11.23 51.14 The Description and Analysis of Sources of Errors

for the foreign learners when they learn second language or foreign language, the interference of first language involved in language learning process. These are the example errors caused by interlingual transfer: a “At night, we held a fire camp night.” it should be “At night, we held a camp fire night ” See appendix table 4.20, p.36. The student’s error is caused by interlingual transfer which in Indonesian language has different formation of noun from English. It can be seen by hisher word order which it is the word order in Indonesian language rule. b “I and family went to home grandmother.” that the correct sentence is “My family and I went to grandmother’s home.” See appendix table 4.37, p.48. The student was influenced by the interlingual transfer because in Indonesian language the possessive of noun is different from English and the student still used Indonesian language way in the sentence. c “That a unforgettable moment and happy.” It should be “That was an unforgettable and happy moment .” See appendix table 4.7, p.14. The student didn’t use to be, proper article and also having incorrect word order. Due to in Indonesian language the rule of using article and to be are not available therefore the student misused the article , and didn’t use to be in the sentence. Moreover, heshe had incorrect word order which in Indonesian language adjective word put after noun but in English adjective word put before noun. It reflects that the student was still influenced by mother tongue language or called interlingual transfer. 3 Intralingual Transfer Intralingual transfer has 94 or 11.23 error. When students who learnt a rule of target language but they haven’t mastered it yet and they applied it in the new rule, it is called intralingual transfer. Therefore the students had incorrect sentence structure because they generalized one rule to others. These are the examples of intralingual transfer: a “And me happy” which the correct is “And I was happy.” See appendix table 4.3, p. 3. The student misused object pronoun “me” therefore heshe used it in subject pronoun. The student also didn’t use to be in the sentence. b “We were go at half past six” which it should be “We went at half past six.” See appendix table 4.9, p. 17. The student misused the verb of past tense to be “were”. It caused by intralingual transfer because the student generalized that the word “we” must be followed by “were”. c “On Sunday my grandma and I went to the Tangkuban Perahu” it should be “On Sunday my grandma and I went to Tangkuban Perahu ” See appendix table 4.18, p.33. The student made over- generalization of using article the, therefore heshe applied it in the proper noun which do not need to use article the. 4 Context of Learning The lowest source of error is context of learning which the error is 20 or 2.39. Context of learning can be caused by the teacher, textbook material, or the student itself. Sometimes, the teacher mislead explanation improperly contextualized based on the textbook when heshe explains the pattern in the classroom or the textbook itself gives hardly comprehensible explanation for the students, and may be the students have misperception of teacher’s explanation from the materials given that leads them to make the error. These are the examples of context of learning: a “…and the next day morning we went to the recreation area is a very beautiful waterfall. ” which the correct “…and the next morning we went to the recreation area which has a very beautiful waterfall.” See appendix table 4.24, p.42. The student didn’t use the relative clause to connect word in the sentence and it can be caused by the teacher’s explanation which didn’t have wide coverage therefore the student wrote inappropriate sentence. The student also had incorrect word “day morning” it can be caused the student’s perception related using the word “day”. b “…we went a look the Tiger, Elephant, Snake, Bird, etc.” it should be “…we went a look the tigers, elephants, snakes, birds, etc.” See appendix table 4.23, p.41. The student didn’t use the plural noun, it can be caused in teaching learning process the student only was familiar with the singular noun, therefore the student didn’t use the singular-plural noun properly in the topic heshe write related the number of animals in zoo.

B. The Interpretation of Data

The writer would like to interpret the data based on the description and analysis data above. The result shows that the three most common grammatical errors made by the students in recount text writing. The first is capitalization which has 200 or 23.90 error. The major source of capitalization errors is communication strategy. English is a language which has difference in spoken and written. When the students speak in English they didn’t think about the capital letter but when they write a paragraph they have to pay attention to the capital and non-capital letter. Therefore most of students had error in capitalization. The second most common error is word choice. It has 110 word choice errors or 13.14. The sources of error are interlingual transfer and communication strategy. The student chose wrong word whose meaning is not appropriate in the sentence. The last is verb tense which the number of error is 105 or 12.54. The major source of verb tense error is interlingual transfer. In Indonesian language the transform verb from present to past or future tense is not available. It is so different from English which each every verb has different pattern that explains the tense occurred. Moreover the verb of past tense divided into regular and irregular form and sometimes it is confusing for those learners. Furthermore, the three lowest students’ grammatical errors in recount text writing are incomplete sentence which it has 3 or 0.36 errors, meaning not clear is 13 or 1.55 errors and 21 or 2.51 singular- plural errors. The first lowest frequency of error is Incomplete sentence error happened when the students wrote a sentence which missed some words or verbs which have major meaning in the sentence. The source of this error caused context of learning. The students’ competence of rules was not complete yet, therefore it led them miss some words or verbs in the sentence. The second is meaning not clear. It happened when students wrote a paragraph and the paragraph prevented to be comprehended by reader because some incorrect patterns or inappropriate words in the sentence, therefore the sentence didn’t have meaning. This kind of error is interlingual transfer because the students translated their first language into the target language word by word or communication strategy when students tried to explore an easy writing way to write their idea based on their version but it led them to the error. The last is Singular-plural. It happened because the students don’t have singular-plural rule in their first language and it differs from the target language which has the rule of singular-plural noun. Moreover, the nouns in the target language divided into countable and uncountable noun and the plural nouns divided into regular and irregular patterns, is sometimes confusing the learner. Therefore the dominant source of singular-plural error is interlingual transfer. 74

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data in the previous chapter, the writer would like to draw a conclusion that the second grade students of SMP Trimulia Jakarta Selatan still made many errors in recount text writing. The most common types of errors made by the students are capitalization with the number of errors is 200 or 23.90, word choice with the number of error is 110 or 13.14 and verb tense with the number of error is 105 or 12.54. The sources of errors identified in this study are communication strategy with the number is 428 or 51.14 source of error, interlingual transfer with the source of error is 295 or 35.24, intralingual transfer with the source of error is 94 or 11.23, context of learning with the number source of error is 20 or 2.39.

B. Suggestion

After the writer carried out the research, she would like to give some suggestion related to this result of research. Hopefully it can be applied easily in teaching learning activity and decrease the errors. 1 The teacher should have brainstorming as warming-up before she starts teaching learning in classroom in order to make the students happy and relax. It also can help the students to switch their concentration from the previous class-subject to focus on the material. 2 The teacher should create an impressing teaching writing technique which can catch the students’ attention toward English writing activity. 3 Writing has some rules and text types. Therefore the teacher should simplify the explanation without less the substance of material given. 4 The teacher should give feedback toward the students’ writing and communicating their progress in writing. 75 5 Writing is a skill which needs a process and practice. Therefore, the students should practice writing started from the simplest one such as writing a daily activity or writing their past experience like recount text.