Misordering Students’ Errors in Part B

Krashen, 1982: 156. The student acknowledged that the question is in present tense so heshe wrote is as the be for the passive form. However, because heshe also mistakenly considered to have as modal tense, heshe put had as the second auxiliary. Fourth, the student added the to-infinitive clause in the sentence: to check out our computer. This can be resulted from the translation of the question in Indonesian as: Kami perlu menyuruh seseorang untuk memeriksa komputer kami dari virus. Because the student added untuk in the translation, heshe added to-infinitive clause in the answer. In addition, there is also omission of we and for viruses. We is deleted because the phrase by us is not necessary to be put in a passive form. Meanwhile, for viruses is deleted because student thought it just an adjunct, an additional information for the sentence. From the analysis, it can be observed that the student had errors in misformation and addition. Misformation error can be seen from the change of active causative into regular passive voice and the formation of have causative into have-to as modal. Addition error can be observed from double marking error and the presence of to-infinitive clause in the answer.

3. Students’ Errors in Part C

Part C consists of four questions of Indonesian that have been tested for its validity and reliability. Later, the students were asked to translate the question into English with the available options. The purpose of Part C is to analyze students’ second language acquisition of causative sentences in transferring them into Indonesian. To begin with, the researcher tried to count the correct and incorrect answers in each question. Table 4.7 Data of Students’ Answers in Part C Question Number The Number of Correct Answers The Number of Incorrect Answers Total Answers 1 51 32 83 2 31 52 83 3 64 19 83 4 39 44 83 From the table above, most of students had answered question 1 and 3 correctly. Meanwhile, there are 52 mistakes in question 2 where 35 students answered option A and 44 mistakes in question 4 consist of 23 students answering option C see appendix 7. All of the errors done in Part C are categorized as misformation that is the wrong use of word in the sentence. Question 2 and 4 which have the biggest number of mistakes have similarity of mistakes where the students can not distinguish the meaning of make and get. Here are the questions: Question 2 : Saya tidak bisa menyuruh anak-anak untuk membersihkan kamar mereka. SA : I couldn’t make the children clean up their rooms. Question 4 : Ketika masih kecil, orang tua saya selalu memaksa saya berjalan kaki untuk pergi ke sekolah. SA :When I was little, my parents always got me to walk to school. Students’ answers draw a conclusion that they were confused with the difference of make and get causative in meaning. According to the dictionaries of Oxford Advance Dictionary OAD and Kamus Besar Indonesian Dalam Jaringan Online KBBI Daring here are the meanings of get and make as the verb:

4.8 The Meaning of Get and Have as Verbs in Dictionaries Get

Make KBBI Daring OAD KBBI Daring OAD Meaning -Menyuruh -memerintah, -mengutus -To make, persuade to do something, -To cause something happen or be done -Memaksa -Memperlakukan, -Menyuruh, -Meminta dengan paksa -to cause somebody or something to do something -To force somebody to do something Example Ia menyuruh anaknya membelikan obat. - You’ll never get him to understand. -I must get my hair cut. Para pembajak pilot mendaratkan pesawatnya di pelabuhan udara itu -She always makes me laugh. -They made me repeat the whole story. Based on the comparison above, it is stated in the Oxford Advance Dictionary the meaning get as ‘to make’ and the meaning of make as menyuruh in KBBI Daring Online. By this view, the students may have knowledge that get and make share similarities in meaning. This meaning of get and make as the verbs in dictionary may cause student to misinterpret the meaning of make and get as the causative verbs. In Chapter II, it is explained that get and make causatives have different semantic meaning that make conveys a meaning that the causer is intentionally using force to influence the causee Stefanowitsch, 2001: 98. Make also expresses as if the causee has no option except to do what the causer intends. Furthermore, Stefanowitsch in his dissertation explains that there are some parameters as well to