37 to be more active in speaking and giving command but this game requires a little
preparation .
The incorrect form of a linking verb also belonged to the misformation. Some participants did not pay attention in using linking verb. The wrong form of
linking verb can be seen in this utterance [14.a] That’s why we need to give
some activities which is far from reading and writing activities. Here, the form of
linking verb is not correct. There is a relative pronoun which instead of the noun activities in the sentence. Therefore the linking verb of this utterance is „are‟. It
should be [14.b] That’s why we need to give some activities which are far from
reading and writing activities .
Besides the wrong form of auxiliary verb, the participants also made the wrong form of verb. For example, [15.a] Each flash card have a category like it
is food category and it is animal category , in this utterance, the subject is singular.
Besides that, the sentence is present tense. Therefore, the form of the verb is incorrect in this sentence. It should be [15.b] Each flash card has a category like
it is food category and it is animal category.
d. Misordering
There were 2.82 categorized as misordering. The incorrect word order especially the order of linking verb and the auxiliary verb caused errors. Based on
the data, for instance, [16.a] Well, so what pin on back is? , as the sentence is the interrogative sentence, the linking verb must follow the Wh-question. If it is
corrected, it should be [16.b] Well, so what is pin on back?. In the same case, the auxiliary verb also must follow Wh-question, for instance [17.a] When we
38 should use this game for our students?
instead of [17.b] When should we use this game for our students?
Besides the interrogative form, the participants also made misordering in making verb phrase. For example, [18.a] So here, I will drive you to three
destination to see what is pin or back , in this case, the position of auxiliary verb is
incorrect because it is not an interrogative sentence. It should be [18.b] So here, I
will drive you to three destinations to see what pin or back is. e.
Developmental Error
Based the data presentation, the developmental errors were 18.87. The errors that the participants produced in target language were similar to the errors
that children made in their first language. The participants applied the rule that they had known to the sentences although they failed. Based on the data, there are
some factors included to the developmental errors. The first factor was omission. Some participants omitted the some items in the sentence i.e. auxiliary verb,
linking verb, negative marker, and preposition „to‟. For example, [19.a] Any ideas?
instead of [19.b] Do you have any idea?. Other example, [20.a] Realia made using real item
instead of [20.b] Realia is made using real item. The other omission included into this developmental error is the omission
of the verb suffixes. The participant failed to apply the grammatical rule to the sentence. It is like children who learn their first language. For instance, [21.a]
Simon Says game develop concentration for the children , the omission of suffix
–s indicates the participant did not pay attention to the grammatical rules. The
39 possible correction was [21.b]
The Simon Says game develops children’s concentration
. The other factors that cause the developmental error are the addition; some
participants added some un-important items in the verb phrase. This addition occurred because the participant wanted to apply the grammatical rule however
they applied it in the wrong utterance. For example, [22.a] And, games provides important link between home and school
instead of [22.b] And the games provides important link between home and school
. The participant applied the incorrect rule to the sentence. The participant thought that the subject was singular therefore
the participant added suffix –s to the utterance.
For addition, the factors that cause the developmental error are misformation and misordering. Almost, the participants did misformation because
the participants did not pay attention to the subject-verb agreement. It is equal to children who learn language. The example can be seen in the explanation of
misformation. The other factor is misordering. The misordering made by the participant was the wrong order of the auxiliary verb. For example, [23.a] Well,
so what pin on back is? Instead of [23.b] Well, what is pin on back?
f. Interlingual Error
Based on the data presentation, there were 6.20 interlingual errors. The interlingual errors are the sentences produced by the participants, which have
similarity in structure and semantically equivalent in the participant‟s native language. For example, [2.4.a] So it will make your children have freedom to
speak that they want to speak , the structure of this utterance is equal to Bahasa
