Oxford Advance Dictionary OAD and Kamus Besar Indonesian Dalam Jaringan Online KBBI Daring here are the meanings of
get
and
make
as the verb:
4.8 The Meaning of
Get
and
Have
as Verbs in Dictionaries
Get Make
KBBI Daring OAD
KBBI Daring OAD
Meaning
-Menyuruh -memerintah,
-mengutus
-To make,
persuade to do something,
-To cause
something happen or be
done
-Memaksa -Memperlakukan,
-Menyuruh, -Meminta dengan
paksa
-to cause
somebody or
something to
do something -To
force somebody
to do something
Example
Ia menyuruh
anaknya membelikan
obat.
- You’ll
never get
him to
understand. -I must get my
hair cut.
Para pembajak
pilot mendaratkan
pesawatnya di
pelabuhan udara itu
-She always
makes me
laugh. -They made me
repeat the
whole story.
Based on the comparison above, it is stated in the Oxford Advance Dictionary the meaning
get
as ‘to make’ and the meaning of make as
menyuruh
in KBBI Daring Online. By this view, the students may have knowledge that
get
and
make
share similarities in meaning. This meaning of
get
and
make
as the verbs in dictionary may cause student to misinterpret the meaning of
make
and
get
as the causative verbs. In Chapter II, it is explained that
get
and
make
causatives have different semantic meaning that
make
conveys a meaning that the causer is intentionally using force to influence the causee Stefanowitsch, 2001: 98.
Make
also expresses as if the causee has no option except to do what the causer intends. Furthermore,
Stefanowitsch in his dissertation explains that there are some parameters as well to
consider
make
as the causative verbs such as intentionalnon-intentional and controllablenon-controllable of the causer 2001: 93. In the case of question 4, the
correct answer should be with
make
as the causative verb because it holds
manipulate configuration
, a kind of causative
make
construction which is common in language use. It shows a process where the causer intentionally acts and influences the causee
in such a way so the causee performs an action which is under the causer’s control Stefanowitsch, 2001: 96. The manipulated configuration of
make
causative can be seen from the way that
the parents
performed an action intentionally in order that
I
would walk to school. According to this explanation, it will be more suitable to transfer
memaksa
into
make
as the causative verb. In the other side, question 2 can be paraphrased as
‘I couldn’t manage to
persuade the children to
clean up their rooms’. Gilquin examines that: The most striking feature of causative
get
with respect to collocation is that it- often implies some sort of difficulty or resistance in achieving the effect. The
resistance may explain why
get
is often said to express persuasion Gilquin, 2003: 140.
Question 2 implies that
I
had tried to pursue
the children
to clean up their rooms. However, the sentence draws another conclusion that
I
had gone several difficulties that make
the children
did not want to clean up their rooms in the end. In this view, it will be more proper for
get
as the causative verb. This wrong use of
make
and
get
in the sentences can be categorized as misformation.
C. Causes of the Errors
According to the analysis of the answers, intralingual and interlingual errors contribute to the cause of errors. Intralingual errors or developmental errors happen
because the lack of knowledge of structure or grammar, for example developmental errors in auxiliary, in the noun phrase, in word order, and in vocabulary Dulay, Burt,
and Krashen, 1982: 147. These kinds of errors happen in Part A question 1 where the students misunderstood the gerund in the sentence, question 2 where the
students misinterpreted the meaning of
have
and
get
as causatives, and question 4 where students did an error in understanding the placing of
always
as the adverb of frequency.
Intralingual errors in Part B can be observed from question 6, 7, 8, 9, 10, 11 which show 158 errors in misformation, 53 errors in omission, 11 errors in
misordering, 10 errors in addition, and 30 errors in error mixing. The errors include the mistake of changing
have
into
get
and
get
into
have
as causatives, the changing of active causative into regular passive voice, the misconception of
have
causative as modal of
have,
the misconception of causer and causee, the addition of auxiliaries, the omission of causer and causee, the misordering of certain verbs in
get
causative, the double marking seen by the presence of double auxiliaries, and the addition of to-
infinitive in passive causative. The linguistic complexity of causative seems to be the factor of the
intralingual errors, such as it has two kinds of verbs involving in the sentences and different structure in passive voice.
The other sources of intralingual errors are the