43 on the utterance, the participant added the suffix “-s”. The addition of verb suffix
“-s” does not change the meaning. The correction will be [31.b] you can know about the name, the color, and may be the English name
.
B. The Sources of Verb Phrase Error
After the researcher determined the errors by putting the errors into the classifications, He found the source of errors i.e. interlingual transfer, intralingual
transfer, and context of learning. He found those sources of errors based on the errors made by the students. He used Brown‟s theory and Norrish‟s theory to dig
the sources of errors up as the researcher explained in Chapter II. Based on the data, in 177 utterances, there were 26 interlingual transfers, 78 intralingual
transfers and 13 context of learning. Appendix F presented the example of the
sources of error.
1. The Interlingual Transfer
The interlingual transfer is the errors caused by the influence of students‟ native language. The students adopted their native language and then they applied
it to the target language. Frequently, the participants translated the Indonesian language word-by-word into English directly. However, the structure of both
languages was different therefore it led the audience to the misunderstanding. The interlingual transfer also can be found in the participants‟ speech. From the
participants‟ speech, the researcher found 26 errors which were interlingual transfer.
44 Using the structure of Bahasa Indonesia was very common for the
Indonesian students in learning English. It is because Indonesian students only memorize the system of their mother tongue rather than the target language.
[32] The player ask with English. [33] Pemain tersebut bertanya dengan Bahasa Inggris.
The first sentence is using the Indonesian structure. The use of „with‟ and the absence of suffix
–s indicates that the student used Indonesian structure. The absence of the suffix
–s is because Bahasa Indonesia doesn‟t have rule about the subject-verb agreement. The possible correction is The player asks in English.
The other findings of interlingual transfer in participants‟ speech were
omission subject, omission verb and omission „be’. The participants omitted the subject when they made a sentence.
[34] And why is important to children to learn English? [35] Dan mengapa penting untuk anak-anak untuk belajar Bahasa Inggris?
From the example above, it shows that the absence of the subject is from Bahasa Indonesia
. Some Indonesian sentences can still be understood although the subject does not exist. The correction is Why is it important to children to learn English?
[36] This interesting? [37] Ini menarik?
In [36], interlingual transfer can be seen from the use of „this‟ and the absence of
„be‟. The sentence [36] does not sound English. Considering that the sentence is yes-
no question, therefore it needs „be‟. Therefore the possible translation of [37] is „Is it Interesting?’
