44
2. Source of Errors
After identifying and classifying the errors made by students in writing their Chapter I of Thesis Writing Research Proposal, the researcher will discuss
the second research question to find the possible sources underlying the errors. In this part, the researcher analyzed the errors from the writing products of the
students’ Chapter I of Thesis Writing Research Proposal. The researcher identifies the possible sources of errors based on the types of errors. The errors that students
made can be explained by seeing the process and the students’ products in this research are students’ writing products in Chapter I of Thesis Writing Research
Proposal.
a. Interlingual
The first is the error which is resulted from interlingual process. Interlingual errors are the errors resulted from the influences of mother tongue.
The students produce target languages which follow the structure or construction of mother tongue. Corder 1983, as cited by Ellis Barkhuizen 2005, gave the
example of this process: Mariana no coming today.
That is the example of negative sentence produced by Spanish students who learnt English. In this example, the students are using negation no to indicate
that Mariana did not come. This construction is following their mother language L1. In this case, the students produce English utterances using no + Verb, which
is included in the alternating form of misinformation error.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45 In this research, the researcher also found the error resulted from this
process. It can be seen in the sentences: 1 ...teacher no only teaches...
2 Do the exercise written... The participants of this research are the seventh semester students of
English Education Study Program of Sanata Dharma University academic year 20072008, who are Indonesian. Almost all of them use Bahasa Indonesia as their
L1. In Bahasa Indonesia, the sentences are: 1
...guru tidak hanya mengajar... 2
Mengerjakan latihan tertulis... For the first example, tidak is no in English. It becomes error because in
English, the pattern of no + Verb cannot be formed. If the students want to produce negative sentence, they have to add dodoes for simple present sentence
or did for simple past sentence before no. Then, for the second example, the researcher has discussed in the discussion of misordering error that is in adjective
phrase, a noun is preceded by an adjective. So, the sentences become: 1 ...teacher does not only teach...
2 Do the written exercise...
b. Intralingual
The second is the error which is resulted from intralingual process. Brown 2000 stated that this process is a major factor of error in second language
learning. Intralingual is a process of error that reflects the operation of learning strategies that are universal Ellis Barkhuizen, 2005. As Brown 2000 said
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 that in this process, the language learners have begun to acquire parts of the new
system, and did the generalization within the target language. As learners progress in the second language, what they learned in their previous experience begin to
include structures within the target language itself. The intralingual error itself is categorized into some types; they are false
analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restrictions, and system-simplification. Not all types of
intralingual errors process occur in this research. Only five types of intralingual errors process occur in this research, they are: false analogy, misanalysis,
incomplete rule application, exploiting redundancy, and overlooking co- occurrence.
1 False Analogy
It is an error that is caused by over-generalization process. Brown 2000 called this process as negative intralingual transfer. He ilustrated the examples of
this process as: “Does John can sing?” and “He goed.” Those two examples categorized as the over-generalization errors because in the first example, the
learners use does which is followed by modal can, and the sentence means that the learners wanted to know whether John can sing or not. In English structure, there
is no pattern for: Doesdo + Subject + Modal + simple Verb? If the learners want to ask someone’s ability, the pattern is: Auxiliary + Subject +
simple verb? Azar: 1992 So, the sentence becomes: Can John sing?
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47 For the second example, the learners did make an error in the using of past
form of verbs. The learners used goed as the past form of verb go. In English, go is an irregular verb, and the past form for go is went. So, the sentence should be:
He went. The processes of false analogy or over-generalization errors also occur in
this research. The examples are: 1 Some problems deals with...
2 Some companies surrounds us... 3 Mind map is tools which...
4 ...will be more wide... 5 ...students found an ambiguous sentences...
The first and second examples have errors in using verb of simple present tense for the plural subject. The researcher has explained in the previous part that
the pattern of simple present tense is Subject + simple form verb +ess + Object
The simple form verb used when the subject is plural, while the simple form verb + ess used when the subject is singular. In those two sentences, the
subjects are plural, so the verbs should be without –ess. The sentences should be: 1 Some problems deal with...
2 Some companies surround us... The third example has an error because of the using of plural noun following
to be is. To be is used when the following noun is singular, while if the learners want to use plural noun, the to be is are. To be is and are also used based on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 subject. If the subject singular, to is used, and for the plural subject, to be are
used. In the third example, the subject is singular “mind map” without suffix –s, is singular, it is countable noun, so, to be is must be followed by singular noun.
The sentence becomes 3 Mind map is a tool which...
The forth example has an error because it uses double comparatives. Azar 1992 said that for most one-syllable adjectives, -er and –est are added. While,
for most two-syllable adjectives, more and most are used. In this sentence, the adjective is one-syllable, it means that more in that sentence must be omitted. The
sentence becomes 4 ...will be wider...
The fifth example has an error in using particle an followed by plural noun. Particle an is indicating singular noun. If the following noun is plural, it is better
to omit the particle an. The sentence should be 5...students found ambiguous sentences... or
5 ...students found an ambiguous sentence...
2 Misanalysis
Ellis Barkhuizen 2005 states that misanalysis is the process of error in assuming the word formation. For example is the learners wrongly assume that the
singular possessive pronoun –s is always forming plural. The learners also wrongly assume the subject without –s is always forming singular. The examples
of the errors found in this research are as follow:
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49 1 Literary works, such as prose, poems, drama, and novel is not only the...
2 Language and society is... 3 The attractive reading material and activity is...
Those three examples above are the examples of students wrongly assume in using to be is following the plural subjects. Those errors resulted from the
students’ misanalysis in determining the subject. In those three sentences, the subjects are plural even though they do not use suffix –s. The subjects in those
sentences use conjunction and which means more than one. Azar 1992 in her explanation on “connecting ideas with and conjunction”, she stated that and
connects more than one items p.222. Those sentences should be: 1 Literary works, such as prose, poems, drama, and novel, are not only
the... 2 Language and society are...
3 The attractive reading material and activity are... The process of students wrongly assume that the singular possessive
pronoun –s is always forming plural was not found in this research.
3 Incomplete Rule Application
It is the intralingual process that happens because of the failure in utilizing word order. It is also called under-generalization Ellis Barkhuizen:2005. The
process of this error mostly happens in misordering and blends errors. The examples of the errors found in this research are as follow:
1 Do the exercise written...
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50 2 ...with the formulation problems,...
3 It also is applied... 4 To help make the study...
The researcher has explained the errors of those three sentences in the previous part of discussion.
4 Exploiting Redundancy
It is an intralingual process that is omitting grammatical features that do not contribute to the meaning of an utterance Ellis Barkhuizen, p.66. The
examples of this error are as follow. 1 Should getting...
2 The writer put certain target,... 3 ...tends to disable the...
4 ..beginner reader whose native language are Indonesian. 5 ...would not find it difficult to ...
Those errors happen in omission error. The first sentence has an error because of the omitting be after modal should. If the students want to omit be,
then the verb must be in the simple form. The sentence becomes 1 Should be getting... or
1 Should get... The second sentence has an error because of the omitting suffix –s for the
verb in simple present tense sentence which is using singular subject. It should be 2 The writer put certain target,...
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51 The third sentence has an error because of the omitting be before adjective.
Disable is adjective, when it appears with to, be must be added within to and disable.
The sentence becomes 3 ...tends to be disable the...
The forth sentence has an error because of the omitting suffix –s in plural subject which is followed by to be are. As the example has explained before in the
previous part, the different of using to be are and is. In this sentence, the subject is singular. It means that the following to be should be is. While, if the students want
to use are, the subject must be in the plural form, that is beginner readers. The sentence becomes
4 ...beginner reader whose native language is Indonesian. Or 4 ...beginner readers whose native language are Indonesian.
The fifth sentence has an error because of the omitting –s in possessive adjective. Difficult in this sentence is an adjective Based on Azar 1992, the
possessive its is used only with a noun following it p.79. The sentence should be
5 ...would not find its difficulty to ...
5 Overlooking Co-occurrence Restrictions
It is the intralingual error process which happens because of the failing in recognizing two words that have similar meaning, but sometimes it cannot be used
in the same context Ellis Barkhuizen, 2005. In this research, the researcher only finds two examples, they are:
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52 1 The study program whose aims to ...
2 In the English Education Study Program Sanata Dharma University, whose aims to...
Those examples have the same errors, which are the using of whose as the subject of adjective clause. The word whose here should be replaced by which or
that. Whose, which, and that have the same meaning, but they are different in the using. Whose is to show possession Azar: 1992. It combined with noun to form
an adjective clause. For example: The man whose car was stolen called the police. In this research, those two sentences did not show the possession. The students
should use which or that because of those sentences formed adjective clauses. As Azar 1992 said that which and that are used as the subject of an adjective clause.
She added that, which refers to things, and that refers to either people or things. In those sentences, the subjects are things, so, the sentences become
1 The study program whichthat aims to ... 2 In the English Education Study Program Sanata Dharma University,
whichthat aims to...
c. Context of Learning
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