Pitriyani Afipah
English Education Program, Postgraduate Faculty
Universitas Indraprasta PGRI
email: afipahpitriyani@gmail.com1
- This study investigates 1) the use of simple present tense verb and temporal conjunction on students’ writing procedure text, 2) the frequency of errors, 3) the types of errors and source of errors. The research method used is a descriptive qualitative method. The procedure employed in this study was collecting the student’s work on writing procedure text, analyzing the data, interpreting them, and making conclusion of the study. The ninth-grade students at SMPN 17 and SMPN 12 in Cirebon in the academic year 2020/2021 are the participants of this current research. There were 60 writing had been analyze. The result shows the errors of the use of simple present tense verb for errors omission (33, 92%), addition (14,28%), misordering (20,53%), misformation (31,25%). The error of using temporal conjunction for errors omission (88, 70%), misformation (10, 16%), addition (1%), and misordering (1%). Significance to the source of errors are intralingual and interlingual turn out to be the main reason that provoked the blunder in the student’s writing.
- Keywords: Simple Present Verb, Temporal Conjunction, Error Analysis, Writing Procedure Text.
Introductions
When the writer was a child, mother and teacher are the center of information. Mother can answer all questions given, teacher as well. In today's digital era, the student doing homework by asking "hallo google", then google answer completely. But, mother and teacher answering the question with love, google doesn't. Everyone can easily access information about everything by them self. For examples cooking guides, guidelines for creating accounts, guidance on creating google forms, and so on, especially guidance in making learning media through digital media quickly and accurately. With the existence of self-quarantine "just at home" related to breaking the chain of the spread of the coronavirus everyone in the world are looking for information that they do not know through guidance on google. Of course, the information presented must be understandable by the reader. Thus, it is very important to understand the procedures for making a tutorial either in spoken or written.
To deliver a tutorial or procedure for making or doing something requires a language that can being understood by everyone. English has almost become an international language. Except for Chinese, more people speak it than any other languages. Spanish is the official language of more countries in the world, but more countries have it as their official and unofficial second language. More than 70 of the world's mail written in English. It is the primary language on the internet. In international business, it used more than any other language, and it is the language of airline pilots and air traffic controllers all over the world. So that, the position of English is very important and urgent to become a global player. In Indonesia, English is contained in the curriculum 2013 as a language that must be learned starting from the junior high school level. English at the primary school level is not mandatory, it is only allowed as a local content subject.
Based on Curriculum 2013, the scope of English subjects is determined based on communicative aspects, such as Communicative competence in functional discourse and Language elements. Communicative competence in functional discourse aims to develop society and academic potential for students using descriptive, recount, narrative, procedure, and factual reports for SMP / MTs levels. Language elements, as a tool to use English accurately and acceptably, include discourse markers, vocabulary, grammar, speech, word stress, intonation, spelling, punctuation, and neatness of handwriting.
 The skill of writing procedural texts is a skill that must be mastered by the ninth grade students of Junior High School. This is the reason for how important it is to master writing procedures. Students must master grammar and all the elements needed in the text. Such as basic words for giving instructions, temporal conjunctions, and so on.
The generic structure of procedure text is using the simple present tense verb that the function as a command, imperative or instruction. Swan (2005:453) describes that the simple present tense use in a similar way to give instruction, demonstration and direction. Based on this opinion, procedural texts must be arranged in the form of sentences composed of the present tense. Seaton's (2007: 80) "The simple present tense is express a general truth or a customary action." It means that the simple present tense is used to state fact, how things exist or behave (always/ permanently).
Fitria (2019:16) stated that: "Simple present tense is the tense for the description, definition and statements of general truth". Â According to Fitria, in formal English, simple present tense may also be used for example, in business letters, when describing, doing or thinking something. The simple present is a verb tense with two main uses. We use the simple present tense when an action is happening right now, or when it happens regularly (or unceasingly, which is why it's sometimes called present indefinite). "Use the simple present, to show events that take place now" (Rozakis, 2001:47).
Larsen-Freeman & Celce-Murcia (2016:107) stated that: The simple present remains in its base form (write, walk) with one exception-the third person singular form, which is made by adding an-s to the verb (writes-walks). From the statement, it is said that the base form is identical in nearly all cases to the present tense, it is difficult at first to see how one could tell the base form and present tense apart. In commonsense and technical explanations on procedure text action verbs are mainly used, for example, burns, expands, forces, whereas in interpretative explanations mental verbs may be used, for example suggest, reflects.
Explain how to make or to do something (on procedure text) generally require connectives-words (temporal conjunction) that join the verbs together so that logically indicate sequences that are temporal-when, then, first, next, after this.
Temporal conjunction means temporal connectives are words or phrases that are used to tell a reader WHEN something is happening. Thomas S. (2006:3) "Temporal conjunction means temporal connectives are words or phrases which are used to tell a reader WHEN something is happening". Temporal conjunctions tell people about the time. When will something happen? Which of the two happened first? Below is a list of commonly used temporal connectives. This text uses action verbs and simple present tense, which often looks as imperative sentences. It also uses the temporal conjunctions such as first, second, then, next, finally, etc. The use of temporal conjunctions or transition signals as people usually call is very significantly important.
Poor understanding in writing procedural texts is a bad sign in the learning process in the Junior High School in Cirebon. Responding to this problem it is necessary to make an analysis of their writing errors that will be a solution to this situation. The error in learning the target language is when the student is not able to correct the first error. According to Ellis in Erdogan (2005:3) "Error is if the student always uses the form incorrectly". Based on this opinion, it indicates that if a student repeats the question and then answers incorrectly, it is called an error. The author tries to analyze how the use of Simple Present Tense Verb and Temporal Conjunction on Student's Writing Procedures Text.
Method
 Researcher used qualitative methods in conducting this research. Creswell (2014:3) stated that: "Qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem". The process of research involves emerging question and procedures, data typically collected in the participant setting, data analysis inductively building from particular to general themes, and the researcher making interpretation of the meaning of the data. The steps involved in conducting a qualitative research are as follows: identification of the phenomenon to be studied, identification of the participants in the study, generation of hypothesis, data collection, data analysis and drawing conclusions. There were 60 students as participant in this research.
The researcher uses writing test to collect or gather the data she needs. The researcher collects the data needed focused on the use of simple present tense verb and conjunction on students writing procedure text. "Writing is a thinking process, because writing is a process of putting ideas down on paper to transform thought into words and give them structure and coherent organization" Brown (in Fitria, 2000: 3). Writing is one of four skills that must be mastered by the learners/students. Â It is an active skill because the students have to involve personally in constructing a good writing product. To make a good writing, it must be constructed according to rules or conventions of the target language. The students have to be well aware of some components of writing, such as vocabulary, spelling, pronunciation and grammar. Writing skills include a product and it is different from other skills. Therefore, it can be said that writing is the combination of all skills in English.
Sometime students make error in writing procedure. Therefore, Sompong (2008:6) stated that: "Error is unique to humans, and error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language". From this definition Sompong stated that an error is a type of linguistic analysis that focuses of the learner make. It consists of comparison between the error made in the target language TL and TL itself. The fact that learners do make errors, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learners' errors, called error analysis. The teacher can determine what should be more emphasized or treated and what should be  not to their students.
Based on the theories and the opinion above, it can be concluded that the researcher uses descriptive qualitative method. The method used since the data of research is errors analysis of writing simple present tense and conjunction phrase found in procedural text made by students. The writer analyzes the data and describes simple present tense and conjunction phrase in its structures and functions.
The errors are classified. In classifying the errors, the researcher used surface strategy
taxonomy related to simple present tense verbs and adjectives. The data presented include
examples of the errors taken from data as a sample of each category of errors. The researcher used descriptive analysis technique called percentage (%), with a percentage from
the frequency of information and divided with the number of cases. It was described in the table percentage, and the formula is as below:
p=FN x 100%
Where:
P is Percentage of error
F is the frequency of error
N is the total number of sample (Bluman, 2004:68)
Results and Discussion
 In analyzing learning errors, four-step procedures from Ellis on Romadoni (2018: 146) were adopted. The first identifying, the second describing, the third explaining, and the fourth evaluating errors. Describing error, carried out by classifying the errors according to all four main classification of the Surface Strategy Taxonomy categorize by Dulay  consisting omission, addition, misformation (selection), and misordering categories.
The types of errors areomission, addition, misformation, and misordering. The result of the classification was calculated by the frequency and the percentage of each error. (See table 1.)
Table 1. The Total and Percentage Types of Errors the Use of Simple Present Tense Verb on Students'Writing Procedure Text.
Categories
Types of Errors
Omission
Addition
Misformasion
Misordering
Total
%
Total
%
Total
%
Total
%
Simple Verb
38
33,92%
16
14,28%
35
31,25%
23
20,53%
As describe in table 1. found the total error is 112 errors of Simple Present Tense Verb which consist of thelowestis 16 errors or 14,28% for addition, 23 errors or 20,53% for misordering, 35 errors or 31,25% for misformation, and the highest 38 error or 33,92% for omission. The results of the analysis above, when displayed in a pie chart, willlooks like the following:
                        Â
It can be concluded that from the procedure text writing, there were the total error is 112 cases errors of simple present tense verb which consist of thelowestis 16errors or 20% for addition, 23 errors or 21% for misordering, 35 errors or 31% for misformation,and the highest 38 error or 34% for omission. The results of the analysis above.
Table 2. The Total and Percentage Types of Errors the Use of  Temporal Conjunction on Students' Writing Procedure Text.
Categories
Types of Errors
Omission
Addition
Misformasion
Misordering
Total
%
Total
%
Total
%
Total
%
Temporal Conjunction
157
88,70%
1
1%
18
10,16%
1
1%
The results of the analysis above, when displayed in a pie chart, willlooks like the following:
Furthermore, the analysis of grammatical errors of using temporal conjunction text, the writer found the total error is 177 errors.The highest frequency of error in using temporal conjunction happens in omission. It consist of 157 errors or 88, 70%, on the second place is error in misformation that consist of 18 errors or 10, 16%. The followed failure is placed to addition and misordering, each consist of 1 failure or 1%.
Conclusion
Based on the finding of analysis, the researcher classified the errors in using simple present tense verbs which consist of the lowest is 16errors or 14,28% for addition ,It is about addition of simple present verbs, 23 errors or 20,53% for misordering. It is misordering sentences, 35 errors or 31,25% for misformation, It is misformation in wrong form of the morfem (wrong selection), and the highest 38 errors or 33,92% for omission. They mostly made error in omission characterize by the absence of an item like content morphemes (simple present verb), which must appear in a well-formed utterance. Mostly the error because the student still do not understand the rules in writing simple present verbs that function as imperatives in procedural texts. They are confused in determining the simple verb to determine the command word. Moreover, it is also supported by the lack comprehension of tenses especially about simple present verbs and vocabulary mastery makes students error in writing.
The analysis error of using temporal conjunction on student's writing procedure, the researcher found the most number of errors produced by the students is on omission with 157 errors or 88,70%, followed closely by misformation that consist of 18 errors or 10,16%, The followed failure is placed to addition and misordering, each consist of 1 failure or 1%.
From the number of the errors above, students mostly do mistakes for omission in temporal conjunction while writing procedure text. In using temporal conjunction, the dominant error is omission which mean that the students must understand what kinds of the text will be written in. So that they can pay attention to the steps that must be taken. The most concerned reason, regarding omission errors in students' writing is that they think that using temporal conjunctions in procedural texts is not important. Whereas writing procedures about how to make or do something without using a temporal conjunction can be fatal. The last one is the cause of errors; simple present tense and temporal conjunction made by the students are interlingual and intralingual errors. They use their mother tongues and do not use English formation form.Â
Finally, the writer hopes that this article will be useful for readers, and she realizes that this journal article is not yet perfect. Therefore, the writer will appreciate for any suggestions or input to make this article better.
