… the earthquake destructed many buildings. Tsunami has swept away all of the things around the beach
word influences the students in producing collocational errors. In the three examples above, the errors are caused by the target language itself, in this case the
English. The students did not know about the nature of the word that they used in their sentences. For example, in the first sentence there is confusion about the
difference between diffused and defused. Both of them have almost similar in the form but different in their meanings. The student failed to choose the appropriate
word defused, which can collocate with the word bomb. In the second example, the student did not know that the verb form of the noun destruction is destroyed.
They just generalized that the verb in English, especially in the past form always attached by a morpheme -ed. Therefore, the student jus t added -ed after the word
destruct become destructed. In the last example, the student did no t know about the nature of the preposition around. In English, the preposition around means in
every part of a circle or round thing. The student did no t aware that the beach is not round. Therefore, he produced wrong collocation around the beach. From the
examples above, it is clear that the nature of English itself especially the nature of the
2. Context of Learning
According to Brown 1987: 179-177, context of learning also becomes the major source of errors besides interlingual and intralingual transfer or interference
and developmental errors. The word ‘context’ means a condition in which an PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
event happens Hornby, 1995: 250. In this study, the term ‘context’ refers to the classroom or social situation in the case of untutored second language learning.
Based on the explanation, it can be said that teaching and learning activities is considered as one of major sources of errors. Since there were so many
collocational errors found in the students’ writings, it is obvious that the students have very limited knowledge of collocation. It may happen because the teachers
or the lecturers never give clear explanation about collocation or never create students’ consciousness of collocational patterns in the sentences they have
produced. Moreover, it is a fact that in Vocabulary class, the lecturer did not teach collocation as an integrated material. Therefore, the teachers or the lecturers
should teach collocation to the students as an integrated material in vocabulary and writing in their classroom activities.
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CHAPTER V CONCLUSIONS AND SUGGES TIONS
This chapter presents the conclusions of the research findings and some suggestions intended for the teachers and lecturers, the students and other
researchers. This thesis adds to the few studies so far conducted in the area of lexical errors of foreign language learners in general and the errors of Sanata
Dharma University students of English in particular. It provides empirical data that collocation is very problematic for the second language learners.
A. Conclusions
This study finally arrived at some conclusions. Performing the task of writing, the researcher found it was obvious that the students made errors in
collocation. The result showed that collocations constituted an area of difficulty in learning English as a foreign language. From the findings, it was obvious that the
students of Sanata Dharma University commited errors when producing collocation in English, especially in lexical combination. A total of 101 errors on
grammatical collocation and lexical collocation were found. The grammatical collocations amounted to 44. There were 57 lexical collocations, most of which
were Verb + Noun and Noun + Verb combinations. The result of other findings showed that wrong word form was on the first rank. Errors in word form mostly
occurred in the students’ writings because the students did not know the nature of the word that they used especially the class of word. On the second place was
contextual error. It was followed by long combination in the third place. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
