission that leaving out an item that is required for an utterance to be considered grammatical.‖11 Morphological omission: A strange thing happen to me yesterday. Syntactical omission 2)

: Must stay also the names?

Additions ―Addition errors are characterized by the presence of an item

which must not appear in a well-formed utterance‖.12 In morphology In syntax

: The London

In lexicon 3)

: The books is here. : ―I stayed there during five years ago.‖

Double Markings ―Double marking errors are characterized by two items rather

than one is marked for the same feature (tense, in these examples).‖13 Table 2.2 Errors of Double Marking in L2 Production Semantic Feature 11

Rod Ellis, op.cit., p.18 Heidi Dullay. et al., op.cit., p.146-172 13 Ibid. 12

Error

Example of Error

Past tense is marked in the

Past Tense

auxiliriary and the verb

Present Tense

Present tense is marked in the auxiliary and the verb Negation is marked in the auxiliary and the quantifier

Negation

Negation is marked in the auxiliary and the adverb

Equational Predicate

Equation is marked in two copulapositions The object is both

Object

topicalized and expressed in the object pronoun

Past Tense

4)

She didn’t went/goed. He doesn‘t eats.

She didn’t give him none.* He don’t got no wings.* They don’t hardly eat.

Is this is a cow? That‘s the man who I saw him.

The auxiliary is produced

Why didn’t momy don’t

twice

make dinner?

Regularization (Overgeneralization) Regularization errors are error that characterized by some

members of a class is exceptions to the rule. For example: My sister eated plain bread for breakfast yesterday. 5)

Misformation Misformation errors are error that characterized by use of the

wrong form of the morpheme or structure.Ellis defines the misinformation as ―using one grammatical form in place of another grammatical form.‖14 For example: The dog eated the chicken. Moreover he states that ―the three types of misformation have been frequently reported in the literature: (a) regularizations; (b) archiforms; and (c) altering forms.‖15 14

Rod Ellis, op.cit., p.18 Ibid.

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a.

Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in runedfor ran or goosesforgeese.

b.

Archi-forms that the selection of one member of a class of forms to represent others in the class, as in that dog that dogs

c.

“Alternating forms that as the learner‘s vocabulary and grammar grow, the use of archi-forms often gives way to apparently fairly free alternation of various members of a class with each other.‖ For example: thosedog thiscats

6)

Misordering Misordering errors are characterized by the incorrect placement

of a morpheme or group of morphemes in a utterance. Ellis defines ―misorderingas putting the words in an utterance in the wrong order.‖16 For examples: He is all the time late

c.

Comparative analysis Dullay states that ―the classification of errors in a comparative

taxonomy is based on comparison between the structure of L2 errors and certain other types of construction.‖17 There are four subtypes errors based on comparative taxonomy: 1)

Developmental Error ―Developmental error iserrors similar to those made by children

learning the target language as their first language.For example: Dog eatit. 16

Rod Ellis, op.cit., p.18 Heidi Dullay. et al., loc.cit

17

2)

Interlingual Error Interlingual errors are similar structure to a semantically

equivalent phrase or sentence in the learner‘s native language.For example: I drive carI. 3)

Ambiguous Error It is because these errors reflect the learner‘s native language

structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example: I no have a crown. 4)

Other Error Other errors are errors that do not fit into any other category

have been mentioned above, such as developmental, interlingual and ambiguous error. For example: They does hungry.

d.

Communicative effect A communicative effect taxonomy points out that error may affect the

reader or listener‘s perspective.There are two subtypes errors based on communicative effect taxonomy: 1)

Global error is error that affects the whole sentence structure which would be disturbing the communication.For example: You will happy until you hard work. (You will happy if you hard work.)

2)

Local errorsaffect sentence structure that disturbing the communication significantly. For example: The solution of that assignment is finished with enthusiasm. (That assignment is finished enthusiastically.)

B.

Error Analysis

1.

Definition of Error Analysis Error analysis is the process of finding the incidence, nature, causes and

consequences of failed language.In addition, an error analysis of language is a procedure which is usually used by language researchers and teachers consist of sample collection, explanation of error and its classification based on evaluation or the level of scoring of the errors.Gass and Selinker also state error analysis is a type of linguistic analysis that focuses on the errors made by the learner.18 Moreover, Erdoǧanexplains thaterror analysis is a part of applied linguistics, became known in the sixties to show that learner‘s errors were not only because of the learner‘s native language, but also the reflection of some universal learning strategies.19 Also, a quote by Muriel states that error analysis is the first approach to the study of second language acquisition which focuses on the learners‘ creative ability to construct language.20 Based on some definitions from the experts above, the writer concludesthat error analysis is a way or method to know the performance of second language students in constructing their target language by evaluating their errors. From evaluating their errors, the causes of their errors can also be found.Furthermore, the teacher can find the best way to fix the errorsby considering the causes of their errors. 2.

Goal of Error Analysis Rod Ellis gives―the good reasons for focusing on error as: a. b. 18

They are a conspicuous feature of learner language, raising important question of ‗Why do learners make errors?‘ It is useful for teachers to know what errors learners make.

Susan M. Grass and Larry Selinker, op.cit, p.79 VehiceErdoǧan, op.cit, p.262 20 MurielSaville-Troike, Introducing Second Language Acquisition, (New York: Cambridge University Press, 2008), p.37 19

c.

It is possible that making errors may actually help learners to learn when they self-correct the errors they make.‖21

Moreover, Rod Ellis claims that classifying errors in these ways can help to identify learner‘s learning problem at any level of their development and to draw how changes in error patterns occur repeatedly.22 Error analysis can show a description of the type of difficulty experienced by learners. If it is done in a large such a survey, it can be really useful in developing a curriculum.One of the goals of error analysis is to help build an account of the second-language learners‘ linguistic competence. Based on some definitions from the experts above, the writer would like to conclude the goal of error analysis is to find the best way to fix the errors made by the students by using the appropriate technique. 3.

Procedures of Error Analysis The procedures of error analysis are detection, locating, describing and

classifying error. a.

Error detection is a stage of identification in which the analyst realizes the error happen

b.

Error location means to locate the error detected before

c.

Error description is explaining the error happen

d.

Error classification is the step to classify the errors; whether the errors belong to subject and verb agreement, tense, etc.

However, Rod Ellis investigates that identify errors need to compare the sentence produced by the learner with what seem to be the normal or ‗correct‘ sentence in the target language which similar with them.23 For example: A man and a little boy waswatching him.(= A man and a little boy were watching him.) 21

Rod Ellis, op.cit, p.15 Ibid. 23 Rod Ellis, op.cit, p.16 22

Ellis explains that ―by comparing the two sentences we can see that Jean has used ‗was‘ instead of ‗were‘—an error in subject-verb agreement.‖24 Gas and Selinker also have opinion that ―there are a number of steps taken to conduct error analysis: a. b. c. d. e.

Data need to be collected. Although this is typically done with written data, oral data can also serve as a base. Identify error. What is the error (e.g., incorrect sequence of tenses, wrong verb form, singular verb form with plural subject)? Clarify error. Does an error of agreement occur? How many irregular verb form errors occur? Analysis of source. See later discussion. Remediation. Based on the kind and frequency of an error type, pedagogical intervention is carried out.‖25

Based on some explanations above, the writer decides to use the procedures of error analysis from Muriel. They are collecting the result of test, identifying the errors from the test, describing the error in category, and explaining the reason why the learner makes some errors.

C.

Verb-ing form

1.

Definition Michael Swan states in his book that ―when verb-ing forms are used as

verbs, adjectives, or adverbs, they are often called as present participle. When they are used as nouns, they are often called as gerunds. But, Swan stated that the distinction is not as simple as said. Therefore, some grammarians tend to avoid the terms ‗participle‘ and ‗gerund‘.‖26Compare: You’re smoking too much these days. (part of present progressive verb) There was a smoking cigarette end in the ashtray. (adjective describing cigarette end) She walked out of the room smoking. (similar to an adverb) Smoking is bad for you. (noun: subject of sentence) 24

Ibid. Susan M. Grass and Larry Selinker, op.cit, p.79 26 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1995), p. 277 25

2.

Used as Modifier Swan also defines that ―verb-ing forms can be used as modifier before

nouns. This happen with noun-like verb-ing forms (gerunds) and adjective-like verb-ing forms (participles). The two structures do not have similar meaning.‖27 Compare: -

a waiting room (= a room for waiting – waiting is a gerund, used rather like a noun) awaiting bus (= a bus that is waiting – waiting is a participle, used rather like an adjective)

-

a sleeping pill (sleeping is a gerund) a sleeping child (sleeping is participle)

-

a working conditions (gerund) a working men (participle)

3.

Used Like Noun a.

Subject, object, or compliment A verb-ing form can be used as a subject, object, or compliment of a

verb as Swan states.28 Example: Smoking is bad for you. (subject) I hate packing. (object) My favorite activity is reading. (compliment) b.

Verb-ing form with its own object Swan also comments ―that the verb-ing form subject, object, and

compliment is still a verb, so it can have its own object.‖29 Example: Smoking cigarette is bad for you. My favorite activity is reading poetry. I hate packing suitcase. c.

27

Determiners and possessive with verb-ing forms

Ibid., p. 278 Ibid. 29 Ibid. 28

These determiners(such as the, my, this) can be used with verb–ing 30

form. For examples: The opening of Parliament Does my smoking annoy you? I don’t mind your going without me. I hate all this useless arguing. Possessive’s forms are also possible. For examples: John’s going to sleep during the wedding was rather embarrassing. She was angry at Lina’s trying to lie to her. Note that possessives and pronouns are not used before verb–ing forms if it is already clear who is being talked about. Example: Thank you for waiting. (NOT Thank you for your waiting.) When a verb-ing form is used with an article, it cannot usually have a direct object but an of-structure. Example: The smoking of cigarettes (NOT the smoking cigarettes) NO is often used with a verb-ing form to indicate that something is not allowed, or is impossible. The structure often occurs alone in notices; it can also follow there is.For examples: NO SMOKING NO PARKING

NO WAITING

Sorry, there’s no smoking in the waiting room. She’s made up her mind; there’s no arguing with her. d.

Object pronouns before verb-ing forms It is more common to use object forms (like me, John) instead of

possessives (my, John’s) with verb-ing forms in an informal style, typically when these come after a verb or preposition.31 I don’t mind you going without me. She was angry at Lina trying to lie to her. Some verbs (e.g. see, hear, watch, feel) are normally followed by object+verb-ingform.For example: 30

Ibid. Ibid., p. 279

31

I saw him getting out of the car. (NOT I saw his getting.) e.

It… -ing It can be used as preparatory subject or object for a verb-ing form.

Example: It’s nice being with you. I thought it pointless starting before eight o’clock. This is common with any/no good, any/no use and (not) worth.For examples: It’s no good talking to him – he never listens. Is it any use expecting them to be on time? I didn’t think it worth complaining about the meal. Possessives or object pronouns can be used before the verb-ing forms in these structures. For example: It’s no use his/him apologizing – I will never forgive him. (NOT It’s no use he apologizing…) f.

Nouns and verb-ing forms When there is a noun which has similar meaning to a verb-ing form,

the noun is usually preferred.32 Example: We’re all excited about his arrival. (NOT … about his arriving) g.

After verbs 1.

Verb that can be followed by verb-ing forms After some verbs, verb-ing form can be used, but not usually an

infinitive.33 Examples: I enjoy travelling. (NOT I enjoy to travel.) He’s finished mending the car. (NOT He’s finished to mend.) She’s given up smoking. (NOT …given up to smoke.) The doctor suggested taking a long holiday. (NOT The doctor suggested (me) to take…)

32

Ibid. Ibid.

33

Some common verbs that are usually followed by verb-ing forms: admit

dislike

give up

postpone

appropriate

endure

(can’t help)

practice

avoid

enjoy

imagine

put off

burst out

escape

involve

resent

(crying/laughing) excuse

keep (on)

resist

consider

face

leave off

risk

contemplate

fancy

mention

(can’t) stand

delay

feel like

mind

suggest

deny

finish

miss

understand

detest

forgive

2.

Verb + object + verb-ing form Some of the verbs listed above, and some others, can be

followed by object + verb-ing form.34Examples: I dislike people telling me what to think. I can’t imagine him working in an office. Nobody can stop him doing what he wants to. Would you rather spend time gardening or spend money paying somebody to do it for you? Did you see her talking to the postman? Stop (in informal style) and prevent are often followed by object + from + verb-ing form. Example: Try to stop/prevent them (from) finding out.

34

Ibid., p. 280

Note that after many verbs possessive + verb-ing form is usually used, instead of object + verb-ing form, especially in a formal style. 3.

Verb-ing form with passive meaning After the verbs ‗deserve, need, and require’, the verb-ing form

has a passive sense. This structure is more common in British English.35 Examples: I don’t think his article deserves reading. (=…deserves to be read.) Your hair needs cutting. (=…needs to be cut.) In informal British English, want can also be used like this: The car wants servicing. (=…needs to be serviced.) 4.

Verb-ing form or infinitive After some verbs, either a verb-ing form or an infinitive can be

used.36 They are:

h.

Advise

forbid

hear

prefer

Start

allow

forget

intend

propose

stop

can’t bear

go

like

regret

try

begin

go on

love

remember

watch

continue

hate

permit

see

After nouns and adjectives 1.

Noun/adjective + verb-ing form A preposition is usually used to connect the nouns/adjectives to

the verb-ing form. When the verb-ing forms follow nouns/adjectives, it usually cannot be followed by infinitives.37 For examples: 35

Ibid. Ibid.

36

I hate the idea of getting old. (NOT …the idea to get old.) The thought of failing never entered his head. (NOT The thought to fail…) I’m tired of listening to this. (NOT I’m tired to listen…) She’s very good at solving problems. (NOT She’s very good to solve…) 2.

Purpose To explain the purpose of an object or material, for + verb-ing

form can be used after a noun, or after an indefinite pronoun such as something or anything. For examples: A strimmer is a machine for cutting grass and weeds. I need something for killing flies. Have you got any stuff for cleaning silver? It is important to note that this structure is mostly used to talk about types of object and material generally. An infinitive most likely is used after the noun or pronoun to explain individual‘s purpose in using an object or material. For example: I must find something to kill that fly. 3.

Verb-ing form or infinitive Verb-ing form and infinitive can be used after some nouns and

adjectives. It usually has the same or close meaning. For examples: We have a good chance of making/to make a profit. I’m proud ofhaving/to have won. i.

After prepositions 1.

After all prepositions When a verb is put after a preposition, it usually uses a verb-ing

form, not an infinitive.38For examples:

37

Ibid., p. 281 Ibid.

38

You can’t make an omelettewithout breaking eggs. (NOT… without to break eggs.) Always check the oil before starting the car. (NOT… before to start the car.) They painted the house instead of going on holiday. (NOT… instead to go…) I look forward to hearing from you. (NOT… to hear from you.) 2.

To as a preposition Tois actually two different words. It can be an infinitive marker,

or a preposition. When to is used as an infinitive marker, it is used to show that the next word is an infinitive (e.g. to talk, to see).Whereas to as a preposition can be followed by the verb-ing form of a verb, but not normally by the infinitive. Some common expressions in which this happen are look forward to, object to, be used to, prefer (doing one thing to doing another), get round to, and in addition to.39 In the examples below, the preposition to can be followed by either a noun or a verb-ingform. a)

I look forward to your next letter. I look forward to hearing from you.

b)

Do you object to Sunday work? Do you object to working on Sunday?

c)

I’m not used to London traffic. I’m not used to driving in London.

d)

I prefer the seaside to the mountains. I prefer swimming to walking.

e)

I’ll get round to the washing up sooner or later. I’ll get round to doing the washing up sooner or later.

39

Ibid., p. 282

A few verbs and adjectives are used with to before nouns, but are followed by the infinitives of verbs. For examples; agree, consent, entitled, inclined, and prone. She agreed to our plan / Sheagreed to do what we wanted. He’s inclined to anger / He’s inclined to lose his temper. Accustomed can be followed by to + verb-ing form or an infinitive. 3.

Object + infinitive after for It is important to note that some verbs are followed by for +

object + infinitive. A verb-ing form is not usually possible in these cases.40 For examples: We’re still waiting for her to arrive. (NOT… waiting for her arriving.) Can you arrange for us to get tickets? (NOT…for our getting tickets.)

j.

Verb-ing form or infinitive? In some cases, verbs and adjectives can be followed by either a verb-

ing form or an infinitive.41 For examples: I started playing/to play the violin when I was 10. She was proud of having won/to have won. Here is the explanation given by Raymond Murphy in his book, ―English Grammar in Use”. Raymond said that the difference is often helpful but does not apply to all verbs. Table 2.3 Verb-ing form or infinitive Verb + ing 

They denied stealing the

Verb + to (infinitive) 

money.  40

Ibid. Ibid., p. 283

41

I enjoy going out.

They decided to steal the money.



I want to go out.

Often we use verb-ing form

Often we used to… for an

for an action that happens

action that follows the first

before the first verb or at the

verb:

same time: Decided to steal Stealng  denied

Want to go

Enjoy Going

Here are some verbs that usually followed by verb-ing form and infinitive. Some of them have different meanings. They are: 1.

Remember and forget Remember/forget + verb-ing form refers to things that ever

happened. Forget…ingis used mostly in the phrase I’ll never forget… ing, and expressions with similar meanings.42For examples: I still remember buying my first bicycle. I’ll never forget meeting the Queen. Remember/forget + infinitive refers to things that will happen or need to do at the moment of remembering or forgetting. You must remember to fetch Mr. Lewis from the station tomorrow. I forgot to buy the soap. Below are other examples from Raymond Murphy in his book, ―English Grammar in Use”.43 I remember doing something = I did it and now remember this. You remember doing something after you have done it: -

I’m absolutely sure I locked the door. I clearly remember locking it.

42

Ibid. Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994), p. 110 43

(= I locked it, and now I remember this.) -

He could remember driving along the road just before the accident happened, but he couldn’t remember the accident itself.

I remember to do something = I remembered that I had to do it, and so I did it. You remember to do something before you do it: -

I remembered to lock the door when I left but I forgot to shut the windows. (= I remembered that I had to lock the door and so I locked it.)

-

Please remember to post the letter. (= Don‘t forget to post it.)

2.

Go on Go on + verb-ingformmeans ‗continue doing the same thing‘.44

For examples: She went on talking about her illness until we all went to sleep. We must change our ways. We can’t go on living like this. Go on + infinitive means ‗a change of activity or do/say something new‘. For examples: She stopped talking about her illness and went on tell us about all her other problems. After discussing the economy, the minister then went on to talk about foreign policy. 3.

Regret Regret + verb-ing form means someone is sorry about doing

something.45 For example: I regret leaving school at 14 – it was a big mistake. I now regret saying what I said. I shouldn’t have said it. 44

op.cit., p. 283 Ibid.

45

Regret + infinitive is usually used in bad news announcement. For examples: We regret to inform passengers that the 14.50 train for Cardiff will leave approximately 37 minutes late. We regret to tell you that we are unable to offer you the job. 4.

Advise, allow, permit, and forbid In active clauses after these verbs ‗advise, allow, permit, and

forbid’, verb-ing form is usually used if there is no object, whereas an infinitive is used if there is an object.46 For examples: -

I wouldn’t advise taking the car – there’s nowhere to park. I wouldn’t advise you to take the car…

-

We don’t allow/permit smoking in the lecture room. We don’t allow/permit people to smoke in the lecture room.

-

The headmistress has forbidden singing in the corridors. The headmistress has forbidden children to sing… In the passive forms:

-

Smoking is not allowed/permitted in the lecture room. People are not allowed/permittedto smoke in the lecture room.

-

Singing is forbidden. Children are forbidden to sing.

-

Early booking is advised. Passengers are advised to book early.

5.

See, watch, and hear The difference between object + verb-ing form and object +

infinitive after the verbs ‗see, watch, and hear‘ is like the differences between progressive and simple tense. Object + verb-ing form suggests that one pays attention to actions that are already going on. Object + infinitive usually refers to complete actions which are

46

Ibid.

seen/heard from beginning to end. It is also important to note that these verbs are followed by infinitive without to.For examples: -

I looked out of the window and saw Mary crossing the road. I saw Mary step off the pavement, cross the road and disappear into the post office.

-

As I passed his house I heard him practicing the piano. I heard John play all the Beethoven concertos.

6.

Try Try + verb-ing form is used to talk about making an experiment

or doing something to see what will happen.47 For example: I tried sending her flowers, writing her letters, giving her presents, but she still wouldn’t speak to me. To talk about making an effort to do something difficult, either try + infinitive ortry+ verb-ing form can be used. For example: I tried to change the wheel, but my hands were too cold. (OR I tried changing the wheel…) 7.

Mean Mean + verb-ing form refers to ‗involve‘ or ‗have as a result‘.48

For example: If you want to pass the exam it will mean studying hard. Mean + infinitive refers to ‗intend‘. For example: I don’t think she means to get married for the moment. 8.

Learn and teach Learn/teach (or other words with similar meaning)+ verb-

ing form refers to lessons or subjects of study.49 For example: She goes to college twice a week to learn typing. Mr. Gardlandteaches skiing in the winter and rock-climbing in the summer. 47

Ibid. Ibid. 49 Ibid. 48

Learn/teach (or other words with similar meaning)+ infinitive refers to the result of the study – about successfully learning a skill. For examples: She learnt to read German at school, but she learnt to speak it in Germany. I taught myself to type. 9.

Like, love, hate, and prefer Both verb-ing form and infinitive can be used after the verbs

‗like, love, hate, and prefer‘ without a huge difference meaning.50 For example: I hate working/to work at weekends. I don’t get up on Sundays. I prefer staying/to stay in bed. In British English, like + verb-ing form is used to talk about enjoyment, and like + infinitive is used to talk about choices and habits. In contrary to British English, in American English, like + verb-ing form and like + infinitive have similar meaning. For example: I like climbing mountains. (more typically GB) I like to climb mountains. (more typically US) When I’m pouring tea I like to put the milk in first. (GB/US) 10.

Begin and start Both begin/start + verb-ing form and begin/start + infinitive

can be used with similar meaning.51 For examples: She began playing/to play badminton when she was six. He started talking/to talk about golf, but everybody left the room. It is important to note that after progressive (-ing) forms of begin and start, infinitive is preferred. For example: It’s starting to rain. (NOT It’sstarting raining.) 50

Ibid., p 285 Ibid.

51

11.

Attempt, intend, continue, can’t bear, be accustomed to, and be committed to Either verb-ing form or an infinitive can be used after the words

‗attempt, intend, continue, can’t bear, be accustomed to, and be committed to’ without much difference meaning.52 For examples: I intended telling/to tell her what I think. I’m not accustomed to giving/give personal information about myself to strangers. 12.

Verb-ing form or infinitive of purpose: stop The word ‗stop’ is a common example of a verb that can be

followed either by verb-ing form or by infinitive of purpose.53 For example: I stopped running. (NOT … I stopped to run.) I stopped to rest. (=…in order to rest.) 13.

Afraid Afraid + verb-ing form is used to talk about fear of things that

happen accidentally.54 For example: I don’t like to drive fast because I’m afraid of crashing. But in other situation, both afraid + verb-ing form and Afraid + infinitive can be used with similar meaning. For example: I’m not afraid of telling/to tell her the truth. 14.

Sorry Sorry for/about + verb-ing form is used to describe a past

things that one regrets. For example: I’m sorry for/about losing my temper this morning. Sorry + infinitive is used to apologize for things that one is doing, going to do, or has just done. For examples: Sorry to disturb you – could I speak to you for a moment? 52

Ibid. Ibid. 54 Ibid., p. 286 53

I’m sorry to tell you that you fail the exam. 15.

Certain and sure Certain/sure + verb-ing form are usually used to describe the

feeling of the person one is talking about.55 For examples: Before the game she felt certain of winning, but after a few minutes she realized it wasn’t going to be so easy. You seem very sure of passing the exam. Certain/sure + infinitive usually refers to the speaker‘s or writer‘s own feelings. For examples: The repairs are certain to cost more than you think. (NOT The repairs are certain of costing…) 16.

Interested Interested + infinitive is usually used to talk about reactions to

things one learns.56 For examples: I was interested to read in the paper that scientists have found out how to talk to whales. I’m interested to see that Alice and Jake are going out together. I shall be interested to see how long it lasts. In the other hand, both interested + verb-ing form and Interested + infinitive are commonly used to talk about a wish to find out something. For examples: I’m interested in finding out/to find out what she did with all that money. Aren’t you interested in knowing /to know whether I pass the exam? Interested + verb-ing form is usually used to talk about a wish to do something. For example:

55

Ibid. Ibid.

56

I’m interested in working in Switzerland. (NOT I’m interested to work inSwitzerland…) Dullay in his book proposes problems that usually appear in verb-ing forms based on linguistic category and error type, ―they are: a. b. c. d.

e. f. g.

57

Leaving out the subject Example: It astonishes me to be here; I thought you were in London. Misformations with non-nominative subjects Example: For me failing the exam would make Mother upset. Misformations without subjects Example: For to catch the bus, go to the next corner. Special problems with make, let, have, and find Example: Taxes make people to be miserable. You must have cheese to make some delicious bread. Snatched subject as subject for main clause Example: Volkswagen buses are impossible to go too fast. Snatched subject as object of main clause Example: A girl was decided to play the piano. Misformations of gerunds after prepositions Example: You must not discourage him from write what he must.”57

Heidi Dullay. et al., op.cit., p. 153

38

CHAPTER III RESEARCH METHODOLOGY This chapter discusses and presents the objective of the research, the place and time of the research, the population and sample of the research, the method of the study, the instrument of the study, the technique of data collecting, and the technique of data analysis.

A.

The Objective of the Research The research is done to analyzeserrorsof students‘ works on verb-ing

formfor the second grade of SMA DarulMuttaqinat the second semester 2013/2014 and to know of categories and cause of students‘ error in verb-ing form.

B.

The Place and Time of the Research The research was conducted at SMA DarulMuttaqin. This is located on,

Cibarusah, Bekasi, Jawa Barat. The writer do the research in June 19th2014.

C.

The Population and Sample of the Research The population of this research is the second grade students of SMA

DarulMuttaqin, Bekasi, academic year 2013/2014. The total number of the students is 28 students. The writer took 100% of the total number of the second grade students as a sample.

D.

The Method of the Study The method of this study is descriptive analysis. First, the writer collects the

students‘ test. Then, she interprets the data about what kinds of errors that mostly students made. After that, the writer analyzed each students‘ error in student‘s answer based on Rod Ellis‘ steps, there are Collecting of a sample of learner language, Identification of errors, Description of errors, then Explanation of errors. 38

E.

The Instrument of the Study The writer uses the written test as her instrument of the research.The test

consists of 10 numbers of translating questions which focused on verb-ing forms.

F.

The Technique of Data Analysis For analyzing the common error made by students, the writer took all the

students‘ answer sheets and used the formula as follows:

P=

X 100%

P = Percentage F = Frequency of false answer N = Number of sample

CHAPTER IV RESEARCH FINDINGS A.

The Description of Data The writer gives 10 numbers of translating test to students about the verb-

ing forms. The writer analyzed each students‘ error in student‘s answer based on Rod Ellis‘ steps, there are collecting of a sample of learner language, identification of errors, description of errors, then explanation of errors. By analyzing the students‘ answer sheet, the writer obtained their results as presented in the following table:

Table 4.1 Result of Students‟ Answer

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

1 O O

2

3 O, M M, M M M O

A

A A A A A A A

O,M O, M O, M M O, M O O O O O O O M

4 O O O O O O O O O O O O O O O O O O O O O O O O

Test Number 5 6 X x x M O x O x M M x x x x x x O O O x M O x M x O O M

40

M M M

7 M M M M M M M M M M M M M O O O O O M O O O M

8

9

x x x

10 O

M M M M M

M

x

M

M

M O O

TOTAL OF ERRORS

Students

41

25 26 27 28

M

O O M O O M M, M O O=3 A=9 M=14 O=28 M=7 M=1 O=13 O=5 X=1 A

Total

M M M M x M O=3 M=19 X=3 M=9 O=3 O=63 M=4 O=8 M=1 M=55 X=14 X=1 A=9 X=19 M

Notes: A

: Addition

O

: Omission

M

: Misformation

X

: Blank answer

The table below is the recapitulation of type of error percentage from the students‘ answer. Table 4.2 The Recapitulation of error‟s type Test Number 1 2 3 4 5 6 7 8 9 10 Total Percentage of Errors

Omission 3 13 28 5 3 8 3 63 49.60 %

Types of error Addition 9 9 7.08 %

Misformation 1 14 7 4 19 9 1 55

Total of Errors 3 10 27 28 13 7 27 9 4 127

43.30 %

100 %

42

The chart below represents the recapitulation of error‘s type made by students:

Percentage of Error's Type

43.30% 49.60%

Omission Addition

7.08%

Misformation

Figure 4.1 The Recapitulation of Error‟s Type

B.

The Analysis of the Data Each student is given 10 numbers of test consist of sentences in Bahasa

Indonesia. It means there are 280 total sentences collected from 28 students. From those collected sentences, the writer collects 127 errors. Based on the errors made by the students, the writer would like to outlines the highest until the lowest percentage of each error‘s type that occured in students‘ answer and the causes of their errors based on Jack C. Richards and Erdogan. The causes of error according to Richards and Erdogan is more suitable in this study that are intralingual error, and interlingual transfer. Based on the error occurences, the writer found the errors that occured into the highest until the lowest percentage:

43

1.

Omission of the –ing form The highest percentage of error made by the students is omission of the –ing

form. It means that they used simple verb form instead of verb-ing form. Almost all of the students did it especially for the question number 4, so the total of error is 63 or 49.60 %. The highest percentage shows that student were confuse in forming the verb as a subject/object or main verb in the sentence. In Bahasa Indonesia, there is not a difference form between verb as a subject/an object and as a predicate of the sentence. For example, in the sentence, ―Aku tidak masalah kamu pergi tanpaku‖, in Bahasa Indonesia, the word ―pergi/go‖ does not change into another form when it functions as object, whereas in English, the word ―go‖ changes into ―going‖ because it functions as an object of the sentence. So, the writer assumes that the source of error in omission is intralingual error, they lack of understanding of the target language. 2.

Misformation of the verb –ing form The second highest percentage of error made by the students is

misformation of the verb–ing form. The total of this error is 55 or 43.30%. The writer assumes that this error occur because the students used the different word when translating the word in Bahasa Indonesia into English in which the word has the same word but different meaning in Bahasa Indonesia. For example, in the sentence, ―Saya suka jalan-jalan‖, the word ―jalan‖ and ―jalan-jalan‖, has a different meaning although it is the same word. So, some students translated the word ―jalan-jalan‖ into ―jalan‖ as ―street‖, and ―jalan-jalan‖ means more than one ―jalan‖, so they add ―-s‖ after the word ―street‖ into ―streets‖. The cause of this error is interlingual transfer in which the students were influenced by their first language structure and used their limited knowledge of English structure in making the sentence. 3.

Addition of the verb–ing form The lowest percentage of error made by the students is addition of the verb–

ing form. This error only appeared in sentence number 2 with the total of error is

44

9 or 7.08 %. This error happened because some students added the letter ―o‖ in the word ―smoking‖ into ―smooking‖. They did it because the word in the previous sentence is ―cooking‖, so they made an error by applying the same rule into the word ―smooking‖.

C.

The Interpretation of the Data The interpretation of the data is taken from the analysis of the data. The

writer would like to conclude the analysis of the data from the highest until the lowest percentage that is omission (63 errors or 49.60 %), misformation (55 errors or 43.30 %), and addition 9 errors or 7.08 %). She can conclude that teaching verb-ing forms was not done successfully by the teacher. The students was still lack of knowledge and understanding of the function of verb-ing forms and how to use it in the sentence. From the data, it can be concluded that the errors are caused by intralingual error and interlingual transfer in which the students are still lack of knowledge of their target language structure, and interfered by their first language structure. So when the students produce the new language, they also produce a new rules and often overgeneralization with it.

CHAPTER V CONCLUSION AND SUGGESTIONS This chapter is about conclusion and suggestions. It is a core review of previous concern in this paper and some suggestions that might be useful for the teachers, language education principles, and readers in general.

A.

Conclusion Based on the analysis and the interpretation in the previous chapter, it can

be concluded that the highset until the lowest frequency and percentage errors made by students derives from Omission (63 errors or 49.60 %), Misformation (55 errors or 43.30 %), and Addition (9 errors or 7.08 %). To sum up, the teaching of the verb-ing forms at the second year students of SMA Darul Muttaqin in the second semester of 2013/2014 was not successful. Most of the causes are intralingual error and interlingual transfer. In other words, the teacher needs to pays more attention in many grammatical rules about the verb-ing forms and the its functions in the English sentence.

B.

Suggestions The writer would like to give some suggestions addressed to the English

teachers or people in education area as feedback of the research results: 1.

The teachers should more prioritize to the high frequency and percentage of error type after correcting and analyzing the students‘ errors in verb-ing forms in order to decrease the frequency of error in next years.

2.

The teacher should pay attention on the teaching points that still need further reinforcement by looking at the items regarded as the highest into the lowest frequency of errors made by students.

3.

The students should do more practice in order to decrease the students‘ lack of knowledge and understanding of the grammatical rules.

45

REFERENCES

Brown, H. Douglas. Principles of Language Learning and Teaching, 4th ed. New York: Longman, 2000. Dulay, Heidi. Language Two.New York: Oxford University Press, 1982. Endorgan, Vahide. Mercin University Journal of the Faculty of Education Vol.1, Issue 2. 2005 Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford University Press, 2008. Grass, Susan M. and Selinker, Larry. Second Language Acquisition Second Edition. London: Lawrence Erbaum Associates, 2001. Hubard, Peter, et.al. A Training Course for TEFL. New York: Oxford University Press, 1983. Johnson, Keith. An Introduction to Foreign Language Learning and Teaching Second Edition. Edinburgh: Pearson Longman, 2008. Lightbown, Patsy M. and Spada, Nina. How Language are Learned, Third Edition. New York: Oxford University Press, 2011. Murphy, Raymond. English Grammar in Use, Second Edition. Cambridge: Cambridge University, 1994. Norrish, John. Language Learners and Their Errors. London: The Macmillan Press, 1983. Parrot, Martin. Task for Language Teachers. Cambridge: Cambridge University Press, 2002. Richards, Jack C. The Contex of Language Teaching. New York: Cambridge University Press, 1985. ________. The Language Teaching Matrix. Cambridge: Cambridge University Press, 1990. Swan, Michael. Practical English Usage. London: Oxford University Press, 1995. Tarigan, Henry Guntur and Tarigan, Djago. Pengajaran Analisis Kesalahan Berbahasa. Bandung: Angkasa, 1990. 46

Troike, Muriel Saville. Introducing Second Language Acquisition. New York: Cambridge University Press, 2008. http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, January, 1st 2013

retrieved

http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/, retrieved on January, 1st 2013

47

on

APPENDICES

48

49

50

51

Translate the sentences below into English. 1.

Hobi Dina adalah memasak. ………………………………………………………………………………

2.

Merokok buruk untukmu. ………………………………………………………………………………

3.

Bapak Doni sedang menunggu di ruang tunggu. ………………………………………………………………………………

4.

Aku tidak masalah kamu pergi tanpaku. ………………………………………………………………………………

5.

Menonton sepakbola ramai-ramai sangat menyenangkan. ………………………………………………………………………………

6.

Tidak ada seorang pun yang bisa menghentikan dia melakukan apa yang dia mau. ………………………………………………………………………………

7.

Saya pikir rambutmu perlu dipotong. ………………………………………………………………………………

8.

Aktivitas favoritku di sekolah adalah membaca buku. ………………………………………………………………………………

9.

Saya suka jalan-jalan. ………………………………………………………………………………

10. Saya mulai bermain piano sejak umur 5 tahun. ………………………………………………………………………………

SILABUS PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Standar Kompetensi Mendengarkan 1 Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

: : :

Kompetensi Dasar 1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan tak resmi yang menggunaka n ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks

Darul Muttaqin Bahasa Inggris X/1 Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa  Religius, jujur, toleransi, very well, thank disiplin, kerja you and how are keras, you. mandiri, I’m demokratis, good/okay/alright rasa ingin tahu, Very well. Thank semangat you kebangsaan, Oh, pretty good cinta tanah Not to bad, air, thanks menghargai Fine, thanks. prestasi, bersahabat, Exellent cinta damai, gemar Closing/ leave taking membaca, peduli goodbye lingkungan, bye bye, bye now, peduli sosial, see you, take tanggung care jawab see you later..fine see you …soon Responding to initial greetings

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Mendengarkan percakapan interpersonal/tr ansaksi onal melalui tape secara klasikal

 Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan berpisah.

 Mendiskusikan berbagai tindak tutur lain yang dapat digunakan dalam percakapan yang didengar secara berpasangan.  Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar secara berkelompok

Penilaian Quiz Ulangan Tertulis Tugas

Alokasi Waktu

Sumber Belajar

(14 x 45) Developing English Competenc 1 x 45’ ies

2 x 45’

3 x 45’

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa

Standar Kompetensi

Kompetensi Dasar kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berp isah, menyetujui ajakan/tawar an/ undangan, menerima janji, dan membatalkan janji 1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa -

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

see you tonight..all right good night

-

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). oh, I’m so happy. disiplin, kerja  Berorientasi I can’t say how keras, pada tugas pleased I am. mandiri, (bermotivasi, demokratis, I had a splendid tekun/tabah, rasa ingin time there. bertekad, tahu, enerjik). What a semangat marvelous place  Pengambil kebangsaan, I,Ve ever seen. resiko (suka cinta tanah It’s an interesting tantangan, air, experience. mampu menghargai

Expreesing happiness : formal    



Sumber Belajar Inggris Majalah Internet

 Mendengarkan percakapan interpersonal / transa ksional melalui tape secara individu.

Merespon berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai  Mendiskusikan acara secara tindak tutur yang digunakan senang dan bahagia. dalam percakapan yang didengar secara berpasangan.

Quiz

1 x 45

Ulangan

2 x 45

tertulis

2 x 45

Tugas

Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus

Standar Kompetensi

Kompetensi Dasar menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkap kan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi

Mendengarkan 2 Memahami makna teks fungsional

2.1 Merespon makna secara akurat, lancar dan

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa 



It’s an outstanding adventure. It’ a sensational trip.

prestasi, memimpin) bersahabat,  Orientasi ke cinta damai, masa depan gemar (punya membaca, perspektif peduli untuk masa lingkungan, depan) peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

 Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Sumber Belajar Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Making, accepting  Religius,  Percaya diri and declining an jujur, (keteguhan invitation; toleransi, hati, optimis). disiplin, kerja  Berorientasi keras, pada tugas

 Mengidentifikasi beberapa pengumuman lisan di tempat umum secara

 Menjawab pertanyaan teks lisan fungsional pendek sederhana

Tugas

1 x 45

Quiz

1 x 45

Ulangan

2 x 45

tertulis

Developing English Competenc ies

Standar Kompetensi pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari

Kompetensi Dasar berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman , iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari

2.2 Merespon makna dalam teks monolog sederhana yang menggunaka

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

The tone of an invitation is always positive, in anticipation of a pleasurable occasion. Picture your guests smiling when they read your letter of invitation. Clever phrasing, poetry or a themed approach may be appropriate for an informal occasion, but you should express the details clearly. For further tips visit to invite someone

Teks monolog berbentuk procedure, contohnya:

mandiri, (bermotivasi, demokratis, tekun/tabah, rasa ingin bertekad, tahu, enerjik). semangat  Pengambil kebangsaan, resiko (suka cinta tanah tantangan, air, mampu menghargai memimpin) prestasi, bersahabat,  Orientasi ke masa depan cinta damai, (punya gemar perspektif membaca, untuk masa peduli depan) lingkungan, peduli sosial, tanggung jawab

Kegiatan Pembelajaran berkelompok.  Mendengarkan pengumuman melalui tape secara klasikal.  Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

(misalnya pengumuman, iklan, undangan dll.

Sumber Belajar for Grade X Senior High School (SMA/MA)

 Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Tape Kamus Kaset/CD Tape/CD Player

 Mempresentasi kan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). disiplin, kerja  Berorientasi keras, pada tugas mandiri, (bermotivasi, demokratis,

 Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi

 Merespon teks monolog sederhana berbentuk recount.  Melakukan teks

Quiz

3 x 45

Ulangan

3 x 45

tertulis

2 x 45

Tugas

Developing English Competenc ies for Grade X Senior

Standar Kompetensi

Kompetensi Dasar n ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)

Ingredients: -

5 onions

- 10 candlenuts - 10 garlic cloves - 4 bay Leaves 1/2 lb. (250g) green jack fruit

rasa ingin tekun/tabah, tahu, bertekad, semangat enerjik). kebangsaan,  Pengambil cinta tanah resiko (suka air, tantangan, menghargai mampu prestasi, memimpin) bersahabat,  Orientasi ke cinta damai, masa depan gemar (punya membaca, perspektif peduli untuk masa lingkungan, depan) peduli sosial, tanggung jawab

Kegiatan Pembelajaran secara individu  Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.

Indikator Pencapaian Kompetensi monolog sederhana berbentuk recount  Menjawab pertanyaan teks monolog sederhana berbentuk procedure

 Berdiskusi secara berkelompok  Melakukan teks untuk membuat monolog lisan sebuah cerita berbentuk dan bercerita procedure. secara  Mempresentasik sambung an teks monolog menyambung. lisan berbentuk procedure

Penilaian

Alokasi Waktu

Sumber Belajar High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

2-1/2 tsp. (12g) coriander seeds 1-1/4 tsp. (6g) cumin 1/4 cup (62ml) coconut sugar -

2 cups (500ml)

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa coconut milk 2 tsp. (30g) tamarind - 2 lb. (1kg) chicken (cut into small pieces with bone) 5 cups (1.25l) water - 2 inches bruised galangal

Instructions: - First, cut green jack fruit 1 inch thick. Wash and boil until tender. Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until fragrant. -

Add the chicken

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa pieces, stir fry until chicken changes clour. - Then, pour 4 cups of water and coconut sugar, bring to a boil. - Add the green jack fruit and simmer until the chicken and vegetables are tender. Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve hot with ice. - This dish is sweet and usually served with shrimp cracker 1. Procedure text can be explained as bellow: Social function : to describe how

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa something accomplished through

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Performans

4 x 45’

ns

2 x 45’

Developing English Competenc ies

is

a sequence of actions or steps. Generic structure: - Goal. Materials (not required for all procedural texts) - Steps (a series of steps oriented to achieving the goal)

Berbicara

3.1 Mengungkapkan 3. Mengungkapkan makna dalam makna dalam percakapan percakapan transaksional transaksional (to get things dan done) dan interpersonal interpersonal dalam konteks ( bersosiali-

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). very well, thank disiplin, kerja  Berorientasi you and how are keras, pada tugas you. mandiri, (bermotivasi, I’m demokratis, tekun/tabah, good/okay/alright rasa ingin bertekad, tahu, Very well. Thank enerjik). semangat

Responding to initial greetings -

-

 Bermain peran secara berpasangan  Melakukan tourist hunting dan merekam percakapannya*

 Melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional: berkenalan, bertemu dan berpisah.

for Grade X Senior High School

Standar Kompetensi kehidupan seharihari.

Kompetensi Dasar sasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/ berpisah, menyetujui ajakan/ tawaran/ undangan, menerima janji, dan membatalkan janji

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa -

you Oh, pretty good Not to bad, thanks Fine, thanks. Exellent Closing/ leave taking

-

-

goodbye bye bye, bye now, see you, take care see you later..fine see you …soon see you tonight..all right. good night

kebangsaan,  Pengambil cinta tanah resiko (suka air, tantangan, menghargai mampu prestasi, memimpin) bersahabat,  Orientasi ke cinta damai, masa depan gemar (punya membaca, perspektif peduli untuk masa lingkungan, depan) peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Standar Kompetensi

Kompetensi Dasar 3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunaka n ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa  Religius, jujur, toleransi, oh, I’m so happy. disiplin, kerja I can’t say how keras, pleased I am. mandiri, demokratis, I had a splendid rasa ingin time there. tahu, What a semangat marvelous place kebangsaan, I,Ve ever seen. cinta tanah It’s an interesting air, experience. menghargai It’s an prestasi, outstanding bersahabat, adventure. cinta damai, gemar It’ a sensational membaca, trip. peduli lingkungan, peduli sosial, tanggung jawab

Expreesing happiness : formal    

 



 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Secara  Melakukan berpasangan berbagai tindak menggunakan tutur dalam tindak tutur dan wacana lisan responnya. interpersonal/ transaksional:  Bermain peran dalam berbagai secara acara secara berkelompok senang dan bahagia.

Penilaian

Alokasi Waktu

Sumber Belajar

Tugas

3 x 45

Performan

4 x 45

Developing English Competenc ies

sns

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Performans

2 x 45

Developing English Competenc ies

perhatian, menunjukkan simpati, dan memberi instruksi Berbicara

4.1 Mengungkapkan 4 Mengungkapkan makna dalam makna dalam bentuk teks teks fungsional fungsional pendek dan pendek monolog (misalnya berbentuk pengumuman recount, , iklan, narrative dan undangan procedure dll.) resmi sederhana dan tak resmi dalam konteks dengan kehidupan menggunaka sehari-hari n ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari

Making, accepting  Religius, and declining an jujur, invitation; toleransi, disiplin, kerja keras, mandiri, demokratis, The tone of an rasa ingin invitation is always tahu, positive, in semangat anticipation of a kebangsaan, pleasurable cinta tanah occasion. Picture air, menghargai your guests smiling prestasi, when they read your bersahabat, letter of invitation. cinta damai, Clever phrasing, gemar poetry or a themed membaca, approach may be peduli appropriate for an lingkungan, peduli sosial, informal occasion, tanggung but you should jawab express the details clearly. For further tips visit to invite

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

 Menjawab  Membuat pertanyaan teks pengumuman lisan fungsional lisan secara pendek berpasangan sederhana dan (misalnya menyampaikan pengumuman, nya di depan iklan, undangan kelas. dll.  Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.  Mempresentasika n teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

 Melakukan teks lisan fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:mengingat kejadian tertentu

someone

Sumber Belajar Majalah Internet

 Melakukan teks monolog berbentuk recount 4.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunaka n ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks

Teks monolog berbentuk procedure, contohnya:

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin How to Make Gudeg tahu, Jogja (Green Jack semangat Fruit Sweet Stew) kebangsaan, cinta tanah air, menghargai Ingredients: prestasi, bersahabat, - 5 onions cinta damai, gemar membaca, - 10 candlenuts peduli lingkungan,

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

 Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi secara individu  Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.

 Merespon teks monolog sederhana berbentuk recount.

Quiz

3 x 45

Ulangan

3 x 45

tertulis

2 x 45

Tugas

Developing English Competenc ies

 Melakukan teks monolog sederhana berbentuk recount

for Grade X Senior High School (SMA/MA)

 Menjawab pertanyaan teks monolog sederhana berbentuk procedure

Tape

 Berdiskusi secara  Melakukan teks berkelompok monolog lisan untuk membuat berbentuk sebuah cerita procedure. dan bercerita

Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster

Standar Kompetensi

Kompetensi Dasar berbentuk: recount, narrative, dan procedure

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa - 10 garlic cloves - 4 bay Leaves 1/2 lb. (250g) green jack fruit

peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

secara sambung menyambung.

 Mempresentasik an teks monolog lisan berbentuk procedure

Penilaian

Alokasi Waktu

Sumber Belajar Gambar Koran berbehasa Inggris Majalah Internet

2-1/2 tsp. (12g) coriander seeds 1-1/4 tsp. (6g) cumin 1/4 cup (62ml) coconut sugar 2 cups (500ml) coconut milk 2 tsp. (30g) tamarind - 2 lb. (1kg) chicken (cut into small pieces with bone) 5 cups (1.25l) water -

2 inches bruised

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa galangal

Instructions: - First, cut green jack fruit 1 inch thick. Wash and boil until tender. Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until fragrant. - Add the chicken pieces, stir fry until chicken changes clour. - Then, pour 4 cups of water and coconut sugar, bring to a boil. - Add the green jack fruit and simmer until the chicken and vegetables are

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa tender. Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve hot with ice. - This dish is sweet and usually served with shrimp cracker 2. Procedure text can be explained as bellow: Social function : to describe how something is accomplished through a sequence of actions or steps. Generic structure: - Goal. -

Materials

(not

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

2 x 45

Ulangan

2 x 45

Developing English Competenc ies

required for all procedural texts) - Steps (a series of steps oriented to achieving the goal)

Membaca

identify the structure 5.1 Merespon of recount texts; makna dalam 5 Memahami teks tulis makna teks tulis Meeting a Star fungsional fungsional pendek pendek dan esei (misalnya sederhana pengumuman On Saturday berbentuk , iklan, morning at 9:30, I recount, undangan was narrative dan dll.) resmi procedure dalam dan tak resmi walking down Sunda konteks Street, looking secara kehidupan akurat, lancar sehari-hari dan for a record store. A dan untuk man stopped me berterima mengakses ilmu dalam pengetahuan and asked me the konteks way to the Hyatt kehidupan sehari-hari Hotel. I wasn't sure dan untuk exactly where it mengakses

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

 Mengidentifika-  Membaca si beberapa nyaring pengumuman bermakna tertulis di wacana ragam tempat umum tulis yang secara dibahas dengan berkelompok. ucapan dan intonasi yang  Mendiskusikan benar isi dan bentuk bahasa yang digunakan secara berkelompok

 Mengidentifikasi topik dari teks yang dibaca

tertulis

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran

Standar Kompetensi

Kompetensi Dasar ilmu pengetahuan

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa was, but I walked with him to the end of Sunda Street. He was very friendly, and his face looked so familiar. Then I remembered where the Hyatt was and told him how to get there. He thanked me and tried to give me something. I thought it was money. I said 'no' at first, but he really wanted me to have it, so I took it. I found the record store and listened to a few records. D'

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar berbehasa Inggris Majalah Internet

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa Masive had a new record that was number two in the top twenty. I decided to buy it. I looked in my bag for my wallet and found a piece of paper the man gave me. It was a photo. I was so surprised! He was a singer in D' Masive! Answer these following questions based on the text in

1. Where was the writer? 2. What was he

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Developing English Competenc ies

doing? 3. What did the man ask the writer? 4. How was the man's character? 5. Did the writer help the man? 6. What did the writer decide to buy? 7. What did he find in his wallet? Explain. 8. How was he when he knew who the man was? 5.2 Merespon makna dan langkah retorika teks

Teks tulis monolog/esei sederhana

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). disiplin, kerja  Berorientasi keras,

 Membaca  Mengidentifikasi nyaring makna dalam bermakna teks teks procedure narrative secara  Mengidentifikasi

Quiz

2 x 45

Ulangan

2 x 45

tertulis

2 x 45

Standar Kompetensi

Kompetensi Dasar tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

berbentuk procedure,contoh nya ;

THE HOLE GAME Materials needed:

Two players, one marble per person, a hole in ground,a line (distance) to start from.

mandiri, pada tugas demokratis, (bermotivasi, rasa ingin tekun/tabah, tahu, bertekad, semangat enerjik). kebangsaan,  Pengambil cinta tanah resiko (suka air, tantangan, menghargai mampu prestasi, memimpin) bersahabat,  Orientasi ke cinta damai, masa depan gemar (punya membaca, perspektif peduli untuk masa lingkungan, depan) peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

individu langkah-langkah retorika dalam  Mendiskusikan teks procedure berbagai aspek dari teks seperti  Membaca isi dan struktur nyaring teks teks, secara procedure berkelompok.  Menulis teks  Berlatih berbentuk menggunakan procedure. kalimat past tense untuk menyatakan peristiwa dan kalimat imperative untuk menyatakan petunjuk.

Penilaian

Alokasi Waktu

Tugas

Sumber Belajar for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Menulis 6 Mengungkapkan makna dalam teks tulis fungsional

6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek

Arrange recount texts; Answer the following questions.

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). disiplin, kerja  Berorientasi keras, pada tugas mandiri, (bermotivasi,

 Membuat  Menggunakan pengumuman tata bahasa, tertulis secara kosa kata, tanda berpasangan baca, ejaan, dan dan tata tulis dengan mempublikasika akurat

Performans ns

2 x 45 2 x 45 2 x 45

Developing English Competenc ies for Grade

Standar Kompetensi pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

Kompetensi Dasar (misalnya pengumuman , iklan, undangan dll.) resmi dan tak resmi dengan menggunaka n ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

1. Do you have a diary? 2. What do people usually write in it? 3. What sort of advantages can people get from writing it? 4. Have you ever written your past experience in a diary?

demokratis, tekun/tabah, rasa ingin bertekad, tahu, enerjik). semangat  Pengambil kebangsaan, resiko (suka cinta tanah tantangan, air, mampu menghargai memimpin) prestasi,  Orientasi ke bersahabat, masa depan cinta damai, (punya gemar perspektif membaca, untuk masa peduli depan) lingkungan, peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

nnya di kelas /sekolah

 Menulis gagasan utama

Penilaian

Alokasi Waktu

Sumber Belajar X Senior High School (SMA/MA)

 Mengelaborasi gagasan utama  Membuat draft, merevisi, menyunting

Tape

 Menghasilkan teks fungsional pendek

Kaset/CD

Kamus Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris

5. I f yes, what was it about?

Majalah Internet

6.2 Mengungkapkan makna dan langkahlangkah retorika secara akurat, lancar

Teks tulis monolog/esei sederhana berbentuk procedure,contoh nya ;

 Religius,  Percaya diri jujur, (keteguhan toleransi, hati, optimis). disiplin, kerja  Berorientasi keras, pada tugas mandiri, (bermotivasi, demokratis, tekun/tabah, rasa ingin bertekad, tahu, enerjik).

 Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing.

 Mengidentifikasi makna dalam teks procedure

 Melakukan koreksi teman

 Membaca nyaring teks

 Mengidentifikasi langkah-langkah retorika dalam teks procedure

Tugas

2 x 45

Performan

2 x 45

sns

2 x 45

Developing English Competenc ies for Grade X Senior High School

Standar Kompetensi

Kompetensi Dasar dan berterima dengan menggunaka n ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

Materi Pembelajaran Nilai Budaya & Kewirausahaan/ Karakter Ekonomi Kreatif Bangsa

THE HOLE GAME Materials needed:

Two players, one marble per person, a hole in ground,a line (distance) to start from.

semangat  Pengambil kebangsaan, resiko (suka cinta tanah tantangan, air, mampu menghargai memimpin) prestasi,  Orientasi ke bersahabat, masa depan cinta damai, (punya gemar perspektif membaca, untuk masa peduli depan) lingkungan, peduli sosial, tanggung jawab

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

sejawat untuk procedure menyempurnak  Menulis teks an draft. berbentuk  Menyempurnak procedure. an draft berdasarkan koreksi teman.

Penilaian

Alokasi Waktu

Sumber Belajar (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

SILABUS PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Standar Kompetensi Mendengarkan 7 Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

: : :

Darul Muttaqin Bahasa Inggris X/2

Kompetensi Dasar 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunaka n ragam bahasa lisan sederhana dalam berbagai

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

respond to  Religius, jujur, toleransi, expression of disiplin, kerja happiness; keras, mandiri, 1. What do you demokratis, think of the rasa ingin tahu, situations? semangat kebangsaan, Are there cinta tanah air, good menghargai prestasi, news or bad bersahabat, news? cinta damai, gemar 2. What do you membaca, feel when peduli you hear a lingkungan, peduli sosial, good news? tanggung jawab 3. What do you feel when you hear a

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Mendengarkan  Mengidentifikasi percakapan kata yang interpersonal/tr didengar ansak sional  Mengidentifikasi melalui film makna kata secara individu.  Mengidentifikasi  Mendiskusikan hubungan antar tindak tutur pembicara yang digunakan  Mengidentifikasi dalam makna tindak percakapan tutur berterima yang didengar kasih secara berpasangan.  Merespon tindak tutur berterima  Mendiskusikan kasih respon yang diberikan  Mengidentifikasi terhadap tindak makna tindak tutur yang tutur memuji didengar  Merespon tindak tutur memuji  Mengidentifikasi makna tindak

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

2 x 45

Developing English Competenc ies

Ulangan tertulis

2 x 45

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD

Tugas

Tape/CD Player 2 x 45

OHP/LCD Foto/ Poster Gambar Koran

Standar Kompetensi

Kompetensi Dasar konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapka n selamat

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

bad news? 4. How do you respond to someone telling you a good and a bad news? 5. What will you do or say to show your happiness? 6. What will you do or say to show your sympathy? 7. Will you be surprised especially when hearing the bad news?

tutur mengucapkan selamat  Merespon tindak tutur mengucapkan selamat  konteks situasi

Penilaian

Alokasi Waktu

Sumber Belajar berbehasa Inggris Majalah Internet

Standar Kompetensi

Kompetensi Dasar 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunaka n ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, 1. I’m sorry to demokratis, hear that .. rasa ingin tahu, semangat 2. Adjective for kebangsaan, cinta tanah air, expressing menghargai feeling: prestasi, bersahabat, - Happy, cinta damai, terrible, sad, gemar etc. membaca, peduli 3. Adjectives ‘lingkungan, ing vs ed’ peduli sosial, tanggung jawab - Boring >< bored respond to expressions of sympathy;

Adjective set expressions - get bored turn bad, etc. 5. Subject-verb agreement: -John is happy

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Mendengarkan percakapan interpersonal/ transaksional melalui tape secara klasikal

 Mengidentifikasi makna tindak tutur menyatakan rasa terkejut  Merespon tindak tutur menyatakan rasa terkejut

 Mendiskusikan tindak tutur  Mengidentifikasi yang digunakan makna tindak dan responnya tutur menyatakan dalam rasa tak percaya percakapan yang didengar  Merespon tindak tutur menyatakan secara rasa tak percaya. berkelompok  Mengidentifikasi makna tindak tutur menyetujui undangan, tawaran, ajakan.  Merespon tindak tutur menyetujui undangan, tawaran, ajakan.

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

2 x 45

Developing English Competenc ies

Ulangan tertulis

4 x 45

for Grade X Senior High School (SMA/MA) Tape

Tugas

6 x 45

Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Standar Kompetensi

Kompetensi Dasar rasa tak percaya, serta menerima undangan, tawaran, dan ajakan

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

1 x 45

Developing English Competenc ies

to see you. 6. Words and expressions used in asking for and giving permission: -May I use the phone? -You can leave now.

8 Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari

8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman , iklan, undangan dll.) resmi dan tak resmi secara

respond to narrative texts. Listen to the tape and complete the following story.

The Little Girl and the

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan,

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan

 Mengidentifikasi  Mengidentifikasi beberapa iklan topik sebuah lisan di tempat pengumuman umum secara lisan berkelompok.  Mengidentifikasi  Mendengarkan informasi tertentu iklan melalui dari undangan tape secara lisan klasikal.  Mengidentifikasi  Mendiskusikan isi dan bentuk bahasa yang digunakan secara kelompok

tujuan dari pengumuman yang didengar.

Ulangan tertulis

Tugas

1 x 45

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD

Standar Kompetensi

Kompetensi Dasar akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Materi Pembelajaran

Wolf James Thurber

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif peduli sosial, tanggung jawab

(punya perspektif untuk masa depan)

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar Player OHP/LCD Foto/ Poster Gambar

One afternoon, a big wolf 1......

Koran berbehasa Inggris Majalah

in the dark forest for a little girl to come along carrying 2...... to her grandmother. Finally, the little girl came along and she was carrying a basket of food. "Are you carrying that basket to your

Internet

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran grandmother?" 3 ..........the wolf. The little girl said yes she was. So the wolf asked her where her grandmother lived and the little girl told him and he 4............ into the woods. When the little girl 5 ...........the door of her grand mother's house, she saw there was somebody in bed with a nightcap and

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran 6 .......... had

She

approached no nearer than twenty-five feet from the bed when she 7..................... it was not her grandmother but the wolf, for even in a nightcap a wolf doesn't look anymore like your grandmother than 8.............. lion looks like Calvin Coolidge. the little took automatic

So girl an out

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar

Tugas

1 x 45

Developing English Competenc ies

Ulangan tertulis

1 x 45

of her basket and shotthe wolf dead. 8.2 Merespon makna dalam teks monolog sederhana yang menggunaka n ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, Study the semangat following kebangsaan, explanation. cinta tanah air, Then, listen to menghargai your teacher prestasi, reading bersahabat, another story cinta damai, gemar and complete membaca, the table peduli lingkungan, peduli sosial, Different writers tanggung organise their jawab stories in different ways. respond to narrative texts.

 However, they usually give their information about:  the setting (the place, time)  the characters

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

 Mendengarkan berita/deskri psi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset.  Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok

 Mengidentifikasi main idea dari teks yang didengar  Mengidentifikasi tokoh dari cerita yang didengar  Mengidentifikasi kejadian dalam teks yang didengar  Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan  Mengidentifikasi inti berita yang didengar  Mengidentifikasi sumber berita yang didengar

for Grade X Senior High School (SMA/MA) Tape

Tugas

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Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

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Developing English Competenc ies

(the people in the story)  the events (the conflict in the story)  the outcome (what happened in the end) 9.1 Mengungkap- use expression  Religius, jujur,  Percaya diri toleransi, (keteguhan kan makna of happiness 9 Mengungkapkan disiplin, kerja hati, optimis). dalam makna dalam keras, mandiri,  Berorientasi percakapan percakapan demokratis, Answer pada tugas transaksional transaksional rasa ingin tahu, (bermotivasi, thesequestio (to get things dan semangat tekun/tabah, ns orally. done) dan kebangsaan, interpersonal bertekad, interpersonal cinta tanah air, dalam konteks enerjik). menghargai (bersosialisas 1. What do you kehidupan  Pengambil prestasi, i) resmi dan sehari-hari usually say resiko (suka bersahabat, tak resmi tantangan, when you cinta damai, secara mampu are pleased gemar memimpin) akurat, lancar membaca, or happy? dan peduli  Orientasi ke lingkungan, berterima masa depan 2. What do you peduli sosial, (punya dengan usually say tanggung perspektif menggunaka when you jawab untuk masa n ragam want to depan) bahasa lisan attract sederhana someone's dalam Berbicara

 Secara  Menggunakan berpasangan tindak tutur belatih berterima kasih menggunakan  Merespon tindak tindak tutur dan tutur berterima responnya. kasih  Menggunakan tindak tutur memuji  Merespon tindak tutur memuji  Menggunakan tindak tutur mengucapkan selamat  Merespon tindak tutur mengucapkan selamat

Tugas

Performans

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran

Standar Kompetensi

Kompetensi Dasar konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapka n selamat

Materi Pembelajaran attention? 3. Do you have different expressions when showing your happiness in front of your friends and elderly people? If yes, what are the expressions? 4. One of your friends had an accident. What do you say to show your sympathy? 5. Your brother has a

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Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

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Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Bermain peran secara berkelompok

 Menggunakan tindak tutur menyatakan rasa terkejut

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6 x 45

Developing English Competenc ies

problem. He looks sad. What will you say to show your affection? 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks

 Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, 1. It's really cinta tanah air, great. I'm so menghargai happy. prestasi, bersahabat, 2. I'm delighted cinta damai, to hear that. gemar membaca, peduli 3. It gives me a lingkungan, great peduli sosial, pleasure. tanggung jawab 4. What a nice news. It makes me happy.

use expressions of sympathy and showing affection;

 Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)

 Merespon tindak tutur menyatakan rasa terkejut  Menggunakan tindak tutur menyatakan rasa tak percaya  Merespon tindak tutur menyatakan rasa tak percaya  Menggunakan tindak tutur menerima undangan

Tugas kelompok

Performans

for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa

Standar Kompetensi

Kompetensi Dasar kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan

Materi Pembelajaran 5. I'm really sorry to hear that! 6. Oh that's awful. What a shame. 7. Are you fine? 8. Oh dear. I know how it feels. 9. Please accept my condolences ! 10. What a terrible situation for you.

Nilai Budaya & Kewirausahaan/ Karakter Bangsa Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar Inggris Majalah Internet