5.85 The Description and Analysis of Grammatical Errors

the past verb which is divided into regular and irregular verb is confusing enough for the students because it is not available in Indonesian language. Sometimes it happened when students have learnt a rule of grammar and they apply it the rule for all other rules and this source of error called intralingual transfer. 4 Add a Word The students made 81 add a word error or 9.68. The example of the error is “my friends and I went camping.” which it should be “my friends and I went to camping.” See appendix table 4.20, p.36. The other example of this error is “We walked down got on the bus.” which the correct sentence is “We walked down and got on the bus.” See appendix table 4.21, p.37. The writer predicts that the error is caused by interlingual transfer and communication strategy. The students can be influenced by their mother tongue language and also it can be that the students create an easy strategy to write their story but instead the strategy is not appropriate and it becomes error. 5 Spelling Spelling has 71 errors or 8.48. The example of error is “he and I first meat kidergarten …” which the correct is “he and I first met in kindergarten ….” See appendix table 4.10, p.19. This error can be caused by context of learning and communication strategy. English is a language which has different in spoken and written, when the student listen or talk in English they don’t think of the spelling but when they have to write a paragraph they approximate the spelling and unfortunately their strategy to approximate sometimes can be an error. The error that caused by context of learning can be happened from the students themselves or the teacher. Probably the teacher ever gave a wrong spelling or the students don’t look carefully the English word they learn, so the write incorrect spelling. 6 Run-On Sentence Run-On sentence has 49 or 5.85 errors. The example of this error is “we were go at half past six my father drove The car and my mother sat in front seat mean while I and my sister sat at the back sedt. ” which the correct sentence is “We went at half past six. My father drove the car and my mother sat in front seat, meanwhile my sister and I sat at the back seat. ” See appendix table 4.9, p.17. The writer assumes that the major of this error is context of learning. The students didn’t pay attention to the coherence of sentence they wrote. Therefore they ignore how to connect one sentence to the other sentences correctly and it produced run-on sentence error. 7 Word Order The writer believes that the source of word order error is interlingual transfer. It can be proved in this sentence “Next we took some pictur beautiful .” That it must be “Next we took some beautiful pictures .” See appendix table 4.27, p.49. The error caused the students used Indonesian language to transfer their sentence into English and it doesn’t appropriate with English rule therefore it becomes error. The students made 45 or 5.38 word order errors. 8 Punctuation The students made 45 or 5.38 punctuation error. The writer assumes that this error can be caused by communication strategy. Most of them didn’t pay attention to use the correct punctuation because perhaps the students didn’t realize yet the importance punctuation in writing. Therefore, they sometimes missed and misused punctuation or even ignored to use it. The example is “though I was tired it was fun ” “Though I was tired, it was fun.” See appendix table 4.26, p 47 9 Omit a Word Omit a word has 38 or 4.54 errors. The example of this error is “after that we went to for a walk.” That it should be “After that we went for a walk.”See appendix table 4.25, p.45. The writer assumes that intralingual transfer is the source of omit a word error. The students wrot e the word that didn’t need in the sentence. It happened because the students had over-generalization and it turned to be error. 10 Word Form There is 34 or 4.06 word form error. The writer thinks that the caused is intralingual transfer because the students generalized the rule that it’s not correct to apply to other word class. It occurred because the students haven’t mastered the rule yet. For example of this error is “…with my family finished bathing and taking picture.” That it should be “…with my family after finished taking a bath and taking picture.”See appendix table 4.24, p.43. 11 Article Article has 22 or 2.63 errors. This kind of error can be caused by interlingual transfer and intralingual transfer. Interlingual transfer source of error happened when student didn’t use article in the word that should use article because in Indonesian language the rule of using article is not available. Intralingual transfer occurred when the students used article for all of the words which do not need to use article. The example of this error is “I and my family went to the cibodas.” which it should be “my family and I went to Cibodas.” See appendix table 4.32, p.56. 12 Singular-Plural The students made 21 or 2.51 singular-plural error. It is caused by interlingual transfer which in Indonesian language is not available singular-plural noun. It differs from English which the singular and plural nouns are different divided into uncountable and countable plural noun, and regular and irregular plural noun. This is the example of singular- plural error “Suddenly, I have cramps in my foot. ” That it should be “Suddenly, I had cramp in my foot.” See appendix table 4.14, p.32. 13 Meaning Not Clear In this type of error the students made 13 or 1.55 errors. The writer predicts that this error caused by interlingual transfer. The students used inappropriate word to express their feeling. Therefore the meaning becomes not clear. The example is “my family and five brother go to animal garden, with climb onto something a car. ” That probably the intended sentence is “My family and five brothers went to the zoo by a car.” See appendix table 4.3, p.1. 14 Incomplete Sentence The lowest rank error that made by the students is incomplete sentence. It has 3 or 0.36 errors. This error is caused by communication strategy. The students didn’t know how to write the proper words to interpret their intention and then they tried to write everything on their mind based on their version and this strategy becomes error. For example is “The scenery was very interesting along winding road. After we felt satisfied. ” That it could be “The scenery was very interesting along winding road. We were satisfied. ” See appendix table 4.28, p.51.

2. The Description and Analysis of Sources of Errors

Based on the description of data above, the writer would like to analyze the data by presenting the sources of students’ errors. She analyzes the students’ sources of error according to Brown et al theory. Brown divides the sources of error into four categories. They are interlingual transfer, intralingual transfer, context of learning and communication strategy. After analyzing the data, she calculated them and then she draws up the total calculation into table. After that she makes the percentages based on the total result and converting the percentages into a pie chart. The table below is the recapitulation of students’ sources of errors. Table 4.2 The R ecapitulation of Students’ Sources of Errors The Students The Sources of Error Total Interlingual Transfer Intralingual Transfer Context of Learning Communication Strategies Student 1 24 4 17 45 Student 2 8 3 2 13 26 Student 3 34 4 17 55 Student 4 22 3 28 53 Student 5 13 4 1 13 31 Student 6 13 3 13 29 Student 7 5 6 20 31 Student 8 19 6 33 58 Student 9 12 6 11 29 Student 10 22 12 2 19 55 Student 11 2 21 23 Student 12 10 2 1 3 16 Student 13 4 1 7 12 Student 14 6 5 3 14 Student 15 2 2 12 16 Student 16 5 2 2 9 Student 17 1 10 11 Student 18 4 1 3 8 Student 19 9 2 8 19 Student 20 12 1 22 35 Student 21 10 2 4 11 27 Student 22 12 2 3 19 36 Student 23 3 2 15 20 Student 24 1 2 31 34 Student 25 16 3 12 31 Student 26 6 6 Student 27 8 4 14 26 Student 28 2 1 9 12 Student 29 7 6 11 24 Student 30 10 9 3 25 47 Total 295 94 20 428 837 Percentage Source of Error

35.24 11.23

2.39 51.14

100 After getting th e percentages from the recapitulation of students’ sources of errors above, the writer displays them into a pie chart started from the highest until the least rank as follows. Figure 4.2 The Students’ Sources of Errors The writer would like to elaborate the pie chart of the students’ sources of errors above into explanation started from the highest until the lowest rank as follows. 1 Communication Strategy The major source of the students’ error is communication strategy which the total result is 428 or 51.14. Communication strategy related to the students’ learning style. The students made a strategy to comprehend the material easily. They try to explore a way in delivering their intended message in writing based on their version. Unfortunately, their strategy leads them to produce the error. These are some examples of communication strategy: Communication Strategy 51 Interlingual Transfer 35 Intralingual Transfer 11 Context of Learning 3 The Sources of Errors