Error Analysis on Simple Past Tense in Short Story Making: A Case Study in Writing Intermediate Class

Abstract

This article investigates the error analysis of the utilization of the simple past tense among students of Writing IV class focusing on their short story composition. The study aims to identify prevalent errors and patterns in the application of the simple past tense while creating short stories. Employing qualitative research methods, the study evaluates a representative sample of writing produced by the students. Through systematic error analysis, the study categorizes and analyzes the errors in terms of verb conjugation, tense consistency, and contextual appropriateness. The findings shed light on common challenges faced by students in grasping the nuances of the simple past tense. There were 85 work pieces used to gather the data and analyze the errors in using the simple past tense. Finally, the data were categorized into four types of errors, such as misordering, misformation, addition, and omission. Moreover, the study concentrates on potential factors contributing to these errors, such as the students' linguistic backgrounds, learning materials, and classroom instruction. The research's conclusions emphasize how important it is to use focused language teaching techniques to improve students' understanding of grammatical structures. In the end, this study advances our pedagogical knowledge on how to teach grammar successfully, especially when it comes to developing precise language abilities in the context of creative writing. It is anticipated that requiring the students to create short stories in the simple past tense will improve their comprehension of how tenses are formed.