SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN Susceptibility Of Inter Language System: A Case Study Of Students Learning English As A Foreign Language In SMP Muhammadiyah 4 Surakarta.
SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
RESEARCH PAPER
Submitted as a partial Fulfillment of Requirements
For Getting bachelor Degree Education
in English Departement
by
RETNO ASRI
A 320 080 209
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
APPROVAL
SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
Research Paper
By:
RETNO ASRI
A 320 080 209
Approved by Consultant to be Examined
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M.Hum
Drs. Sigit Haryanto, M.Hum
ii
ACCEPTANCE
SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
Accepted by the Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
On
Team of examiners
(…………………………)
1. Prof. Dr. Endang Fauziati, M.Hum
(Chair Person)
(…………………………)
2. Drs. Sigit Haryanto, M.Hum
(Member I)
(…………………………)
3. Drs. Agus Wijayanto, M.A, Ph.D
(Member II)
Dean,
Drs. H. Sofyan Anif, M.Si.
NIK. 574
iii
TESTIMONY
Herewith, I testify that in this research paper, there is no plagiarism of the
previous literary work which has been raised to obtain bachelor degree of
university, nor there are opinions and masterpieces which have been written or
published by others, except those in which the writing are referred in manuscript
and mentioned in literary review and bibliography.
Hence, later, if it is proven that there are some untrue statements in this
testimony, hence I will hold fully responsible.
Surakarta, April 2012
RETNO ASRI
A 320 080 209
iv
MOTTO
“You got a dream…you gotta protect it.”
(Chris Gardner)
“Don’t say impossible before you try doing it.”
“The struggle hard to get something will get marvelous result.”
v
DEDICATION
With love this research is dedicated to:
1. Allah SWT thanks Allah always help me in every time.
2. My lovely mother I love you so much, you are my spirit in my life. Thanks for
your spirit, pray and love for me.
3. Alm. My lovely father I miss you so much, I will make you proud with me.
4. My lovely brothers (mas Heri and mas Anzal) and my sisters (mba‟ Indri and
mba‟ Lastri) thanks for your spirits and prays.
5. My lovely nephew (vito Bratta).
6. My beloved boy friend (Tyo).
7. My consultants (Mrs. Endang fauziati and Mr. Sigit Hariyanto).
8. All of my lovely friends in “Wulandari Kost” (Attun, ucil, gendut, lek nur, Ida,
Anik, Eva, and all of new crews Wulandari kost) You are my new family.
9. Our little gilr of Wulandari kost (Azianka)
10. All of my lovely friends (Attun, Ucil, Rini, Citra, Ikha, Shelfi, Kelik, Handa,
Ayu, Yani, Sharas, Anugrah, Rossy, Vicka, Andam, Rutha, hepi etc) all of F class
thanks for your spirit.
vi
ACKNOWLEDMENT
Assalamualaikum Wr. Wb
Alhamdulilahirrobilalamin, praise to Allah SWT for the blessing
the writer in completing of this research paper. The researcher also received help
for many individuals. Their loving help and kindness will always be reflected in
this research. On this very special occasion, the researcher wishes to express her
gratitude to those who helped her completing this research paper.
1. Drs. Sofyan Anif, M.Si, the Dean of School of Teacher Training and Education
of Muhammadiyah University of Surakarta.
2. Titis Setyabudi, S.S. M.Hum, the Head of English Education Departement.
3. Prof. Dr. Endang fauziati, M. Hum, the first consultant for her patience in
providing continuous guidance, advice, suggestion and correction till the end of
this research.
4. Drs. Sigit Haryanto, M. Hum as the second consultant who has helped the
researcher.
5. Teachers and students of SMP Muhammadiyah 4 Surakarta who have given
permission for the writer to conduct the observation in this school.
6. All lecturers of English Departement who have given their knowledge and
experiences.
vii
7. My beloved parents: Alm. My father (Sutjipto) and my mother (Suyatni). My
mother who is patient to see my finishing in this research paper soon and also
for their love, pray, support, motivation, and everything.
8. My Brothers: Heri Setyo W and Anzal P who give me the color of life and
supports me to finish this study.
9. My beloved sisters: Indri Astuti and Lastri who give supports and prays for
me.
10. My beloved nephew: M. Vito Bratta.
11. My first, last and everything, Tyo. Thanks for the power of love, belief,
honest, patient, times, spirit, support, and pray.
12. My lovely friends in Wulandari Kost thank you very much for your supports.
13. All of friends in F class community thank you very much for your helps.
14. All of my friends in English Departement 2008.
15. The students of SMP Muhammadiyah 4 Surakarta who have cooperated with
the writer in conducting the research.
16. Last but not least, those who cannot be mentioned one by one have supported
to reach her dreams.
She realizes that this research paper is far from being perfect because of
limited capability. Thus, revision, suggestion, and structural criticism are hoped
for the perfection of this work. She wishes this research paper would be useful
and helpful to all readers.
Wassalamu‟alaikum Wr. Wb.
Surakarta, April 2012
RETNO ASRI
viii
ABSTRACT
RETNO ASRI. A.320.080.209. SUSCEPTIBILITY OF INTERLANGUAGE
SYSTEM: A CASE STUDY OF STUDENTS LEARNING ENGLISH AS A
FOREIGN LANGUAGE IN SMP MUHAMMADIYAH 4 SURAKARTA. Research
paper Teacher and Training and Education Faculty. Muhammadiyah University of
Surakarta, 2012
This study aims at describing the types of susceptibility of interlanguage system in
SMP Muhammadiyah 4 Surakarta, explaining the source influences in student
interlanguage and describing the frequency of influences in students interlanguage.
The type of this research is descriptive qualitative research. In collecting the data,
the writer uses elicitation technique and documentation. There are four steps to collect
data, namely: the writer gives instructions to the students to write English composition,
the writer reads every composition accurately, the writer writes again all of the
errorneous sentences of students composition, the writer writes all the erroneous
sentences into a list and used them as data.
In this research the writer uses descriptive analysis by Celce Murcia and frame
work of Error Analysis by Shridar. the writer analyzes the collected data using following
steps: errors Identification is the writer collects the errorneous sentences in students
English composition appropriate with English linguistics rules,errors classification is the
writer classifies the errors in students‟ composition based on linguistic category, strategy
taxonomy outside, and also based on degree of mother tongue and target language
system, calculation of errors is each type of errors is calculated to find out the total
number of each type of errors and to get clear picture of the frequency of their
occurrence, description of influences degree is the writer describes influences degree
towards Indonesian system and English system reflected students interlanguage system,
conclusion is the last step concluded from the research results to answer the problems
statements in this research.
The results of the study is influence of target language in SMP Muhammadiyah 4
Surakarta greater (61.75%) than first language (38.25%) in the students‟ interlanguage
system. From this, we know that students‟ interlanguage system is caused by the
interference of the target language. Interlanguage towards infiltration of elements
linguistic of the second language, it means that student‟s interlanguage influenced by
second language (English).
CONSULTANT I
CONSULTANT II
Prof. Dr. Endang fauziati, M. Hum
NIK: 274
Drs. Sigit Haryanto, M. Hum
NIK: 567
Dean,
Drs. H. Sofyan Anif, M.Si
NIK: 574
ix
TABLE OF CONTENTS
page
COVER ..........................................................................................................
i
APPROVAL ..................................................................................................
ii
ACCEPTANCE .............................................................................................
iii
TESTIMONY ................................................................................................
iv
MOTTO .........................................................................................................
v
DEDICATION ...............................................................................................
vi
ACKNOWLEDGEMENT ............................................................................
vii
ABSTRACT ...................................................................................................
ix
TABLE OF CONTENT ................................................................................
xi
LIST OF APPENDIX ................................................................................... xvii
CHAPTER I: INTRODUCTION
A. Background of the Study ..................................................
1
B. Problem statement ............................................................
5
C. Objective of the Study ......................................................
6
D. Benefit of the Study ..........................................................
6
E. Limitation of the Study .....................................................
7
F. Research Paper organization ............................................
8
x
CHAPTER II: UNDERLYING THEORY
A. PREVIOUS STUDY ........................................................
9
B. THEORITICAL REVIEW ...............................................
12
1. NOTION OF INTERLANGUAGE .............................
13
2. COGNITIVE RESULTED IN INTERLANGUAGE ..
15
a. Overgeneralization ...............................................
15
b. Transfer of Training .............................................
16
c. Strategies of Second Language Training ..............
16
d. Strategies of Second Language Communication ..
17
e. Language Transfer ................................................
18
3. APPROACHES TO THE DESCRIPTION OF
INTERLANGUAGE SYSTEM ..................................
19
a. Selinker‟s Concept ...............................................
19
b. Tarone‟s Concept .................................................
23
c. Ellis‟s Concept .....................................................
23
d. Adjemian‟s Concept .............................................
24
4. CHARACTERISTIC OF INTERLANGUAGE ..........
24
a. Systematicity ........................................................
25
b. Fossilization ..........................................................
25
5. PERMEABILITY ........................................................
26
6. NOTION OF ERROR ANALYSIS .............................
27
7. PEDAGOGICAL GOAL OF ERROR ANALYSIS ...
31
8. ERROR AND MISTAKE ............................................
32
xi
9. CLASSIFICATION OF ERROR ................................
33
a. Linguistic Category ..............................................
33
b. Surface Strategy taxonom ....................................
34
1) Omission .........................................................
34
2) Addition ..........................................................
34
a) Double Marking .......................................
35
b) Regularization ..........................................
35
c) Simple Addition .......................................
35
3) Misinformation ...............................................
35
a) Regularization ..........................................
36
b) Archi-forms ..............................................
36
c) Alternating Form ......................................
36
4) Misordering ....................................................
37
c. Comparative Taxonomy .......................................
37
1) Development Errors .......................................
37
a) Interlingual Error ......................................
37
b) Ambigous Errors ......................................
38
d. Communicative Effect Taxonomy .......................
38
1) Global Errors ..................................................
39
2) Local Errors ....................................................
39
10. Source of Error ..........................................................
39
a. Inter Lingual Transfer ..........................................
40
b. Intra Lingual Transfer ..........................................
40
xii
c. Context of Learning ..............................................
40
d. Communicative strategies ....................................
41
C. TEACHING WRITING ..................................................
41
CHAPTER III: RESEARCH METHOD
A. Type of the research .........................................................
43
B. Object of the Research ....................................................
43
C. Data and Data Sources ....................................................
43
D. Data collecting technique ................................................
44
E. Technique for Analyzing Data ........................................
45
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. RESEARCH FINDING ....................................................
48
1. The Intervention of First language in the Students‟
Interlanguage ...............................................................
48
a. Lexical Level ........................................................
49
1) Indonesian Abbreviation ..................................
49
2) Indonesian Word ..............................................
50
b. Syntactic Level .....................................................
51
1) Literal Translation ............................................
51
2) Misordering ......................................................
52
3) Addition conjunction .......................................
54
2. The Intervention of Second language in the Students‟
Interlanguage ...............................................................
55
a. Vocabulary that cannot be traced to L1 ................
55
xiii
1) The words with the similarity in form .............
56
2) The words with the similarity in meaning .......
56
b. Bound Morpheme (-s/ -es) ....................................
58
1) –s/-es as Plural form ........................................
58
a) Omission of –s in Plural Form ..................
58
2) –s/ -es as Singular form ...................................
59
a) Omission of –s in Singular Form ..............
59
b) Addition of –s in singular form ................
60
3) Omission of („S) as Possessive Marker ...........
61
a) Omission of („s) possessive marker in the
Present Tense ............................................
61
c. Preposition ............................................................
62
1) Omission of Preposition ...................................
62
2) Addition of Preposition ....................................
63
3) Misuse of Preposition ......................................
64
d. Article ...................................................................
65
1) Omission of Article ..........................................
66
2) Addition of Article ...........................................
67
e. TO BE ...................................................................
68
1) Omission of present BE as Copula ..................
68
2) Misuse of BE in the present tense ....................
69
3) Addition of present BE in present tense ..........
69
f. Pronoun .................................................................
70
xiv
1) Misuse of use pronoun .....................................
70
g. Verb ......................................................................
71
1) The use of V1 instead of V2 ............................
71
h. Misuse using of Have/ has ....................................
72
1) Misuse of Have ................................................
72
2) Misuse of Has ..................................................
73
3. The Intervention frequency of the First Language to the
Students‟ Interlanguage ...............................................
75
4. The Intervention frequency of the Second Language to the
Students‟ Interlanguage ...............................................
76
5. Degree of the Intervention from both the Mother tongue
and Target language in the students‟ interlanguage system 78
B. Discussion of findings ......................................................
82
CHAPTER VI: CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................
88
1. Related to the types of Intervention of the first language
and the second language ..............................................
88
B. Pedagogical Implication ..................................................
90
C. Suggestion .......................................................................
92
BIBLIOGRAPHY
APPENDIX
xv
LIST OF TABLE
1.
Frequency of influence of first language
Table 1 ................................................................................................
75
Table 2 ................................................................................................
76
Table 3 ................................................................................................
78
xvi
LIST OF APPENDIX
Appendix 1 Types of Real Composition
Appendix 2 Types of Error Sentence
xvii
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
RESEARCH PAPER
Submitted as a partial Fulfillment of Requirements
For Getting bachelor Degree Education
in English Departement
by
RETNO ASRI
A 320 080 209
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
APPROVAL
SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
Research Paper
By:
RETNO ASRI
A 320 080 209
Approved by Consultant to be Examined
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M.Hum
Drs. Sigit Haryanto, M.Hum
ii
ACCEPTANCE
SUSCEPTIBILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY
OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN
SMP MUHAMMADIYAH 4 SURAKARTA
Accepted by the Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
On
Team of examiners
(…………………………)
1. Prof. Dr. Endang Fauziati, M.Hum
(Chair Person)
(…………………………)
2. Drs. Sigit Haryanto, M.Hum
(Member I)
(…………………………)
3. Drs. Agus Wijayanto, M.A, Ph.D
(Member II)
Dean,
Drs. H. Sofyan Anif, M.Si.
NIK. 574
iii
TESTIMONY
Herewith, I testify that in this research paper, there is no plagiarism of the
previous literary work which has been raised to obtain bachelor degree of
university, nor there are opinions and masterpieces which have been written or
published by others, except those in which the writing are referred in manuscript
and mentioned in literary review and bibliography.
Hence, later, if it is proven that there are some untrue statements in this
testimony, hence I will hold fully responsible.
Surakarta, April 2012
RETNO ASRI
A 320 080 209
iv
MOTTO
“You got a dream…you gotta protect it.”
(Chris Gardner)
“Don’t say impossible before you try doing it.”
“The struggle hard to get something will get marvelous result.”
v
DEDICATION
With love this research is dedicated to:
1. Allah SWT thanks Allah always help me in every time.
2. My lovely mother I love you so much, you are my spirit in my life. Thanks for
your spirit, pray and love for me.
3. Alm. My lovely father I miss you so much, I will make you proud with me.
4. My lovely brothers (mas Heri and mas Anzal) and my sisters (mba‟ Indri and
mba‟ Lastri) thanks for your spirits and prays.
5. My lovely nephew (vito Bratta).
6. My beloved boy friend (Tyo).
7. My consultants (Mrs. Endang fauziati and Mr. Sigit Hariyanto).
8. All of my lovely friends in “Wulandari Kost” (Attun, ucil, gendut, lek nur, Ida,
Anik, Eva, and all of new crews Wulandari kost) You are my new family.
9. Our little gilr of Wulandari kost (Azianka)
10. All of my lovely friends (Attun, Ucil, Rini, Citra, Ikha, Shelfi, Kelik, Handa,
Ayu, Yani, Sharas, Anugrah, Rossy, Vicka, Andam, Rutha, hepi etc) all of F class
thanks for your spirit.
vi
ACKNOWLEDMENT
Assalamualaikum Wr. Wb
Alhamdulilahirrobilalamin, praise to Allah SWT for the blessing
the writer in completing of this research paper. The researcher also received help
for many individuals. Their loving help and kindness will always be reflected in
this research. On this very special occasion, the researcher wishes to express her
gratitude to those who helped her completing this research paper.
1. Drs. Sofyan Anif, M.Si, the Dean of School of Teacher Training and Education
of Muhammadiyah University of Surakarta.
2. Titis Setyabudi, S.S. M.Hum, the Head of English Education Departement.
3. Prof. Dr. Endang fauziati, M. Hum, the first consultant for her patience in
providing continuous guidance, advice, suggestion and correction till the end of
this research.
4. Drs. Sigit Haryanto, M. Hum as the second consultant who has helped the
researcher.
5. Teachers and students of SMP Muhammadiyah 4 Surakarta who have given
permission for the writer to conduct the observation in this school.
6. All lecturers of English Departement who have given their knowledge and
experiences.
vii
7. My beloved parents: Alm. My father (Sutjipto) and my mother (Suyatni). My
mother who is patient to see my finishing in this research paper soon and also
for their love, pray, support, motivation, and everything.
8. My Brothers: Heri Setyo W and Anzal P who give me the color of life and
supports me to finish this study.
9. My beloved sisters: Indri Astuti and Lastri who give supports and prays for
me.
10. My beloved nephew: M. Vito Bratta.
11. My first, last and everything, Tyo. Thanks for the power of love, belief,
honest, patient, times, spirit, support, and pray.
12. My lovely friends in Wulandari Kost thank you very much for your supports.
13. All of friends in F class community thank you very much for your helps.
14. All of my friends in English Departement 2008.
15. The students of SMP Muhammadiyah 4 Surakarta who have cooperated with
the writer in conducting the research.
16. Last but not least, those who cannot be mentioned one by one have supported
to reach her dreams.
She realizes that this research paper is far from being perfect because of
limited capability. Thus, revision, suggestion, and structural criticism are hoped
for the perfection of this work. She wishes this research paper would be useful
and helpful to all readers.
Wassalamu‟alaikum Wr. Wb.
Surakarta, April 2012
RETNO ASRI
viii
ABSTRACT
RETNO ASRI. A.320.080.209. SUSCEPTIBILITY OF INTERLANGUAGE
SYSTEM: A CASE STUDY OF STUDENTS LEARNING ENGLISH AS A
FOREIGN LANGUAGE IN SMP MUHAMMADIYAH 4 SURAKARTA. Research
paper Teacher and Training and Education Faculty. Muhammadiyah University of
Surakarta, 2012
This study aims at describing the types of susceptibility of interlanguage system in
SMP Muhammadiyah 4 Surakarta, explaining the source influences in student
interlanguage and describing the frequency of influences in students interlanguage.
The type of this research is descriptive qualitative research. In collecting the data,
the writer uses elicitation technique and documentation. There are four steps to collect
data, namely: the writer gives instructions to the students to write English composition,
the writer reads every composition accurately, the writer writes again all of the
errorneous sentences of students composition, the writer writes all the erroneous
sentences into a list and used them as data.
In this research the writer uses descriptive analysis by Celce Murcia and frame
work of Error Analysis by Shridar. the writer analyzes the collected data using following
steps: errors Identification is the writer collects the errorneous sentences in students
English composition appropriate with English linguistics rules,errors classification is the
writer classifies the errors in students‟ composition based on linguistic category, strategy
taxonomy outside, and also based on degree of mother tongue and target language
system, calculation of errors is each type of errors is calculated to find out the total
number of each type of errors and to get clear picture of the frequency of their
occurrence, description of influences degree is the writer describes influences degree
towards Indonesian system and English system reflected students interlanguage system,
conclusion is the last step concluded from the research results to answer the problems
statements in this research.
The results of the study is influence of target language in SMP Muhammadiyah 4
Surakarta greater (61.75%) than first language (38.25%) in the students‟ interlanguage
system. From this, we know that students‟ interlanguage system is caused by the
interference of the target language. Interlanguage towards infiltration of elements
linguistic of the second language, it means that student‟s interlanguage influenced by
second language (English).
CONSULTANT I
CONSULTANT II
Prof. Dr. Endang fauziati, M. Hum
NIK: 274
Drs. Sigit Haryanto, M. Hum
NIK: 567
Dean,
Drs. H. Sofyan Anif, M.Si
NIK: 574
ix
TABLE OF CONTENTS
page
COVER ..........................................................................................................
i
APPROVAL ..................................................................................................
ii
ACCEPTANCE .............................................................................................
iii
TESTIMONY ................................................................................................
iv
MOTTO .........................................................................................................
v
DEDICATION ...............................................................................................
vi
ACKNOWLEDGEMENT ............................................................................
vii
ABSTRACT ...................................................................................................
ix
TABLE OF CONTENT ................................................................................
xi
LIST OF APPENDIX ................................................................................... xvii
CHAPTER I: INTRODUCTION
A. Background of the Study ..................................................
1
B. Problem statement ............................................................
5
C. Objective of the Study ......................................................
6
D. Benefit of the Study ..........................................................
6
E. Limitation of the Study .....................................................
7
F. Research Paper organization ............................................
8
x
CHAPTER II: UNDERLYING THEORY
A. PREVIOUS STUDY ........................................................
9
B. THEORITICAL REVIEW ...............................................
12
1. NOTION OF INTERLANGUAGE .............................
13
2. COGNITIVE RESULTED IN INTERLANGUAGE ..
15
a. Overgeneralization ...............................................
15
b. Transfer of Training .............................................
16
c. Strategies of Second Language Training ..............
16
d. Strategies of Second Language Communication ..
17
e. Language Transfer ................................................
18
3. APPROACHES TO THE DESCRIPTION OF
INTERLANGUAGE SYSTEM ..................................
19
a. Selinker‟s Concept ...............................................
19
b. Tarone‟s Concept .................................................
23
c. Ellis‟s Concept .....................................................
23
d. Adjemian‟s Concept .............................................
24
4. CHARACTERISTIC OF INTERLANGUAGE ..........
24
a. Systematicity ........................................................
25
b. Fossilization ..........................................................
25
5. PERMEABILITY ........................................................
26
6. NOTION OF ERROR ANALYSIS .............................
27
7. PEDAGOGICAL GOAL OF ERROR ANALYSIS ...
31
8. ERROR AND MISTAKE ............................................
32
xi
9. CLASSIFICATION OF ERROR ................................
33
a. Linguistic Category ..............................................
33
b. Surface Strategy taxonom ....................................
34
1) Omission .........................................................
34
2) Addition ..........................................................
34
a) Double Marking .......................................
35
b) Regularization ..........................................
35
c) Simple Addition .......................................
35
3) Misinformation ...............................................
35
a) Regularization ..........................................
36
b) Archi-forms ..............................................
36
c) Alternating Form ......................................
36
4) Misordering ....................................................
37
c. Comparative Taxonomy .......................................
37
1) Development Errors .......................................
37
a) Interlingual Error ......................................
37
b) Ambigous Errors ......................................
38
d. Communicative Effect Taxonomy .......................
38
1) Global Errors ..................................................
39
2) Local Errors ....................................................
39
10. Source of Error ..........................................................
39
a. Inter Lingual Transfer ..........................................
40
b. Intra Lingual Transfer ..........................................
40
xii
c. Context of Learning ..............................................
40
d. Communicative strategies ....................................
41
C. TEACHING WRITING ..................................................
41
CHAPTER III: RESEARCH METHOD
A. Type of the research .........................................................
43
B. Object of the Research ....................................................
43
C. Data and Data Sources ....................................................
43
D. Data collecting technique ................................................
44
E. Technique for Analyzing Data ........................................
45
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. RESEARCH FINDING ....................................................
48
1. The Intervention of First language in the Students‟
Interlanguage ...............................................................
48
a. Lexical Level ........................................................
49
1) Indonesian Abbreviation ..................................
49
2) Indonesian Word ..............................................
50
b. Syntactic Level .....................................................
51
1) Literal Translation ............................................
51
2) Misordering ......................................................
52
3) Addition conjunction .......................................
54
2. The Intervention of Second language in the Students‟
Interlanguage ...............................................................
55
a. Vocabulary that cannot be traced to L1 ................
55
xiii
1) The words with the similarity in form .............
56
2) The words with the similarity in meaning .......
56
b. Bound Morpheme (-s/ -es) ....................................
58
1) –s/-es as Plural form ........................................
58
a) Omission of –s in Plural Form ..................
58
2) –s/ -es as Singular form ...................................
59
a) Omission of –s in Singular Form ..............
59
b) Addition of –s in singular form ................
60
3) Omission of („S) as Possessive Marker ...........
61
a) Omission of („s) possessive marker in the
Present Tense ............................................
61
c. Preposition ............................................................
62
1) Omission of Preposition ...................................
62
2) Addition of Preposition ....................................
63
3) Misuse of Preposition ......................................
64
d. Article ...................................................................
65
1) Omission of Article ..........................................
66
2) Addition of Article ...........................................
67
e. TO BE ...................................................................
68
1) Omission of present BE as Copula ..................
68
2) Misuse of BE in the present tense ....................
69
3) Addition of present BE in present tense ..........
69
f. Pronoun .................................................................
70
xiv
1) Misuse of use pronoun .....................................
70
g. Verb ......................................................................
71
1) The use of V1 instead of V2 ............................
71
h. Misuse using of Have/ has ....................................
72
1) Misuse of Have ................................................
72
2) Misuse of Has ..................................................
73
3. The Intervention frequency of the First Language to the
Students‟ Interlanguage ...............................................
75
4. The Intervention frequency of the Second Language to the
Students‟ Interlanguage ...............................................
76
5. Degree of the Intervention from both the Mother tongue
and Target language in the students‟ interlanguage system 78
B. Discussion of findings ......................................................
82
CHAPTER VI: CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................
88
1. Related to the types of Intervention of the first language
and the second language ..............................................
88
B. Pedagogical Implication ..................................................
90
C. Suggestion .......................................................................
92
BIBLIOGRAPHY
APPENDIX
xv
LIST OF TABLE
1.
Frequency of influence of first language
Table 1 ................................................................................................
75
Table 2 ................................................................................................
76
Table 3 ................................................................................................
78
xvi
LIST OF APPENDIX
Appendix 1 Types of Real Composition
Appendix 2 Types of Error Sentence
xvii