41 the absence of the main verb belonged to other error. [26.a] Second, teacher
should make a list on their mouth or their nose. Other finding of other error was
the participant used inappropriate word for example in [26.a] So edited blow up the dice
. The participant translated the verb from Bahasa Indonesia to English incorrectly. It should be [26.b] So edited throws the dice up.
i. Global Error
The global errors that the participant made were 7.32. Those errors significantly hinder the communication. The audiences could not understand what
the participants said clearly because the meaning of the sentence was changed. The omission „to‟ changes the meaning of the sentence. For example, [27.a]
Now, I will explain you about how to play this game, the „to‟ is needed to make
the sentence correct. Based on the utterance, „you‟ is indirect object and “explain” is a transitive verb. Therefore, thi
s utterance needs „to‟ to show the correct meaning. It should be [27.b] Now, I will explain to you how to play this game.
The other global error is the omission of the auxiliary verb. In this utterance, [28.a] Realia made using real item is the passive voice. The passive
voice needs the auxiliary verb „be‟. The absence of auxiliary „is‟ changed the meaning of the sentence and makes the sentence confusing. Hence, the correction
is [28.b] Realia is made by using real item.
j. Local Error
Based on the data which were found, the most errors made by the participants were local errors. Those errors did not significantly hinder the
communication. The audiences could still understand what the participants said
42 although the participants did not say accurately. In this category, the researcher
also found some errors which are also included to the surface structure taxonomy i.e. omission, addition, misformation and misordering.
According to the data, there were 25.63 local errors. These local errors were caused by some errors. Therefore, there are some subcategories of the local
errors. Those categories are the lack of auxiliary verbs, the lack of linking verbs, and the lack of suffixes.
The first subcategory is the lack of auxiliary verbs. It means that the local errors are caused by the lack of using auxiliary verb. For example [29.a] You
see? , in this utterance, there was not an auxiliary verb whereas the auxiliary verb
is needed to make yes-no question. In this utterance, the absence of the auxiliary verb does not change the meaning. For the correction, the sentence should be
[29.b] Can you see? The second subcategory is lack of linking verbs. It means that the local
errors are caused by lack of using linking verb. For example [30.a] This material are quite important for the student since if they can master this material
, here the wrong form of linking verb does not change the meaning. The correction for this
utterance should be [30.b] This material is quite important for the student since they can master this material.
The third subcategory is lack of suffixes. It means that the local errors are caused by the lack of adding the suffixes. Some participants added the verb-suffix
inappropriately to the verb. Based on the data, the researcher found [31.a] You
can kn ows about the name, the color, and may be the… the English name. Based
43 on the utterance, the participant added the suffix “-s”. The addition of verb suffix
“-s” does not change the meaning. The correction will be [31.b] you can know about the name, the color, and may be the English name
.
B. The Sources of Verb Phrase Error
After the researcher determined the errors by putting the errors into the classifications, He found the source of errors i.e. interlingual transfer, intralingual
transfer, and context of learning. He found those sources of errors based on the errors made by the students. He used Brown‟s theory and Norrish‟s theory to dig
the sources of errors up as the researcher explained in Chapter II. Based on the data, in 177 utterances, there were 26 interlingual transfers, 78 intralingual
transfers and 13 context of learning. Appendix F presented the example of the
sources of error.
1. The Interlingual Transfer
The interlingual transfer is the errors caused by the influence of students‟ native language. The students adopted their native language and then they applied
it to the target language. Frequently, the participants translated the Indonesian language word-by-word into English directly. However, the structure of both
languages was different therefore it led the audience to the misunderstanding. The interlingual transfer also can be found in the participants‟ speech. From the
participants‟ speech, the researcher found 26 errors which were interlingual transfer.
