Interpreting Error in The Use of Simple Present Tense in EFL Students’ Writing

Abstract

This study suggests two research questions. First, what types of simple present tense errors made by students in their writing text? Second, what are the errors' causes? This study aimed to describe types of errors and examine the causes of errors in the use of simple present tense in writing text made by eleventh grade students of SMK PGRI 5 Jember. Descriptive qualitative research was used in this study because the data in this study were presented in the form of words rather than numbers, were obtained in a natural context, and were discussed descriptively. The data was compiled using information provided by English teachers and students. This information was gathered from students’ writing worksheet, student questionnaires response and the answer of students’ interview. Thus, error analysis is performed based on surface strategy taxonomy there are; omission, addition, misformation, and misordering. This study focus on research errors caused by intralingual transfer. The participants of the study were 37 eleventh grade students of OTKP 3 in SMK PGRI 5 Jember. The results showed that there are the most frequent error that were committed by students is omission error, and the causes of students in making error in the use of simple present tense are overgeneralization, ignorance of the rules’ restrictions, and false concept hypothesized. It is expected that analyzing students' errors in using simple present tense in writing descriptive text will improve the teacher's teaching strategy and help students overcome their errors, particularly in writing.