61 mother tongue of the learner itself. Two out of three subjects that had been
interviewed used to speak their local language as their mother tongues. Both of them even speaks their mother tongues in more than one types in terms of dialect.
The first one started to learn bahasa Indonesia before he formally attended elementary school and then started to know and learn English when he just
attended junior high school. Therefore, his mother tongue is his local language, then bahasa Indonesia becomes his second language and English becomes his
third language. The second one also claims the same. His first language is his local language as well as his second language bahasa Indonesia and his third
language which is English. Only one of those three that has bahasa Indonesia as his first language and then English as his second language. The first two P2 and
P9 perform not as better as the third P1 does. In their personal narratives, also claimed by those who have local language as the first language that it is difficult
to understand and apply concept of past tense once they are learning English. That is
because they don‘t have such the same concept of tenses in their local language. While, the third one, whom perform much better in using past tense compared to
other two claims that it is quiet easier to apply the concept of past tense in English because it is similar to his first language bahasa Indonesia.
2. Intralingual According to Brown 1980, students can produce an error because of the
nature of the target language. In cases of the three subjects that had been interviewed found that intralingual is one of the sources of errors they produce. P2
and P9, beside that they have local language as first language, they also did not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62 have as long period of time in learning English as P1 has. P1 has already
introduced to English tenses including past tense when he was in Elementary school. It is obvious that the longer a learner learn the target language, the bigger
chance of him to understand the concept of that language. In performance, P2 and P9 produce more errors in forming past tense compared to P1 does. When it is
clarified in the interview, P2 and P9 claim that they find it difficult to understand the concept of past tense due to the lack of practice and chance to apply that
concept into real sentences, orally and verbally. They expect more practice adn drilling in using it past tense instead of only learn about it theoretically.
3. Context of learning Brown 1980 mentions context of learning as the third possible source of
error that made by a learner. This refers to the materials and method of teaching in the target language that received and experienced by the learner. The personal
narratives of the three interviewees are quiet similar one another. Each of them reveals that their experince in learning English from the very beginning is not
always interesting and challenging. Most of them tells the same story when talking about their learning experience in the past. P2 sees that the method of
teaching English that was used by his teacher both in Elementary and Junior high school is always boring. While his experience in Senior high school, as he sees,
that there was lack of chance to really practice and apply what they have learned from books and drilling. The focus of the discussion was mostly in the theory of
tenses itself including past tense. P9 emphasized his experience of being asked to memorize words and rules of English in his early period of learning English as
63 boring and frsutrating. Since he claims that he is not good in memorizing things
then that sort of method in teaching him English creates no improvement in his English.
P1, even though doesn‘t clearly states about his opinion in the method of his teachers that teach him English, also mentions that he expect more from it.
Especially in the portion of practising and appyling what he was learning about English and its tenses, including past tense.
64
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter contains of two parts. The first part provides the conclusions derived from the findings and the discussion. The second part provides some
recommendations drawn by the researcher for some related parties. All are adressed within the scope of the case study on learner language in written
reflection produced by ten students of Bahasa Inggris I class B in Theology Faculty-Sanata Dharma University.
A. Conclusions
Based on the findings and discussion, it can be concluded these following points:
1. Writing description Generally, the students of Bahasa Inggris I class B perform well in
pouring content in their writings. As the impact of having a habit in writing reflection, they could extract the value and relate it with their own reflection.
While in term of organization, not all of them could perform well. There are some misplacing and repetitions of ideas. They need to be more careful in forming each
part of a writing such as opening, body and closing. Those three are the primary parts of a good writing. Based on what are found and assessed in their writing,
these students tend to miss some points in each part. In term of diction, these students also need to improve. There are still found some unsuitable words and
65 terms used in the writings. In term of accuracy, the average point achieved by
these students is the lowest among the other three. Since in accuracy, grammar and structure are the focus and the writings are typically reflection, then past tense
is considered as a feature that holds important role. Therefore, further analysis is conducted on errors made in using past tense to clarify this description. Personal
narratives of the students later also used to complete the clarification. 2. Analysis of the error in using past tense
Based on the analysis, it is found that mostly these students make errors in using form or as Dulay explains called as archi-form misformation. It happens
when the learner use wrong form of words, in this case past form, in sentences. There are some other errors that are made by these students namely, a. double
marking addition where the learner doubles particular morphemes or words or time marker in forming sentence with past tense, b. misordering where the
learner put wrong order of a lexical or morpheme in a sentence with past tense, c. regularization in misformation where the learner misform a past form of a
word, d. omission where the learner omits any past morpheme in sentences, e. alternating form where learner put or alter a morpheme in incorrect place. Yet,
above all, the archi-form misformation is the most significant errors that found made by these students.
3. Clarification from the students’ personal narratives Based on the result of interview, it is discussed that learners experience in
learning English gives impact in how they perform in their writing. In case of error in past tense they have made, they claim that nature of mother tongue, nature
66 of the target language English and context of learning influence how they
understand and master the concept of past tense as well as the ability of applying it in their writing. Referred to what Brown 1980 explains about those sources of
errors, it is clarified that: a. nature of mother tongue can bring confusion when the learner has to deal with
concept in the target language, which in this case, is really different one another, b. nature of target language also can bring confusion to the learner when the
learner is not accustomed enough to learn and apply that concept in real practices, c. context of learning that forms the allure of leaning experience especially in
English concept also can lead the learner to confusion. When it is only focus on the theory to be memorized or to be drilled without any further real practice and
application, the learners find it difficult to understand and later to be able to use the feature past tense in their language production.
B. Recommendations
In this part, the researcher would like to give some suggestions to some parties. They are the students of Bahasa Inggris I Class B, future researchers and
the English Language Education Study Program.
1. The Students of Bahasa Inggris I class B
This study has explained some description of the writings produced by these students. Based on what have been found the students of Bahasa Inggris I
class B better to spend more time to practice writing in English. As the candidate of priest, later, they would be required to master not only English for
67 communication but also for reflection, both oral and written. Besides that, it is
needed for them to practice more in applying tenses as possible as the can. Since practicing would give them chance to improve day by day.
2. Future researchers
For future researchers, this study can be used as a reference in conducting other research related on Education and learner language as well as second
language acquisition. There are some findings found in this study that can be researched further. For example in the writings of the students, also found errors
in subject-verb agreement, prepositions, and any other feature of English. Future researcher might conduct a research which focuses on that related to how a learner
language improves in the process of learning the target language. Also, we have found that there are some factors that gi
ve impact learners’ errors during the process of learning a language. In those factors there are various forms or aspects
that found as the sources of errors. Future research probably may conduct research in that aspects to help both students or language learners and language teachers
improve their method in teaching and learning English.
3. The English Language Education Study Program
This study can help the study program to consider teaching practice or internship for students of ELESP as an English tutor or teacher in other
departments such as theology, math education, or other departments in Sanata Dharma University in a quiet long period of time, as a part of a compulsory
subject offered in the study program. Since the internship later can provide real model of learner language and broader background of language that other
68 departments’ students hold. Different from what the study program has done these
years which called PPL, internship in other departments in campus provides more complete experience. By involving the students of ELESP, which are expected to
be an English teacher in the future, to the real process of acquiring English as a second language on those who are preparing for other profession than a teacher,
the experience and the knowledge of these teacher candidates may be enriched and broadened.
