38 and direct speech 1 error were included in misordering. There are the examples
of misordering Appendix F: A.21: The monkey while ate the banana.
B.40: The mouse deer very hungry because he not yet ate.
b. Explanation of Errors
Explanation of errors is the essential step in an Error Analysis because it involves on how the subjects assess their language Ellis Barkhuizen, 2005, p.
62. In this part, errors are discussed and distinguished into two categories: interlingual and intralingual errors.
As requiring distinguishing errors and mistakes, based on pedagogic standpoint both of them are useful for teachers to find out what their
students‟ second language acquisition Ellis Barkhuizen, 2005, p. 62. Sometimes errors
which can be corrected by the students can occur and note as mistakes, but if those errors are produced consistently, it refers
to the students‟ sense of ignorance and interim principles on their new language and states to be errors.
Moreover, sample data involved in this discussion were the student s‟
writings as their products. It was used to evaluate their language acquisition. The students had been informed about the research setting, so they could prepare the
test previously and gave their efforts through the task. Therefore, all errors found were indicated as errors because their writing products were stated as a final
examination of narrative text as the learning material. There were found 457 errors in all seven short stories; interlingual errors
were 88 and intralingual errors were 368. As interlingual errors related to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 effects of „transfer‟ and „borrowing‟, those facts also appeared in the students‟
works. The students usually looked up their target-language form from a bilingual dictionary, and then by producing a sentence they only transfer the form without
any intention to the target-language rule or semantics, as in Appendix F B.14: In the middle of street, he to imagine how many foods which he got after
until the old house. It should be note that in the middle of street the students wanted to manifest the
meaning of di tengah perjalanan or di tengah jalan informal, but one of the dictionary Indonesia-English would provide avenue, way, road, street, access for
jalan, otherwise road, drive, walk, trip, journey for perjalanan Podo Sullivan,
1999. Another error also came up, until; it stood for sampai but it was supposed to arriving instead of until because the preceding word was after. To imagine was
one of interlingual errors; it was shown in the Indonesia-English dictionary that every English verb often presented in to-infinitive. So, the students did not drop
out of to which was the evidence of „transferring‟. Whether the students changed
the verb into past tense depended on their awareness and ignorance. Intralingual errors appeared when the students operated the target-
language form in universal rules. There were found 368 errors. Intralingual errors might show the students
‟ interim principle on their new language, for example Appendix F:
E.80: At the end an old man said thank you and sorry to a witch and they were lived happily ever after.
40 A witch
and an old man were an evidence of existing intralingual errors in the last sentence of fifth short stories, “A Witch and an Old Man”. The students kept
mentioning the main character as the new subject of the story. It was noted that the student
s did not understand the use of article „a‟ and „the‟. Another example is Appendix F
C.16: She was confused were will she go, because no one people was still alive. C.22: She was frightened and didn‟t know what can she did.
C.26: “What are doing in here, a young girl?” the wolf asked. C.27: “I don‟t know. Who you are? I don‟t believe that you are can talk to me” a
young girl said. Those sentence examples showed that there were gaps in producing direct-indirect
speech, although it has been taught before the subjects given the task. The students had not mastered using direct-indirect speech which sometimes they
failed to produce.
B. The Implications of the Errors for Teaching
From the seven chosen short stories, there were 457 errors based on Surface Strategy Taxonomy. It was a great deal of errors. Those errors were
classified into several categories of superficial level and linguistic level. It shows that misformation was the highest occurrence at superficial level whose
percentage was 39. Besides, article was the highest occurrence at linguistic level, whose percentage was 21. Despite those two facts, they did not totally
dominate one of another category in their own level table 4.1. In addition to the fact, superficial level could not give an adequate description of the students
‟ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
