The Processes of Error

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b. The Processes of Error

Ellis and Barkhuizen 2005 explain in analyzing error, the most important step is finding the processes of making the error. Ellis and Barkhuizen 2005 explain two processes of error; interlingual and intralingual. It is definesd that interlingual error is the result of the mother tongue influences. When people learn Bahasa Indonesia for the first time in speaking, it means Bahasa Indonesia was their mother tongue. In fact, as stated by Krause 2009, English and Bahasa Indonesiahave some differences. The differences could make the Indonesian get difficulties in learning English. As seen that Bahasa Indonesiadoes not have gender malefemaleneuter personal pronoun and Bahasa Indonesiawould not change the verb for singular singular subject. Meanwhile, English has gender such as She for female and he for maleand English has different spellings for 3 rd person singular verbs. Overall the researcher concludes that Ellis and Barkhuizen 2005 and Krause 2009 have the same idea that Bahasa Indonesiaas the mother tongue could affect the writer in producing sentences. As the previous theories, Richards 1971 discusses three interferences in interlingual such as lexical interference, syntactic interference and discourse interference. According to Richards 1971, interlingual error is found as one of the most important factors that come from negative transfer of mother tongue.Richards 1971 refers two types of transfer; negative and positive transfers. Positive transfer makes learning easier and may occur when both the native language and the target language have the same forms. Meanwhile, 16 negative transfer or interference refers to the use of a native-language pattern or rule which leads to an error or inappropriate form in the target language. Meanwhile, Ellis and Barkhuizen 2005 explain intralingual errors as the operation of learning strategies that is universal. Scovel 2001 identifies intralingual errors as: “The confusion a language learner experiences when confronting patterns within the structure of a newly acquired language, irrespective of how the target language patterns might contrast with the learner‟s mother tongue” p. 51. It is concluded that intralingual errors are not related to the first language transfer, but contributed by the target language itself. Therefore, Ellis and Barkhuizen 2005 explain five kinds common intralingual errors. The kinds of common intralingual would be presented in table 2.3. Table 2.3: The Intralingual Errors No Kinds Example 1. False Analogy 11 women becomes womans 2. Misanalysis 12 Assuming its as plural since the letter –s 3. Incomplete rule application 13 Noone know where was the place 4. Exploiting redundancy 14 Shane like tennis 5. Overlooking co-occurrence restrictions 15 Fast food becomes quick food 6. System simplification 16 The use of that for relative pronoun There are five kinds of common intralingual errors stated by Ellis and Barkhuizen2005; false analogy, misanalysis, incomplete rule application, 17 exploiting redundancy, overlooking co-occurrence restrictions, and system simplification. False analogy occurs when the learner generalizes a rule, for example, the plural form of woman is womans. The example shows how the learners generalize the rule of regular plural form to inappropriate words. Next is misanalysis, it is a wrong assumption of a form like illustrated in example 12. The third category is incomplete rule application. It appears when the learners know the rules but they do not master it. As the consequence, the learners will produce imperfect sentences. The fourth category is exploiting redundancy. It happens when the learners omit a grammatical feature that does not affect the meaning of the utterance. The fifth category is overlooking co-occurrence restrictions. It is defined as the substitution of the synonym of a word though it does not match with the collocation. The last is system simplification which means a single form where the target language can use two or more forms. As an example the use of that for relative pronoun even though there are words who, when, where, etc which can be used. Those common intralingual errors might be caused by the carelessness. As stated by Norrish 1983, carelessness is often closely related to lack of motivation p. 21.However, the researcher concludes that intralingual errors occur during the learning process of the second language when the learners have not really acquired the knowledge. It is the result of the difficulty by the target language itself. 18

2. Summary of Grammar