Context of Learning The Sources of Verb Phrase Error

53 made 17 additions and the high level participants made 11 additions. There were 5.35 or 19 misformations consisting 12 misformations made by the low level group and 7 misformations made by the high level group. For the misordering, there were 2.82 or 10 misorderings. The low level group made 5 misordering and the high level students made 5 misordering. There were 67 developmental errors or 18.87 of the total error consisting of 31 errors made by the low level group and 36 errors made by the high level students. There were 6.2 or as many as 22 interlingual errors including 17 interlingual errors made by the low level group and 5 interlingual errors made by the high level group. There were 8 ambiguous errors or 2.25 of the total errors. The low level group made 6 ambigous error and the high level students made 2 ambiguous error. Then, there were 6.20 or as many as 22 errors included to other errors consisting of 16 errors made by the low level group and 6 errors made by the high level students. There were 7.32 or as many as 26 global errors and 25.63 or 91 local errors. The low level group made 14 global errors and 54 local errors. The high level group made 12 global errors and 37 local errors. From the data, it can be seen that the most error made by the participant was local error. It means that their errors did hinder the communication. However, the students need to speak using the correct grammar to be professional because when they deliver their speech, many people see and value them. Moreover, it can be seen that the low level students made many errors rather than the high level students. 54 The result of investigating the source of errors was that there were three sources i.e. interlingual transfer, intralingual transfer, and context of learning. The first source was interlingual transfer. The participants did directly translation or word-by-word translations without pay attention to the rule. They used Bahasa Indonesia structure to an English sentence. The intralingual transfer was the major source of the errors that the students had. For the intralingual transfer, the errors were caused by the overgeneralization of the target language. The last source was context of learning. It can be found in the participants speech as the researcher discussed in Chapter 4. The limit of vocabulary indicated that they did not learn well. The unclear explanation also led the students to make errors.

B. Recommendations

After having done concluding this research, the researcher made some recommendations. This section contains the recommendation for the students, the English teacher, and the researchers who are interested in conducting an error analysis on verb phrase in the future.

1. For the Students

In learning language, students have to see their errors as a motivation to learn more. Making error does not mean that they failed in learning language. From the errors they made, they should correct their errors therefore in the future they do not do the same errors. They should use their error as a reminder for not doing the same errors. After they can correct their errors they can be familiar with the correct ones and they will not do the incorrect ones. 55 By knowing the errors, they can improve their skill in speaking. They will be more confident if they can reduce their errors. Practicing more is one of many ways to be easily in mastering the verb phrase. Practicing with some partners is very useful for the students. Their comment will help the students to learn. By correcting the errors, the students can improve their skill. In other words, the key to learn is making and correcting the errors.

2. For the English Teacher

The teacher should explain more about verb phase especially about the subject-verb agreement, the irregular and the regular verb, and the order of the verb phrase because verb phrase is a very crucial part in the sentence. The students should understand it to speak in correct form. Therefore, the teacher should pay attention to the students‟ errors especially verb phrase. The teacher should see the students‟ error as a tool to improve their skill. Positively, the teacher should pointed the students‟ error and correct it. The teacher should motivate the student to learn and practice more. Giving feedback is also needed to make the student improve their skill. The teacher can discuss the error in front of the class hence the other students can learn and they will not do the same error. The teacher can give encouragement to the students who made error. Hopefully by giving encouragement, the students do not feel afraid to make error. The teacher should convince the student if making error is useful in learning language. 56

3. For the future Researchers

The other researchers are expected to increase the number of participants. They should increase the number of the participant since in this research the participants were limited. By increasing the number of participant, they will get more types of the error occurred in the students‟ speech. In addition, they can modify the instruments and the strategy of data gathering.