also does not used in this study because it focuses on the perspective of error effect on the listener and reader, while the purpose of this study
emphasize on writing skill.
D. Source of Errors
Study a foreign language or a second language naturally there will be trial and error approach. Most common error happens in speaking and writing. The source of
errors can be caused by interlingual transfer and intralingual transfer in other word, L1 and L2 interference.
16
1. Interlingual Transfer
Interlingual transfer is a significant source of error for all learners. It is caused by behaviouristic approach of language transfer. It is habitual of
learners when they learn a foreign or a second language; they use language patterns of first language into a second language or the interference of the
learner‟s mother tongue. Interlingual error appears at different levels like transfer of phonological, morphological, grammatical and lexica-semantic
elements of native language into target language.
17
Vacide Erdogan 2005 reported a study about error analysis which had been done at Turkish learners.
18
The teacher of Mersin University Faculty of Education had done the study about students‟ error at phonological level and
morphological level. At phonological level the result shows that Turkish‟ learners mispronounce some sounds like „th‟ of „thank you‟ as „t‟ of „tea‟; or
„th‟ of „they‟ as „d‟ of „dean‟. And sometimes they place a vowel between two consonants at the beginning of a word, example, „station‟ become „sitation‟.
Another error that happen in Turkish‟ learners are on morphological level.
They tend to omit the plural suffix at the end of the word, example, „three
chair ‟, „five students is coming‟, and so forth.
16
Vacide Erdogan, op. cit., p. 265.
17
Ibid.
18
Ibid.
2. Intralingual Transfer
Intralingual transfer is a major factor in second language learning. Intralingual error is the outcome from partial learning of the target language
rather than language transfer.
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It means that students know the background knowledge, the structure or grammatical of target language, but they do not
know the overall. In other word, intralingual errors occur as a result of students‟ attempt to build up the concepts and hypotheses about the target
language from students‟ limited experience.
As Vacide Erdogan had done the study of error analysis at Turkish learners, the error not only occurs in interlingual transfer but also in
intralingual transfer. In this case, students attempt to use two tense markers at the same time in one sentence since they have not mastered the language yet.
For example, „He made me to smile‟, I want learning Arabic, „He is comes here‟, and so forth.
E. The Use of Independent Clause and Dependent Clause in
