49 The overgeneralization made the sentence confusing. In [56],
what we were said… is passive however the sentence should be perfect tense. The correction is what we
have said….
3. Context of Learning
The researcher found few context of learning sources rather than interlingual transfer and intralingual transfer. From the data, the researcher found
13 errors which were context of learning. Context of learning is the other possible causes that the participants had. This source of errors occurred because of the
misunderstanding in learning the language. There are some factors that led the students into misunderstanding i.e. teacher, textbook and the student. The wrong
explanation of the material the student can lead the student into misunderstanding. The students often imitated the teacher in saying a word. The wrong content of the
textbook also caused the student misunderstanding in learning language. Unmotivated students in learning English will lead to the misunderstanding. It is
because the unmotivated students will not pay attention to the material given by the teacher.
The following are some examples of the error which is context of leaning. [57] so that our learning process would be work well,
[58] they will more able to understand, In a
the participant added „be‟ in verb phrase that did not need „be‟ because in [57] the main verb is
„work‟ and after „would’ should be infinitive. The correction should be so that our learning process would work well. Other example is the
omission of “be” as in [58]. In [58], able is an adjective therefore it needs be in
50 the sentence. In this case, the participant failed to learn the language. Those
examples indicated that the participant did not know the rule. It might be that the student did not learn well.
The limited the vocabulary indicated that the students did not learn well. The limited of vocabulary will cause the student to make error. It is because they
cannot translate the Indonesian word to English correctly. [59] So edited blow up the dice,
I n this sentence the participant used the word “blow” instead of “throw”. The
meaning of the word was different. In addition, the students also did not pay attention to a verb which needs
the preposition „to‟. It indicated that the student did not learn well about the verb and preposition. For example,
[60] Now, I will demonstrate you how to use flash card by using game. [61] Now, I will demonstrate to you how to use flash card by using game.
It can be seen that the meaning [60] and [61] are different. The absence of the preposition will change the meaning of the sentence because some verbs need
preposition „to‟ for example explain, deliver and etc. Moreover, the context of learning can also be found in the use of question tag. It often can be found that the
student did not know how to make a good question tag. [62] It‟s simple, is it?
In [62], the question tag is incorrect because the sentence is positive. Therefore the question tag must be negative. The negative marker not should be put in the
question tag.
51 From those examples, it indicates that the students did not learn well.
However, the explanation from the teacher or lecturer is very important. The unclear explanation from the teacher confused the students. Consequently, the
students did not understand what the teacher meant. Afterwards, they made errors because of the misunderstanding of the explanation given by the teacher.
52
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter contains two sections. They are the conclusions and the recommendations. The first section contains the summary of this research finding
about the verb phrase errors. The second section contains the recommendations to the English teachers, students, and the researchers who are interested in
conducting an error analysis especially on English verb phrase.
A. Conclusions
This research was an error analysis on English verb phrase. Verb phrase is an important part of the sentence. The wrong verb phrase will bother the
communication. The public speaking students were the participants of this research. The participants needed to be aware of their verb phrase error and the
sources of their verb phrases. The results of the error analysis were 355 phrase errors that the researcher
found in the participants‟ speech. Those errors were including 207 verb phrase error of the low level group and 148 verb phrase errors of the high level group.
There were 17.46 omissions or as many as 62 omissions. Those errors consisted of 35 omissions made by the low level group and 27 omissions made by the high
level group. It indicated that the low level students did a lot of omissions rather than the high level students. There were 7.89 additions or as many as 28
additions in the verb phrase made by the participants. The low level participants
53 made 17 additions and the high level participants made 11 additions. There were
5.35 or 19 misformations consisting 12 misformations made by the low level group and 7 misformations made by the high level group. For the misordering,
there were 2.82 or 10 misorderings. The low level group made 5 misordering and the high level students made 5 misordering.
There were 67 developmental errors or 18.87 of the total error consisting of 31 errors made by the low level group and 36 errors made by the high level
students. There were 6.2 or as many as 22 interlingual errors including 17 interlingual errors made by the low level group and 5 interlingual errors made by
the high level group. There were 8 ambiguous errors or 2.25 of the total errors. The low level group made 6 ambigous error and the high level students made 2
ambiguous error. Then, there were 6.20 or as many as 22 errors included to other errors consisting of 16 errors made by the low level group and 6 errors made
by the high level students. There were 7.32 or as many as 26 global errors and 25.63 or 91 local
errors. The low level group made 14 global errors and 54 local errors. The high level group made 12 global errors and 37 local errors. From the data, it can be
seen that the most error made by the participant was local error. It means that their errors did hinder the communication. However, the students need to speak using
the correct grammar to be professional because when they deliver their speech, many people see and value them. Moreover, it can be seen that the low level
students made many errors rather than the high level students.
