40 A witch
and an old man were an evidence of existing intralingual errors in the last sentence of fifth short stories, “A Witch and an Old Man”. The students kept
mentioning the main character as the new subject of the story. It was noted that the student
s did not understand the use of article „a‟ and „the‟. Another example is Appendix F
C.16: She was confused were will she go, because no one people was still alive. C.22: She was frightened and didn‟t know what can she did.
C.26: “What are doing in here, a young girl?” the wolf asked. C.27: “I don‟t know. Who you are? I don‟t believe that you are can talk to me” a
young girl said. Those sentence examples showed that there were gaps in producing direct-indirect
speech, although it has been taught before the subjects given the task. The students had not mastered using direct-indirect speech which sometimes they
failed to produce.
B. The Implications of the Errors for Teaching
From the seven chosen short stories, there were 457 errors based on Surface Strategy Taxonomy. It was a great deal of errors. Those errors were
classified into several categories of superficial level and linguistic level. It shows that misformation was the highest occurrence at superficial level whose
percentage was 39. Besides, article was the highest occurrence at linguistic level, whose percentage was 21. Despite those two facts, they did not totally
dominate one of another category in their own level table 4.1. In addition to the fact, superficial level could not give an adequate description of the students
‟ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 errors itself without linguistic level. Therefore, this part was decided to evaluate
irritable categories of linguistic level in spite of gravity and superficial level itself. The chosen categories of linguistic level were article, verb inflection
which contained past-tense verb errors and preposition which contained to errors. Those three were chosen because it was supposed to be learnt by the students.
Thus, it was chosen in an attempt to find out the student s‟ difficulties in dealing
English as a foreign language towards their language performances. Then, the discussion can lead to the implication to teaching.
In the first chosen category, article is included as the most serious problem in this research because of its high-frequent occurrence. It is implied that the
students were difficult to define the correct usage of article, which can be shown at most of seven short stories Appendix G. Thus, it is claimed that article as the
one of language feature in narrative text was caused by ignorance. Whether in the curriculum 2006 or 2013 Peraturan Menteri Pendidikan Nasional Republik
Indonesia Nomor 22 Tahun 2006; Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 64 Tahun 2013
, each text has its language feature which article is always a part of even though, it is not explicitly
taught in a classroom activity. As the solution, article should be explicitly taught and involved in the classroom activity then the students would have the clear
understanding of article usage. The second chosen category is verb inflection errors which contained past-
tense verbs. It was the characteristic of narrative text. The students always failed in attempt to refer past events, but they were capable of self-correcting. Thus, it
