\ Errors also can be the basis of constructing theory and planning classroom
practice Dulay et al., 1982: 140. Thus, a teacher can do something useful with errors to keep the students’ texts to the correct norm of the text.
4. Sources of Errors
Brown 2000: 224 – 227 mentions that there are four possible sources of errors: interlingual transfer, intralingual transfer, context of learning and
communication strategies. 1 Interlingual Transfer
Interlingual transfer is resulted from the native language and it is a significant source of errors for all language learners Brown, 2000: 224. Gass and
Selinker 1994: 55 mention the interlingual transfer as negative transfer or interference. Negative transfer or interference refers to the transfer that produces
something incorrect Gass and Selinker, 1994: 55. As an example, a German says ’I go not’ because the equivalent sentence in German is ‘Ich gehe nicht’. In
addition, Brown 1994: 224 mentions that familiarity with the learners’ native language will help teachers to detect and analyze errors that are caused by
interlingual transfer. In brief, interlingual transfer can be the source of an error in target language.
2 Intralingual Transfer According to Brown 2000: 224, “intralingual transfer within the target
language itself is a major factor in second language learning”. In intralingual transfer, target language itself can be the source of learners’ errors. Brown also
20 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ mentions that overgeneralization is the negative intralingual transfer 2000: 224.
Overgeneralization takes place when learners misuse words or grammatical rules Sattayatham and Honsa, Jr., 2004. For example, regular past tense ending
opened, walked is applicable to all past tense forms goed, flied. Another example is ‘Bill, that had a great sense of unconventional morality…’ The
learner uses that to instead of who. 3 Context of Learning
‘”Context” refers, for example, to the classroom with its teacher and its materials… In a classroom context the teacher or the textbook can lead the learner
to make faulty…” Brown, 2000: 226. It is clear that students’ errors might be caused by a misleading teacher andor textbook so that students get the wrong
concepts. This is what Richards 1971 called “false concepts” and what Stenson 1974 termed “induced errors” Brown, 2000: 226. The false concepts arise
when learners fail to comprehend fully what they learn. The induced errors are “the result of being misled by the way in which the teachers give
definitions, examples, explanations and arrange practice opportunities. In other words, the errors are caused mostly by the teaching and learning
process” Sattayatham and Honsa, Jr, 2004.
In brief, context of learning can be the source of errors when the students obtain the false concepts because of the teaching learning process, particularly because
of misleading teacher and textbook. 4 Communication Strategies.
Communication strategy is employed when learners have problems in saying what they want to say in the target language for example, when they have
to refer to some objects without knowing the L2 word Ellis, 2003: 60. Learners 21
\ who have little knowledge on the target language use communication strategies to
enhance transferring their message accross, but these strategies can themselves become a source of errors Brown, 2000: 227. According to Brown 2000: 227,
the strategies that can be the sources of errors are a approximation, b word coinage, c circumlocution, d false cognates, and e prefabricated patterns.
a Approximation In approximation, learners use an alternative term which expresses the
meaning of the target lexical item as closely as possible e.g. ship for boat Brown, 2000: 128.
b Word Coinage In word coinage, learners create nonexisting L2 word based on supposed
rule e.g. vegetarianist for vegetarian Brown, 2000: 128. c Circumlocution
Learners describe or exemplify the target object’s action in circumlocution e.g. the thing you open bottles with to refer to corkscrew Brown, 2000: 128.
d False Cognates In false cognates, incorrect use of the word in the target language occurs
because of similarity with a mother tongue Suslu, http:www.mu.edu.tr2008
.
The similarity is in the form and not in meaning. For example: ‘She is so cute, sympathetic and beautiful that he wants to marry her.’ The word ‘sympathetic’ in
the sentence is used because of the influence of its cognate ‘likeable’ in Turkish. 22
\ e Prefabricated Patterns
In prefabricated patterns, learners use memorized stock phrases. These phrases can be found in pocket bilingual phrase books.
B. Theoretical Framework
Senior high school students should be able to produce texts. The latest curriculum named KTSP Kurikulum Tingkat Satuan Pendidikan Curriculum at
the School Level, shows that senior high school students should be able to write many genres in English. A genre is the type of a text. There are many genres, each
of which has its own characteristic. A genre is characterized by its textual features including generic structure and linguistic features.
A narrative genre is important for senior high school students to master. Meanwhile, the tenth grade students of SMU N 2 Klaten actually have difficulty in
developing a narrative text. Thus, the narrative texts written by the tenth grade students of SMU N 2 Klaten become the focus of this study.
To be able to write a narrative text, students should understand the narrative text’s characteristics shown in its textual features. This study wants to
describe the student’s textual features of a narrative text. To describe it, the writer needs to construct checklists to check the students’ textual features. The theories
on textual features that are described by, as presented in Theoretical Description section, Hardy and Klarwein, the Ministry of Education, Wellington, New
Zealand and CSWE are used as references to construct the checklists of the students’ textual features.
23 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
