An Error Analysis on Students' Use of Present Tense: Common Mistake and Implication for English Language Learning at the Eighth Grade of SMP Islam Raudatul Jannah NW Bundua
- Authors
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Susi Khorunnisa
Universitas Doktor Nugroho MagetanAuthor -
Sopian
Universitas Doktor Nugroho MagetanAuthor -
Nurdani Yulian Ahmad
Universitas Doktor Nugroho MagetanAuthor
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- Keywords:
- Error Analysis, Simple Present Tense, Students' Errors, English Language Learning
- Abstract
- Mastering the Simple Present Tense is essential because it forms the basis of everyday English communication. However, many students still experience grammatical difficulties when constructing Simple Present Tense sentences. Therefore, this study aimed to identify the types of errors made by the eighth-grade students of SMP Islam Raudatul Jannah NW Bundua in using the Present Tense, the factors causing these errors, and their implications for English language learning. This study employed a descriptive qualitative research design. The data were collected through written tests, interviews, and documentation involving 19 students and analyzed using Dulay et al.'s (1982) Surface Strategy Taxonomy. The findings revealed 87 error occurrences consisting of 8 omission errors, 5 addition errors, 32 misformation errors, and 42 misordering errors. Misordering was the most frequent error, followed by misformation, omission, and addition. The interview results indicated that the errors were mainly caused by limited understanding of grammatical rules, confusion in using auxiliary verbs, limited vocabulary, and lack of English practice. These findings imply that teachers should provide clearer grammar instruction, contextual learning activities, and more opportunities for students to practice using the Simple Present Tense accurately.
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- References
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- 2026-11-01
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