Other Possible Sources of Errors

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d False Concepts Hypothesized

Richards 1974 states that false concepts hypothesized is caused by faulty comprehension of distinctions in the target language p. 178. For examples: [51] Desta was went to Jakarta yesterday. [52] Vincent is reads the book everyday. In sentence [51], the form was may be interpreted as a marker of the past tense Richards, 1974, p. 178. Then, in sentence [52], the form is may also be understood by learners to be the corresponding marker of the Present Tense Richards, 1974, p. 178.

c. Other Possible Sources of Errors

Besides interlanguage errors and intralingual errors, there are other experts who have thought about some possible causes of errors made by learners. According to Norrish 1983, there are several possible causes of errors, namely carelessness, translation and error as a part of language creativity.

1 Carelessness

According to Norrish 1983, carelessness can happen because of learners’ lack of motivation even though it is not only learners’ fault if they lose interest p. 21. Norrish 1983 adds that learning materials and the style of presentation that do not suit to learners can be other factors that may cause them to have lack of motivation p. 21. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 36

2 Translation

Norrish 1983 mentions that translating word by word of idiomatic expressions in the learner’s first language is another factor that can cause a learner to make an error in his or her writing p. 26. It can happen in the typical situation when a learner has been asked to communicate something, in this case in writing, but he is aware that he does not know the appropriate expression or structure. In addition, the learner may even be unaware that an appropriate one exists. Therefore, as the learner wishes to communicate his or her ideas, the learner will look at the language system with which the learner is familiar, namely that of his or her mother tongue Norrish, 1983. p. 27. The example is: [53] Desta love Dona. In sentence [53], actually, the Indonesian learner wishes to write Desta cinta Dona. Because the learner does not how to write Desta Cinta Dona, using correct expression of English language, the learner decides to write the sentence using the expression that he usually uses in his mother tongue, namely Indonesian language.

3 Error as a Part of Language Creativity

According to Norrish 1983, language creativity can be defined as the ability that learners have in order to use the parts of the language that they have learnt in order to say something that they may not have heard before p. 35. Norrish 1983 adds that in certain condition, learners sometimes are required and asked to create new utterances, but with limited experience of the target language, they may possibly make mistake p. 34. For example: [54] A doctor is available for emergent visits Norrish, 1983, p. 34. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 According to Norrish 1983, in sentence [54], the person who wrote the notice was aware of adjectival forms like urgent versus the nominal form urgency p. 34. He either knew the word emergency or found it in the dictionary, marked as a noun. Nevertheless, his limited knowledge in English language did not reach to noun plus noun compounds to produce the correct form emergency visits. Therefore, he decided to play safe, in one sense, and formed what would seem, on the face of it, an entirely regular form which should fit into the pattern, which is an+adjective+visit. It is obvious that, the process that caused the person to make the error is clearly a creative one Norrish, 1983, p. 35. There is also another expert whose theory explains about another possible cause of errors. Brown 1980 states that context of learning can be a possible cause of errors made by language learners p. 174.

4 Context of Learning

According to Brown 1980, context deals with the classroom with its teacher and its materials in the case of school learning, or the social situation in the case of untutored second language learning p. 174. Brown 1980 adds that in a classroom context, the teacher or the textbook may become a factor that leads the learner to make faulty hypotheses about the language p. 174. Furthermore, Brown 1980 mentions that learners tend to make errors because there are misleading explanation from the teacher and faulty presentation of a structure or word in a textbook p. 174. In addition it may also because of a pattern that was memorized in a drill but not properly contextualized Brown, 1980, p. 174. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38

d. Types of Errors