Interlingual Transfer as the Possible Cause of Errors

56 From this example, it was shown that the changes in the pronoun, adverb, and demonstrative in Indonesian are the same in English language. The students might have no problems with the meaning of some pronouns, demonstratives, or adverbs. That is why the cause of those errors did not belong to interlingual transfer. The errors in using incorrect form of pronoun, adverb, and demonstrative were not related to overgeneralization of any rules. The rules of the changes in those aspects were applied based on the context where and when the direct speech was reported. That is the reason why the causes of those errors could not be categorized as intralingual transfer. From those explanations, it was shown that the errors in pronouns, adverb, and demonstratives were possibly caused by other factors which were outside Brown’s theory about causes of errors. The researcher concluded that the factor caused those errors was contextualization. Contextualization in this context means the students’ unawareness toward the context of the report. The example was shown in example [13] in the previous section. In the example, the students still used you instead of changing it into himher. The case in example [13] indicates that the students were not aware of the context of the report. They might not notice that there were different contexts between the direct speech and the indirect speech. The direct speech indicated that I directly said to you that I had something to show to you. However, in the indirect speech, the one to whom I spoke was not you, but someone else, so that I should mention you as himher. The students’ unawareness toward the different contexts 57 between the direct speech and indirect speech might cause students errors in pronouns, adverbs, and demonstratives. 58

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter contains conclusions and recommendations. It consists of two parts. The first part is the conclusion of the research results and the data analysis. The second part is the recommendations, which are addressed to Structure Class lecturers and students of the English Language Education Study Program, and to other researchers.

A. Conclusions

This research was conducted to answer two research questions. The first question was what kinds of errors made by the fourth semester students of ELESP make in forming indirect speech. The second question was what the possible causes of the students’ errors are. To answer the first research question, the researcher conducted a survey research with a test as the instrument and the fourth semester students of ELESP as the participants. While, in answering the second research question, the researcher conducted a library study. The data obtained from the test indicated that the fourth semester students of ELESP still made errors in forming indirect speech. The finding was that about 40 of the students’ answer in transferring direct speech into indirect speech was erroneous. The errors made by students were errors in tenses, pronouns, demonstratives, adverbs, word order, and conjunction. The common case of the students’ errors in tenses was that the students did not change the tense when the