Students’ Errors in Using the Simple Present Tense among Seventh-Grade Students

Abstract

Introduction: Grammar plays an important role in English learning because it enables learners to construct accurate and meaningful sentences. However, many junior high school students still experience difficulties in applying grammatical rules, particularly in using the Simple Present Tense. Gap in literature: Previous studies have examined students’ errors in using the Simple Present Tense, but differences in students’ error patterns across learning contexts suggest the need for further investigation of specific groups of learners and the possible causes of their errors. Purpose of study: This study aimed to identify the types of errors, determine the dominant error type, and examine the possible causes of errors made by seventh-grade students in using the Simple Present Tense. Method: This study employed a descriptive qualitative approach involving 30 students of Class VII B at SMP Negeri 7 Surakarta. Data were collected through two written tests, interviews, and documentation. Main findings: The students produced four types of grammatical errors, with 468 errors identified in total. Misformation was the most dominant error type with 254 occurrences (54.3%), followed by addition with 136 occurrences (29.1%), omission with 54 occurrences (11.5%), and misordering with 24 occurrences (5.1%). The errors were mainly associated with intralingual transfer and context of learning. Conclusion: The findings demonstrate that students still experienced difficulties in applying Simple Present Tense rules, particularly in selecting appropriate verb forms. These findings indicate that focused grammar instruction and adequate practice are needed to improve students’ grammatical accuracy.