domain, for example, a native Indonesian speaker were to maintain the Indonesian-type word order of Subject + Predicate + Object in English
speech, What are you doing?. This would not violate English grammar, but it would be superfluous monotonous.”
19
c “Interference relates to functions or meaning of grammatical
forms.”
20
This interference is associated with grammatical function or meanings of languages, which occur when a speaker identifies a morpheme or a word of the
source language grammatical then, use it in the target language. In this case, this interference occurs when an Indonesian speaker who knows English, for instance,
involved in a conversation. Heshe likes to transfer English words into Bahasa without awareness, for example, Planningku setelah lulus sarjana adalah
melanjutkan sekolah lagi. The word planning is put as a subject although it is used
as a verb in English. According to a theory of language acquisition, the transfer or language
interference of source language into target language will always happen in communication. The higher education and knowledge people have, the less
interference will be produce.
4. Causes of Grammatical Interference
There are two main factors causing grammatical interference, they are
structural and non-structural factor.
a Structural Factor
Structural factor are those which stem from the organization of linguistic forms into definite system. The structural factors related to grammatical
19
Uriel Weinreich, 1953, op.cit., p. 37
20
Bernd Heine and Tania Kuteva 2005, loc. cit.
interference are the non-congruent systems; complicated functions and morphemes; and conflict with existing relation pattern.
21
b Non-structural Factor
Non-structural factor are derived from the contact of the system with the outer world.
22
The non-structural factors related to grammatical interference are: 1
Loyalty to source language 2
Individual traits of bilingual speaker 3
Circumstances in the speech situation 4
Socio-cultural context of the language contact prestige 5
The element of time and length of contact
5. Error Analysis
At a glance, there is no difference between mistakes and errors as stated by Hornby, they are recognized as synonymous words, sometimes the terms used
interchangeably.
23
Instead, they are technically used differently as in some source. According to Corder, mistake refers to performance errors, while the term
error refers to competence errors, the systematic errors of a learner from which
the source people are able to reconstruct hisher knowledge of the language.
24
Errors are classified into vocabulary lexical error, pronunciation phonological
21
Uriel Weinreich, 1953, op.cit., p. 65.
22
Uriel Weinreich, 1953, op.cit., p. 5
23
A.S. Hornby, Oxford Advance Learner’s Dictionary, Oxford: Oxford University press, 2003,
p. 543.
24
S.P. Corder, “The Significance of Learners‟ Errors,” Error Analysis :Perspectives on Second Language Acquisition
, ed. Jack C. Richards London: Longman, 1974, p. 25.
error, word formation grammatical error and misunderstanding of a speaker‟s or meaning interpretive error.
25
According to James, there are two types of grammatical errors:
a Morphology Errors, the failure to comply letter and word in supplying any
part of any instance of the word classes.
26
Morphology is the identification, analysis, and description of the structure of words. In English, there are five
lexical words classes; noun, verb, adjective, adverb, and preposition. Morphology Errors are usually seen in plurality, genitive, and tense, such as
six book, bringed, and abolishment √-tion.
b Syntax Errors, errors that affect texts larger than the word.
27
Syntax is the former handling structures larger than the word. These errors happen in phrase
structure, clause structure, sentence structure and intersentence errors cohesion, for example, Give [NP] to the dog.
Grammatical error happens because of competence factor. Learners do not understand the rule of the target language, so they do transfer of grammatical rules
of their native language into it. This creates an error both in oral and written. Errors are sign of learning failure and not to be willingly tolerated. It must
be analyzed what kinds of errors that happen to learners. “The fact that learners do make errors and that these errors can be observed, analyzed, and classified to
25
Carl James, 1998, op.cit. p. 13.
26
Ibid, p. 154.
27
Ibid, p.156.
reveal something of the system operating within the learner, led to a surge of study of learners‟ errors, called error analysis.”
28
From several definitions above, it can be said that error analysis is the technique of finding the errors that learner made in speaking and writing using
any principles and procedures provided by linguistics. It is the technique that is mostly used in many researches.
C. RESEARCH FINDINGS
