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ERROR ANALYSIS IN THE APPLICATION OF SIMPLE PRESENT TENSE IN WRITING REPORT TEXT B ELEVENTH GRADE STUDENTS OF SMAN 1

NGUNUT IN ACADEMIC YEAR 2013/2014

Moh. Hanafi, M.Pd Dosen STKIP PGRI Tulungagung

ABSTRACT

In Indonesia, English is a second language. In senior high school, there are 4 skills that must be improved, namely listening, speaking, reading and writing. Many students think that the most difficult skill is writing. Based on the problem above, researcher conducted this study. This research is a descriptive qualitative research. This study is about error analysis in application simple present tense in writing report text by eleventh grade students of SMAN 1 Ngunut. The objectives of the study are (1) to describe the kinds of errors made by the eleventh grade students of SMAN 1 Ngunut in application of simple present tense in writing report text, (2) to describe frequency of errors made by the eleventh grade students in application simple present tense in writing report text. The result of analysis is there be found 14 types of errors. They are errors in case of pronoun (3,33%), case of adjective (2,22%), case of adverb (2,22%), formation of singular and plural (7,77%), article (3,88%), missing word (9,44%), preposition (11,11%), verb form (11,11%), punctuation (7,22%), spelling (6,66%) word choice (11,66%), capitalization (4,44%), sentence structure (13,33%) and passive voice form (5,55%). Based on the result of the research, the researcher suggests the students to practice their writing. If the students find difficulties, they can ask to the teacher or friends.

Key words : Error analysis, grammatical error, simple present tense.

Background of the study

As an International language,

English is needed in this modern era.

By mastering English, it will make the

communication easier with the other

people in the world. For many people,

learning to speak English well may be

the best thing that can do to improve

their life. It takes an important part in

every part of human international

relationship, such as science,

commerce, technology, culture, and

humanities.

Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014

176

In many countries, English is the

dominant language. But, in Indonesia,

English is a foreign language. Based on

the curriculum 2006 of SMA, English is

one of subject that may be taught in

senior high school. In senior high

school, there are 4 skills that must be

improved, namely listening, speaking,

reading and writing. All of these skills

support to each others. Every skill has

different difficulties. In writing, the

process is more difficult than the other

skill. Many students get difficulties in

writing process, so they often get bad

score in this skill.

Writing is one of the skills

which must be improved by students.

The definition of writing according

Oshima (2006:265) is described below.

Writing is a process of creating, organizing, writing, and polishing. In the first step of the process, you create ideas. In the second step, you organize the ideas. In the third steps, you write a rough draft. In the final step, you polish your rough draft by editing it and making revisions.

There are many kinds of writing;

one of them is writing report text.

"Report is a text which presents

information about something, as it is. It

is as a result of systematic observation

and analyses. One of the characteristics

of report text is using simple present

tense”

(

http://www.englishindo.com/2012/03/re

port-text-penjelasan-contoh.html,

accessed on March 24th, 2012).

In learning writing process,

many students of senior high school

find difficulties in writing report text.

Some students make errors and

mistakes in their writing. Errors and

mistakes have different meaning. James

(1998) describes the differences below.

An error is an instance of language that is unintentionally deviant and not self corrigible by its author. A mistake is either intentionally or unintentionally deviant and self corrigible. Slips or lapses of the tongue, pen, or keyboard are easily detected and can be self corrected by their author unaided.


177

http://www.englishindo.com/2012/03/report-text-penjelasan-contoh.html


The example of mistake is using

inappropriate vocabulary, and the

example of error is grammatical error.

Many students make an error in creating

simple present tense when they write

report text. There are many differences

of errors are made by the students.

The objectives of the study

Based on the problems above,

the objectives of the study are:

1. To describe the kinds and

errors made by the eleventh

grade students of SMAN 1

Ngunut in application of

simple present tense in writing

report text.

2. To describe frequency of errors

made by the eleventh grade

student in application simple

present tense in writing report

text.

Error

In teaching and learning process

especially English, there are two terms

to differ done by the students, they are

mistake and error. Brown (2000) wrote

error is different from mistake. In

mistake, the students know and

understand the structure in use. Mistake

happened because of some factors such

as slip of tongue, slip of pen, mistake in

remembering, emotion etc. A mistake is

either intentionally or unintentionally

deviant and self corrigible. Slips or

lapses of the tongue, pen, or keyboard

are easily detected and can be self

corrected by their author unaided

(James, 1998). On other hand, error

happened because the students does not

know and understand about the

structure. An error is an instance of

language that is unintentionally deviant

and not self corrigible (James, 1998).

Many experts classify error in

different way. Error which can be

categorized based on surface strategy

taxonomy and linguistic category

classification.

1. Errors which are based on surface

structure taxonomies

In surface structure taxonomies,

error is classified into five categories.

Fitikides (in Andersen, 2011: 27)

classified error into five major

categories. First, misused form (wrong

preposition, wrong tense, etc.). Second,

incorrect omission (missing preposition,

missing auxiliary, missing morpheme


178

such as plural -s or past tense -ed, etc.).

Third, unnecessary words (superfluous

article, superfluous to, etc.). Fourth,

misplaced words (adverbials). Fifth,

confused words (wrong preposition).

2. Errors which are based on linguistic

category classification

James (in Andersen, 2011: 28)

categorized this error into three types.

1 Substance errors. It is classified

into two categories. First,

mechanical errors, such as

wearing error in punctuation,

typographic (keyboard-related),

dyslexic, confusibles

(anus/onus, cords/chords).

Second, misspellings proper. It

consists of mispronunciation and

written misencoding

(inter-/intralingual).

2 Text errors, it is divided into

three types. They are Lexical

errors, morphological errors, and

syntactic errors. Lexical error

consists of formal errors of lexis

and semantic errors in lexis.

Morphological error consists of

error in noun, verb, adjective,

adverb. Syntactic errors consist

of error in phrase structure,

clause, sentence, and

intersentence (cohesion).

3 Discourse errors, it consists of

coherence errors and pragmatic

errors.

Coherence errors include

topical, relational, and

sequential. The other hand,

pragmatic error includes taboos,

size of the imposition, value,

and power and social distance.

Based on the explanation above,

this research is included in linguistic

category classification. It is because this

research explains about error in sentence

structure. This study observes about the

error in simple present tense. The error

may happened in simple present is error

in subject and verb agreement, error

structural parallelism, error in pronoun,

error in adjective, error in adverb,

missing word, article, etc.

Error analysis

Error analysis is a study of

language errors. There are three stages

of error analysis. Coder (in Andersen,

2011: 23) identified three stages in error

analysis, they are recognition, linguistic

description, and psycho-linguistic


179

explanation. The first step is

recognition, knowing the types of error

very needed. After an error has been

identified, the next step is to classify it.

After knowing the error the next step is

description the error. The last step is

explanation the error.

This study focused on

grammatical error. Harris (1968:71)

states the kind of formal grammatical

matters is about subject and verb

agreement, structural parallelism, case

of pronoun, formation of adverb,

comparison of adjectives, formation of

adverb and formation of irregular verb.

The example of each case will be

described below.

Kinds of errors

Example of error

Subject and verb agreement

The two bridges is very unusual

He are my father

Structural parallelism

She enjoyed sewing, reading and sit.

Swim is my hobby

Case of pronouns

Dani go to Surabaya with her family

This car is ourCase of adjectives

My score is the best than my

friend’s score The afternoon

rush hour is the worse

Case of adverb

My mother speak English fluent

He runs very quick

Formation of irregular verb

He would tell us who had broke the window

The office is build by my father

(Kind of Formal Grammatical Matters

Based on Harris)

According to Pardiyono (2001:

23-24), there are three common errors

in creating simple present tense, they

will be described below.

Kinds of errors Examples of errors

Subject and verb agreement

I’am get up at five o’clock everyday

Singular and plural I buy ten book

My father has many cars

Missing word (transitive and intransitive)

We always study every night

Article the sweet oranges are my favorite fruit


180

(Kind of Errors Based on Pardiyono

Writing

Writing is one of skill that must

be mastered by students. Writing has

several meanings based on the experts.

Many experts have proposed the

definition and explanation of writing.

Widdowson (1978) states that writing is

the act of making up correct sentences

and transmitting them through the

visual medium as marked on paper.

Troyka (1987) states “Writing is a way

of communicating a message to a reader

for a purpose”. The purposes of writing

are to express one’s self, to provide

information for one’s reader, to

persuade one’s reader, and to create a

literary work. Based on the statement

above writing is making correct

sentence by purpose tell the experience,

information and persuade the reader on

a paper.

Fachrurrazy (1993:39) states the

purpose of writing can be classified into

five purpose. Firstly, to write in order to

learn, such as writing in book margin.

Secondly, to write in order to convey

emotion or feeling, such as writing in

diary. Thirdly, to write in order to

inform, such as writing in

announcement. Fourthly, to write in

order to convince or persuade, such as

writing in application letter. Fifth, to

write in order to entertain, such as

writing short stories for publication.

Based on Oshima (265: 265), in

writing, the writer has to do some steps.

1. Creating/Prewriting

The first step in writing process is to

choose a topic and collect information

about the topic.

2. Planning (outlining)

The second step of writing

process is planning (outlining). Here,

the writer organizes the idea into an

outline.

3. Writing

The third step in writing process

is writing. Writing is a continuous

process of discovery. In writing, the

writer may be added anew the idea or

delete ideas. The important one is the

idea must relevant with the topic.

4. Polishing

The last step in writing process

is polishing. It is also called revising

and editing. In revising step, we can

check the content based on unity, Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report

Text B Eleventh Grade Students of SMAN 1 Ngunut in Academic Year 2013/2014181

coherence, and logic. In editing, the

writer must edit the error in grammar,

sentence structure, spelling, and

punctuation.

Report Text

Report text is a text described

about things and it is a result of

observation. "A report text describes the

way things are, with reference to a

range of natural, man-made and social

phenomenon in our environment”

(Bima, 2010:6). The purpose of report

text is to describe facts, such as subject

parts, behaviors and qualities. It is also

to describe about things, such as

mammals, the planets, plants, animals,

country, culture, transportation, and so

on.

Bima and Yuliani (2010: 6) state

report text consists of general

classification and description.

1. General classifications

General classification tells about

general statement. General classification

tells what the phenomenon under

discussion is. Besides, it also describes

about natural phenomena, environment,

social phenomena etc.

2.Description

Description tells about

something in detail. Description tells

what the phenomenon under discussion

like in term of parts (and their function),

qualities, habits or behaviors.

Every text has different

characteristics. Bima (2010: 6) states

the characteristics of report text as

follow: (a) Using of general nouns (b)

Using of relating verbs to describe

features (c) Using simple present tense

(d) Using of technical terms. Technical

terms is a term that related with the

topic in report text.

The differences between report text

and descriptive text

Report and descriptive text have

similarity in the social function and

generic structure. The purposes of the

two texts are to give the description of

the object. The differences is the scope

of the written object

(

http://www.englishindo.com/2012/03/re

port-text-penjelasan-contoh.html,

accessed on April 7, 2012).

The Simple Present Tense

In teaching and learning process,

the students often find difficulties in Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report




tenses. There are many kinds of tense,

one of them is simple present tense.

Azar (1941: 3) says that simple

present tense expresses daily habits or

usual activities, general statements of

fact. It is used for events or situations

that exist always, usually, or habitually

in the past, present, and future”.

According to Wishon (1980: 192),

the simple present tense performs the

following functions:

1. Expresses general

truths.

2. Expresses customs and

habitual actions, often

with such adverbial

expressions as

frequently, usually,

every day, and so on. It

is also the usual present

tense form of stative or

“private” verb, such as

wish, hope, fear, love,

like, understand, and

know.

3. When used with the

verb do, shows

emphasis.

4. Expresses commands or

requests (second person

only)

5. Expresses future time

with a future time

adverbial.

Verbal sentence Examples

(+) S + V-1(s/es) + O

(-) S + do/does+ not + V-1 + O

(?) Do/does+ S + V-1 + O?

(+) He speaks English

(-) He does not speak English

(?) Does he speak English

Nominal sentence Examples

(+) S + is/am/are +C

(-) S + is/am/are + not + V-1 + C

(?) Is/am/are + S + C?

(+) He is happy

(-) He is not happy

(?) Is he happy?

Azar (1941: 6) states that

there are seven time signals of simple

present tense from 100% of the time to

0% of the time, they are:

1. Always

Always is used to show the

activity that is always happened.

2. Usually

Usually is used to show the

activity that is usually happened.


183

3. Often

Often is used to express the

activity that is often happened.

4. Sometimes

Sometimes is used to express the

activity that is sometimes

happened

5. Seldom

Seldom is used to express the

activity that is seldom happened.

6. Rarely

Rarely is used to express the

activity that is rarely happened.

7. Never

Never is used to express the

activity that s never happened.

According Pardiyono (2001: 23-

24), there are three common errors in

creating simple present tense, they are:

1. Be (is/am/are) usually is used

with verb.

For example in sentence “I’am

get up at five o’clock everyday.

This sentence is wrong. The

correct sentence is “I get up at

five o’clock everyday.

2. Suffix –es/-s in creating verb for

singular subject usually

incorrect.

For example in sentence “he go

to work by bus”. This sentence

is incorrect. The correct sentence

is “he goes to work by bus”.

3. In using transitive and

intransitive verb, many students

also get an error.

For example in sentence “we

always study every night”. This

sentence should be “we always

study English every night.

Beside that, the other errors based on

Halimb (2004: 1-4) are:

1. Using infinitive without “to”

and “s” after modal

The example of wrong sentence

is “he can does two things at the

same time. It should be “he can

do two things at the same time”.

2. Error in using article

a. To tell something in general

usually using plural form

without article. For the

example is “sweet oranges

are my favorite fruit”. The

wrong sentence is “ the

sweet oranges are my

favorite fruit”.

b. Article “the” in proper noun

is wrong structure.Moh. Hanafi, Error Analysis In The Application of Simple Present Tense In Writing Report


The wrong sentence “the

Cowie move out every

night”. It should be “Cowie

moves out every night”.

3. Error in using possessive

pronoun

a. My, your, their, our, his, her,

its as determiner.

For example “That is my

book”.

b. Mine, your, theirs, ours, his,

hers is Promina.

For example “ours is a small

car”.

Research Design

The research design of this study

is qualitative research. Qualitative

research is a social inquiry, its goal is to

gain a deeper understanding of person’s

or group’s experience. It is also used to

gain insight into people’s attitude,

behaviors, value systems, concerns,

motivations, aspirations, culture or

lifestyles. The differences between

qualitative and quantitative research is

quantitative data is measurable, while

qualitative data cannot be put into a

context that can be graphed or displayed

as a mathematic term.

Population and Sample

The population of this research

is eleventh grade students of senior high

school at SMAN 1 Ngunut. Eleventh

grade consist of 6 classes of IPA and 5

classes of IPS. They are . XI IPA 1 have

29 students, XI IPA 2 has 30 students,

XI IPA 3 has 30 students, XI IPA 4 has

30 students, XI IPA 5 has 31 students,

XI IPA 6 has 30 students, XI IPS 1 has

28 students. XI IPS 2 has 28 students,

XI IPS 3 has 27 stuidents, XI IPS 4 has

28 students, and XI IPS 5 has 26

students. The total is 317 students.

To take the sample in this study,

the researcher use simple random

sampling. From the 6 classes of IPA

and 5 classes of IPS, the researcher take

XI IPS 5 as sample. This class consists

of 26 students.

Research procedure

This research focused on the

problem of eleventh grade student of

SMAN 1 Ngunut. To do this research,

the researcher is conducted in several

stages. Firstly, the researcher arranges a

schedule to do observation. It is

including asking permission to

headmaster of SMAN 1 Ngunut.

Secondly, researcher designs a writing


185

test to observe the student. Here, the

researcher prepares the instrument.

Thirdly, the researcher does the writing

test by writing report text. The last stage

is analyzing the student’s writing test

and describing the result of the research.

The Research Instruments

Research instrument is a media

that is used by researcher to collect the

data. The instrument of this research is

test of writing. Error analysis is a study

by using assignment writing. It is

because the researcher asks the student

to write report text. Based on the result

of this test, the researcher can analyze

the errors.

The writer gives an assignment

to eleventh grade student to create

report text based on the topic. To make

clear about a topic, the researcher gives

some topics to students; they are

animal, plant, country, and sport. Beside

these topics, the researcher permitted

the student to choose their own topic.

To help students about difficult word,

the teacher permitted student to open

the dictionaries.

Data Collection Method

In this study, the researcher’s

technique to collect data is by using

writing assignment. The source of data

is error made by eleventh grade student

of SMAN 1 Ngunut in writing report

text.

The Technique of Data Analysis

There are three stages in error

analysis, they are recognition, linguistic

description, and psycho linguistic

explanation. In this study, the first step

is finding the error. The next step is

describing the error, classifying the

error based on the type. The last is

counting the percentage of error in each

type.

After getting the total of each

type, the next analysis is counting the

percentage of error. To measure the

relative frequency errors, the researcher

uses this formula.

P = FETF

×100 %

P = percentage of the frequency of error

TF = total of frequency of error

FE = frequency of errors in each type

Research Findings


186

After the researcher conducted

the research, she analyzes the data.

Based on result of writing test of XI IPS

5, the researcher presents some

examples of errors in writing report text

made by XI IPS 5 as follow.

1. Error in case of pronouns

Actually, the students did not make

errors in all of the pronoun form. The

most happen is in subjective pronoun

and possessive pronoun. Generally,

the students make errors in subjective

because they called animal by using

she or he.

2. Errors in case of adjective

Most of errors in adjective happened

in comparison degree. The eleventh

grade students of SMAN 1 Ngunut,

usually made errors in comparative

and superlative degree. Besides, they

also made errors in irregular

adjectives, such as better.

Errors in case of adverb

3. Errors in adverb usually happen in

adding –ly.

Most of errors in adverb happened in

verbal sentence. The eleventh grade

students of SMAN 1 Ngunut, usually

made errors in verbal sentences.

4. Errors in singular and plural

Singular and plural pattern was

studied by the student in elementary

school, but they still make error in this

case. Usually, they did not adding s in

the plural noun. Although, it is simple

pattern, but there are still many

students made errors in this case.

5. Errors in article

Many students made error in using

article “the” and ”a” . Article “the”

should be used when she/he thinking

about the same specific things or

persons or mentions a noun the second

time, but there are students used “the”

in the first time. Article “a” should be

used in singular, but there are students

used “a” in plural. Errors in missing

word

In this case, the students did not make

a complete sentence. For example is

the students did not give an object to

the transitive verb.

6. Errors in preposition

Many students made errors in

preposition, especially in using “of”,

“at” and “to”. Sometimes, they add

preposition in sentence whereas it is

not needed.

7. Errors in verb


187

Errors in verb usually happen because

the students used verb-ing in their

sentences whereas it is not progressive

sentence. Besides, most of them made

errors in this case because they still

confuse to connect between “has” and

“have” with their subject. Sometimes,

they was used “have” to the singular

noun or “has” to the plural noun. Here

will be presented some errors in this

case.

8. Errors in punctuation

There are many students make errors

because lack of punctuation in their

sentence, especially comma. Many

students did not use comma in the

sentences whereas it is needed.

9. Errors in spelling

In Indonesia, English is a second

language. There is difference between

pronunciation and writing. Many

students of the eleventh grade of

students made error in spelling

because they write word like their

pronunciation.

10. Errors in word choice

Here, the students using a wrong

vocabulary in their sentences. It is

happened because they directly used

word from the dictionaries without

think about the meaning

11. Errors in capitalization

Although the eleventh grade students

is senior high school level, but many

students still make errors in

capitalization.

12. Errors sentence structure

Errors in sentence structure are the

highest errors. It is because they still

make a sentence in Indonesian

pattern. Many students made

sentences like they made sentences

in Indonesian.

13. Errors in passive voice

Many students also used passive

voice in their sentence when they

create simple present tense. Creating

passive voice is difficult enough, so

many students made errors in passive

voice.

Frequency of Errors

The counting of total errors

made by the eleventh grade students of

SMAN 1 Ngunut, will be presented

below.

Counting of total errors

Nam

Kinds of errors

1 2 3 4 5 6 7 8 9 1 1 1 1 1


188

e 0 1 2 3 41 √ √ √ √ √ √ √2 √ √ √ √ √ √ √ √ √ √3 √ √ √ √ √ √ √ √4 √ √ √ √ √ √ √5 √ √ √ √ √ √ √6 √ √ √ √ √ √ √ √7 √ √ √ √ √ √ √ √8 √ √ √ √ √ √9 √ √ √ √ √ √ √ √10

√ √ √ √ √ √ √ √ √

11

√ √ √ √ √ √ √ √ √

12

√ √ √ √ √ √ √ √

13

√ √ √ √ √ √ √ √

14

√ √ √ √ √ √ √ √ √ √

15

√ √ √ √ √

16

√

17

√ √ √ √ √ √

18

√ √ √ √ √ √ √ √ √

19

√ √ √ √ √ √ √ √ √

20

√ √ √ √ √ √ √ √ √

21

√ √ √ √ √ √ √

22

√

23

√ √ √ √ √

24

√ √ √ √ √ √

25

√ √

26

√ √ √ √ √ √ √ √

Tot

6 4 4 14

7 17

20

20

13

12

21

8 24

10

Based on the total of each types,

the frequency of errors can be counted

by previous formula. From the data

above, the researcher can made table

below.

Percentages of errors

No Kind of errors

Total of errors

Percentage

1 Case of pronouns

6 3,33%

2 Case of adjectives

4 2,22%

3 Case of adverb

4 2,22%

4 Formation of singular and plural

14 7,77%

5 Article 7 3,88%6 Missing

word17 9,44%

7 preposition 20 11,11%8 Verb form 20 11,11%9 punctuation 13 7,22%10 Spelling 12 6,66%11 Word

choice21 11,66%

12 capitalization

8 4,44%

13 Sentence structure

24 13,33%

14 Passive voice

10 5,55%

Total

180

Table above explain a kind of

error made by eleventh grade students

of SMAN 1 Ngunut in writing simple

present tense. From the data above, the


189

biggest errors made by students is

sentence structure.

Discussion

There are many errors made by

the eleventh grade students in writing

simple present tense. The result of this

analysis was the researcher finds about

14 kinds of errors. They are errors in

sentence structure (13,33%), word

choice (11,66%), preposition (11,11%),

verb form (7,22%), missing word

(9,44%), formation of singular and

plural (7,77%), punctuation (7,22%),

spelling (6,66%), passive voice

(5,55%), capitalization (4,44%), article

(3,88%), case of pronoun (3,33%), case

of adjective (2,22%), and case of adverb

(2,22%).

In conclusion, there are still

many errors in student’s writing,

especially in writing simple present

tense. So, the students need to develop

their skill in writing. They need to

practice their writings, it can be done at

school or home. By developing their

writing, their score will increase.

Conclusion

According to the findings of the

study, it could be concluded that the

researcher found that the student made

many errors in their writing in simple

present tense, especially in grammatical

errors. The grammatical errors which is

found by researcher are error in

pronoun , case of pronoun, case of

adjective, case of adverb, formation of

singular and plural, article, missing

word, preposition, verb form,

punctuation, spelling, word choice,

capitalization, sentence structure and

passive voice form.

In conclusion, the result of the

analysis above showed are error in case

of pronoun (3,33%), case of adjective

(2,22%), case of adverb (2,22%),

formation of singular and plural

( 7,77%), article (3,88%), missing word

(9,44%), preposition (11,11%), verb

form (11,11%), punctuation (7,22%),

spelling (6,66%) word choice (11,66%),

capitalization (4,44%), sentence

structure (13,33%) and passive voice

form (5,55%).

From the data above, can

conclude that there are 14 errors found

in writing simple present tense made the

eleventh grade students of SMAN

1Ngunut.

Suggestions


190

Based on the result of the

observation, the researcher gives some

suggestion for these following people:

1. For the English teacher

To make student’s writing better

than before, begin asking the

students in simple sentence. It is

because the researcher found

many sentences which have not

subject. Simple sentence

consists of subject and object.

After they can create simple

sentence, the English teacher

can develop it into complex

sentence.

2. For the students

The students need to practice

their writings, it can be done at

school or at home. If the

students find difficulties, the can

ask to the teacher or friends. It’s

better if they can write English

everyday although it just one

sentences. To make English

writing became habitual of the

student, the students can write

their diary in English or sending

short message to their friends by

using English.

3. For future researchers

For the future researchers who

want to do the similar research,

the result of this study can be

used to find out other error

analysis problems in state

college or private college with

different sample and population.

Hopefully, these suggestions can

be applied by English teacher and

students in teaching and learning

process, so it can develop the ability of

students in writing, especially in

English writing.

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