Intralingual Errors Error Analysis

30 1 The learners do not know the structural pattern and so make random responds 2 The correct model has been insufficiently practiced 3 Distortion may be induced by the first language 4 The students may follow a general rule which is not applicable in particular instance. Richards 1971:174-179 mentioned that intralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalization, incomplete application of rules, and failure to learn conditions under which rules apply. It is believed that when a learner has started to acquire parts of the new language being learned, there will be more intralanguage transfer within the target language Brown, 2007:264. It means that errors appear in this stage are those related to the system of the language being learned. Overgeneralization is defined by Jakobovits as: ‘the use of previously available strategies in new situations. … In second language learning… some of these strategies will prove helpful in organising the facts about the second language, but others, perhaps due to superficial similarities, will be misleading and inapplicable’ Richards, 1971:174 This involves examples in which learners make new yet unnatural structure based on their experience of other structure in the target language. It is also connected with redundancy reduction, especially with items which are contrasted in the grammar of the language but do not carry significant and 31 obvious contrast for the learner. Examples given are he can sings, we are hope, it is occurs Richards, 1974:174. Selinker 1972:37-39 also mentioned that there five processes central to second language learning, which are: 1. Language transfer. It is a condition where linguistic items, rules, and subsystems occuring are the results of the native language NL 2. Transfer of training. It is when linguistic items, rules, and subsystems are the result of identifiable items in training procedures. 3. Strategies of second language learning. It is if the linguistic items, rules and subsystems are affected by an identifiable approach by the learner to the material being learned. 4. Strategies of second language communication. It is if the linguistic items, rules and subsystems are affected by an identifiable approach by the learner to communication with native speakers of the target language TL. 5. Overgeneralization of target language TL linguistic material. It happens as a result of a clear overgeneralization of target language TL rules and semantic features. Meanwhile James 1998:185-189 said that errors deal with the target language can be traced back in the learning strategy and communication strategy. Learning strategy based-errors are those explained below: 1. False analogy. This happens when the learner wrongly assumes that the the new item B behaves like A, such as when she knows that the plural form of 32 ‘boy’ is ‘boys’ and assumes that the word ‘child’ behaves in the same way, and finally produces ‘childs’ as its plural form. 2. Misanalysis. Misanalysis is when learners have formed a hypothesis concerning an L2 item. However, their hypothesis is unfounded although it does not derive from the first language knowledge. Incomplete rule application is the converse of overgeneralization. 3. Exploiting redundancy. It manifests throughout the system in the form of unnecessary morphology and double signalling. 4. Overlooking cooccurence restrictions. This happens when learners incorrectly used a certain word. An example of this case is ‘I would enjoy to learn about America’ in which learners ignore the fact that the verb ‘enjoy’ selects a gerundial complement. 5. Hypercorrection is the results from learners over-montioring their L2 output and attempting to be consistent, so it is akin to system simplification. The second type of intralingual errors is communication strategy-based errors, which consist of holistic strategies and analytic strategies. The first strategies refer to the learners’ assumption that if you can say X in the language being learned, then you must be able to say Y. This can take forms such as a near synonym credibility for the intended truth, a superordinate term fruits for blackberries, an antonym or opposite not happy for sad and a word coinage sensities for sense. The latter strategies express the concept of indirectly. In this 33 way the learners identify one or more criterial attributes of the referent and mention these in an attempt to refer to the entity in question. 34

CHAPTER III RESEARCH METHODS

3.1.Research Design In order to achieve a certain set goal, it is considered important to have the research well-arranged. Thus the research runs in the right path and gives the researcher clear and good results. Hence, in conducting a research, methods are needed. Methods of research are means, procedures and techniques chosen to conduct a research Djajasudarma, 1993:3. This research is descriptive qualitative one. Creswell 1994:93 mentioned that in a qualitative study, one does not begin with a theory to test but consistent with inductive model of thinking. Merriam in Creswell 1994:145 stated several assumptions related to qualitative design. In a qualitative design, the researcher is engaged in a process, and is more interested in the meaning. This kind of research also involves fieldwork, in which the researcher physically attends a certain place to observe or record behavior in its natural setting. Apart from that, a qualitative research is descriptive since the researcher is interested in process, meaning, and understanding gained through words or pictures. The population is represented by samples collected according to a certain method. 35 3.2.Population and Sample 1. Population The population of this research is all students of English Department at Faculty of Language and Literature, Unsiq Wonosobo in 20132014 academic year. They are in their even semester and they have all been taught grammar, reading, and writing, apart from the English skills they have learned in high schools. The number of the students is 119.

2. Sample

The sampling method applied by the researcher in this research is random sampling method. In this method every individual in the population has the same opportunity to be taken as the sample. In defining the sample, the researcher followed the below steps: a. The researcher looked for the list of the students of English Department from Academic Service at Faculty of Language and Literature, Qoranic Science University Central Java in Wonosobo. b. Then the researcher wrote down the names of every student in small pieces of paper. c. The paper then be rolled and put into a bowl, then mixed. d. The researcher took one roll randomly and open it. e. The name that came out of the roll was written down in another paper, and therefore it was one of the samples. f. The process then was repeated until all of the number is fulfilled.