Averagely, there were 46 students who answered 50 toward the percentage of the comprehension of
make, have, get
causatives. Forgetful learners are the most common cause due to the result. There were 58 students admitted that they needed to
learn more about
make, have, get
causatives.
57
CHAPTER V CONCLUSION
A. Conclusion
According to the data, there were 63 students from 83 in total who achieve the score below 60 in the test. This proves that the majority of seventh semester students
still have problems in understanding
make, have, get
causatives. The problems that the students have are various such as differentiating the meaning and function of
causatives, understanding the structure of passive causative, and transferring the idea of causative in English into Indonesian.
The type of the errors that are mostly found in the test is misformation which has 533 errors in total. This includes the wrong use of
make, have, get
causatives in the sentences; the false concept of passive structure of causative; and the false
transfer in meaning between
make
and
get
causatives. Another factor causing misformation errors is because the design of the test that leads the students to result
misformation error. Overall, the result of 533 errors in misformation proves that the students still have problems in understanding English grammar.
The second biggest number of errors is 67 of omission errors. Most of the errors were found in Part B. Table 4.6 shows that question 9, 10, and 11 in Part
B have misformation and omission as the biggest number of errors. This result shows that there is a tendency to result misformation and omission errors in a passive
sentence. The errors are commonly omitting the causee and verb and changing the sentence into regular passive voice.
Addition and misordering are the types of the errors which have slight difference in total: 21 and 28. Addition errors found in Part B are influence by the
pattern of regular passive voice structure which is the addition of
be
or
to be
before the verb. Meanwhile, misordering can be found in Part A and Part B. Misordering
errors are mostly about the misplacement of verbs in passive voice. This is caused by the interruption of informal pattern of
get
and modal structure of
have
. In gene
ral, the students’ answers towards causative show that they have misunderstanding in English grammar. The students also seemed to have lack
knowledge of causative structure in English and the differences among
make, have, get.
However, there are also som e questions presenting students’ success in
applying the correct rules of causatives. There are 42 students have acknowledged when to use
make
as causative in question 4 Part A and there are more than half students have transferred
make
causative from English into Indonesian in question 1 and 3 in Part C. Many of students’ answers also show that they have applied the
rule of active causative form correctly. It can be proved by the number of correct answers in question 3 which is 34 and question 5 which is 69.
The factors causing the errors in students’ answers are interlingual and
intralingual errors. Some answers show that most students overgeneralize the meaning of
make
and
get
in Indonesian that causes false concept in English. The
