22 relative clause, while k is the example of non-restrictive relative clause. Like the
English relative clauses, the two types are distinguished by commas. Restrictive relative clauses as seen in j and m use no commas, while non-restrictive
relative clause in k use commas. Also part of the modifier subordinate clause klausa sematan pewatas is
the possesive subordinate clause klausa sematan posesif. In English, this is represented by the relative pronoun whose, while in Indonesian it is still described
by subordinator ‘yang’. This construction is marked by the adding of particle –nya to the nouns which is placed after subordinator ‘yang’. See the example below:
n Para pegawai yang gajinya kecil tidak wajib memberi sumbangan.
Departemen Pendidikan dan Kebudayaan, 1988 o The employees, whose salary is small, are not obligatory giving
donation.
4. Error Analysis
This study investigates students’ errors in translating relative clauses from Indonesian into English. Thus, it is essential to state some theories of errors in
second language acquisition.
a. Description of Error
In language learning, students committing errors is inevitably. Dulay, Burt, and Krashen 1982 affirm that “Errors are the flawed side of learner speech
or writing”. However, errors differ from mistakes. According to Corder as cited in
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23 Gass and Selinker 2001, similar to slip of the tongues mistakes are generally
occur once, while an error is systematic that it may take place time after time without being noticed by the learner.
There are two main purposes of studying learners’ errors Dulay, et. al, 1982:
1 it provides data from which interferences about the nature of the
language learning process can be made 2
it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and
which error types detract most from a learner’s ability to communicate effectively. Dulay, et. al, 1982
Erdo ğan 2005 states there are two major sources of errors. They are interlingual
transfer and intralingual transfer. Further, Erdo ğan explains interlingual transfer as
to be the result of language transfer caused by the learner’s first language, known as interference. It may cover the errors of phonological, morphological,
grammatical, and lexica-semantic elements transfer from source language into target language. On the other hand, intralingual errors happen as a result of the
learner’s inadequate knowledge and experience of the target language, for example simplification and over generalization.
b. Errors Categorization
Errors are classified based on language components and particular linguistic constituent affected by errors Dulay, et al, 1982. Language
components take account of phonology pronunciation, syntax and morphology grammar, semantics and lexicon meaning and vocabulary, and discourse
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24 style. On the other hand, constituents include the elements that comprise each
language component. Additionally, Dulay, et al. state the most common errors are: 1
Omitting grammatical morphemes e.g.: He hit car.
2 Double marking
e.g.: past tense She didn’t went back.
3 Regularizing rules
e.g.: womans for women 4
Using archiforms
e.g.: I see her yesterday. Her dance with my father.
