Krashen, 1982: 156. The student acknowledged that the question is in present tense so heshe wrote
is
as the be for the passive form. However, because heshe also mistakenly considered
to have
as modal tense, heshe put
had
as the second auxiliary. Fourth, the student added the to-infinitive clause in the sentence:
to check out our computer
. This can be resulted from the translation of the question in Indonesian as:
Kami perlu menyuruh seseorang untuk memeriksa komputer kami dari virus
. Because the student added
untuk
in the translation, heshe added to-infinitive clause in the answer. In addition, there is also omission of
we
and
for viruses
.
We
is deleted because the phrase
by us
is not necessary to be put in a passive form. Meanwhile,
for viruses
is deleted because student thought it just an adjunct, an additional information for the sentence.
From the analysis, it can be observed that the student had errors in misformation and addition. Misformation error can be seen from the change of active
causative into regular passive voice and the formation of
have
causative into
have-to
as modal. Addition error can be observed from double marking error and the presence of to-infinitive clause in the answer.
3. Students’ Errors in Part C
Part C consists of four questions of Indonesian that have been tested for its validity and reliability. Later, the students were asked to translate the question into
English with the available options. The purpose of Part C is to analyze students’ second language acquisition of causative sentences in transferring them into
Indonesian. To begin with, the researcher tried to count the correct and incorrect answers in each question.
Table 4.7 Data of Students’ Answers in Part C
Question Number
The Number of Correct Answers
The Number of Incorrect Answers
Total Answers
1 51
32 83
2 31
52 83
3 64
19 83
4 39
44 83
From the table above, most of students had answered question 1 and 3 correctly. Meanwhile, there are 52 mistakes in question 2 where 35 students
answered option A and 44 mistakes in question 4 consist of 23 students answering option C see appendix 7. All of the errors done in Part C are categorized as
misformation that is the wrong use of word in the sentence. Question 2 and 4 which have the biggest number of mistakes have
similarity of mistakes where the students can not distinguish the meaning of
make
and
get
. Here are the questions: Question 2 :
Saya tidak bisa menyuruh anak-anak untuk membersihkan kamar mereka.
SA : I couldn’t make the children clean up their rooms.
Question 4 :
Ketika masih kecil, orang tua saya selalu memaksa saya berjalan kaki untuk pergi ke sekolah.
SA :When I was little, my parents always got me to walk to school.
Students’ answers draw a conclusion that they were confused with the difference of
make
and
get
causative in meaning. According to the dictionaries of
Oxford Advance Dictionary OAD and Kamus Besar Indonesian Dalam Jaringan Online KBBI Daring here are the meanings of
get
and
make
as the verb:
4.8 The Meaning of
Get
and
Have
as Verbs in Dictionaries
Get Make
KBBI Daring OAD
KBBI Daring OAD
Meaning
-Menyuruh -memerintah,
-mengutus
-To make,
persuade to do something,
-To cause
something happen or be
done
-Memaksa -Memperlakukan,
-Menyuruh, -Meminta dengan
paksa
-to cause
somebody or
something to
do something -To
force somebody
to do something
Example
Ia menyuruh
anaknya membelikan
obat.
- You’ll
never get
him to
understand. -I must get my
hair cut.
Para pembajak
pilot mendaratkan
pesawatnya di
pelabuhan udara itu
-She always
makes me
laugh. -They made me
repeat the
whole story.
Based on the comparison above, it is stated in the Oxford Advance Dictionary the meaning
get
as ‘to make’ and the meaning of make as
menyuruh
in KBBI Daring Online. By this view, the students may have knowledge that
get
and
make
share similarities in meaning. This meaning of
get
and
make
as the verbs in dictionary may cause student to misinterpret the meaning of
make
and
get
as the causative verbs. In Chapter II, it is explained that
get
and
make
causatives have different semantic meaning that
make
conveys a meaning that the causer is intentionally using force to influence the causee Stefanowitsch, 2001: 98.
Make
also expresses as if the causee has no option except to do what the causer intends. Furthermore,
Stefanowitsch in his dissertation explains that there are some parameters as well to
