\ past tense or as the past form of ‘do’ could be a problem in applying past tense. In
the meantime, there was less than half of the number of the students who were aware of this problem.
In brief, there were the tenth grade students’ and tenth grade English teachers’ different perceptions of some possible causes of the erroneous past tense
sentences in the students’ narrative texts. The students and the teachers should be more open to avoid misperception about any other things in teaching –learning
activity.
2. Incomprehensible Sentences in the Students’ Narrative Texts
The writer found many sentences that were incomprehensible. These sentences were very annoying for readers cannot understand or comprehend the
story. Thus, it is significant to point out these incomprehensible sentences in this study. The following sentences are some incomprehensible sentences taken from
Student’s Text 6 see Appendix 7. It problem that was faced Airlangga king was very much.
At time Airlangga king was very sad saw it. Finally, Mataram country back to begin.
Except that, queen very sad, because a long time they married but not yet their gave the children.
He didn’t give that the best for public but to his wife. In order that all his problem can soon finished. Don’t forget he beg in
order that to get children. In there, Airlangga came much tempted.
…finally he was came a grandfather wearing white cloth. What happens you came to me?
How if in place your ascetisim made a statue. This statue means for remembered. Beside that also for expression.
But how shape this statue? 63
\ To started this temple with statue resemble his wife to build.
For to made more beauty this statue resemble his wife then to gave water source for mountain to handle this statue. Then this temple to gave named
Sumber Tetek Temple. And that can we visited in Wonosongo village.
There are also many more sentences that are incomprehensible taken from the other texts. Some other incomprehensible sentences were taken from text 16
see Appendix 12: She is lived away her father a long time.
But she always stiff in face to them. They add Cinderella’s torture a more with their slander.
Cinderella want join this party, but she don’t it. she just want make her family was shy.
Some mouse, a pumpkin to change into carriage. She down and start enter to in.
A long time, a’clock is 12.00 p.m. She run very fast, in her behind a prince chase her.
She fall down and forced leave her shoes. A prince reach girl in the party. He reach until in final home.
Just one girl is finished Cinderella.
Analyzing the sentences over and over again, the writer found that most of the incomprehensible sentences were translated directly from the native language.
It is clear that the interlingual transfer took part in these errors. These sentences were still comprehensible for the writer as the writer and the students share the
same native languages, which are Indonesian language and Javanese language. The following are sentences taken from text 6 see Appendix 7 as the examples:
Except that, queen very sad, because a long time they married but not yet their gave the children. Selain itu, ratu sangat sedih karena lama mereka
menikah tapi belum juga diberi anak Besides, the queen was very sad because they had not had any children
even though they had been married for years.
He didn’t give that the best for public but to his wife. Dia tidak memberikan yang terbaik untuk rakyat tapi untuk istrinya
. He did not give any attention to his people or anything else but to his
wife. 64
\ In there, Airlangga came much tempted. Di sana, Airlangga didatangi
banyak godaan .
There were so many trials came to Airlangga. What happens you came to me? Apa yang terjadi kamu datang padaku?
What occasion makes you come to me? Why do you come to me?
But how shape this statue? Tapi bagaimana bentuk patungnya? But what is the shape of the statue?
Other examples are taken from text 16 see Appendix 12: She is lived away her father a long time. Dia ditinggal ayahnya lama
Her father left her since years ago.
They add Cinderella’s torture a more with their slander. Mereka menambah siksaan Cinderella lagi dengan fitnah mereka
They added insult to injury Cinderella.
She down and start enter to in. Dia turun dan mulai masuk ke dalam She got off the carriage and entered the palace.
She run very fast, in her behind a prince chase her. Dia lari cepat sekali, di belakangnya, seorang pangeran mengejarnya
She ran fast with the prince was chasing her. A prince reach girl in the party. He reach until in final home. Sang
pangeran menghubungi gadis di pesta. Dia sampai di rumah terakhir .
The prince looked for the girl, who was in the party, in every house. At last, he reached the last house.
In brief, some of the tenth grade students’ sentences in their narrative texts were incomprehensible. Most of the incomprehensible sentences were direct
translations from Indonesian. Thus, interlingual transfer did not only affect the tenth grade students’ past sentences, but also affected the meaning of the
sentences. The tenth grade students translated the sentences directly from the native language into English instead of thinking and translating ideas into English.
65 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion derived from the analysis results. It also presents suggestions for further researchers, the students and the teachers.
This chapter is divided into two parts, the conclusions and the suggestions.
A. Conclusions
