The Interlingual Transfer The Sources of Verb Phrase Error

47 In [44], like is the main verb. Therefore, it should not follow be. The blending structures of [44] are continuous and simple present tense. Moreover, the verb like must be followed by a gerund. The sentence should be Children really like playing games . The blending structures can also be found in [45] and [46]. The [45] is a blending structure of present tense and continuous tense and [46] is a blending structure of past perfect tense and present tense. The correction of [45] should be But before we talk about game… and e should be But we, adults had taught them how to speak in a right form, in a right grammar. The students often overgeneralized the order of auxiliary verb. The researcher often found that the participants did not differentiate a Wh-question form and a noun clause form. The students often used a Wh-question form into a noun clause. Conversely, a noun clause form was used in a Wh-question. The wh-question form is = Wh-question + Aux + S + V+ O? The noun clause = Wh-question + S+ Aux + V+ O From the formula, the order of auxiliary verb is different. In Wh-question the auxiliary verb is followed by subject and in the noun clause, the auxiliary verb following the subject. For example, [47] Well, so what pin on back is? [48] So here, I will drive you to three destinations to see what is pin on back. The examples show the confusion between the rule of Wh-question and noun clause. The [47] is Wh-question therefore be should be put after what. In the other side, in [48], the function of Wh-word is a noun clause. The overgeneralization can also be found in the following examples. 48 [49] You have to grasps the attention of your children. [50] Thank you for this occasion so I can standing here in front of you … [51] But let yourself joins the game [52] And then, we can go on to deviding the class into two big groups. [53] what you want to shared your students. From those examples, the students added suffix -s and –ing to the verb infinitive. In [49], the suffix –s is not allowed because have to should be followed by infinitive form. In [50], the word standing should be stand. In [51], the suffix –s is not allowed because let should be followed by infinitive. From the examples, the infinitive form should not be followed by suffix. The rule is also for [52] and [53]. In passive form, the omission of the suffix –ed and be also can be found in the students speech. The students overgeneralized the rule of an active sentence. For example, [54] It will be mix with other card categories. [55] Realia made using real item. In [54], the suffix –ed is absent and in [55], the be is absent. The corrections [54] should be It will be mixed with other card categories and [55] Realia is made using real item . The other example of overgeneralization found in the student speech was the use of be instead of have. The example can be seen in [56]. [56] So it‟s more effective because students can experience it as what we were said and student can also use their sense to learn. 49 The overgeneralization made the sentence confusing. In [56], what we were said… is passive however the sentence should be perfect tense. The correction is what we have said….

3. Context of Learning

The researcher found few context of learning sources rather than interlingual transfer and intralingual transfer. From the data, the researcher found 13 errors which were context of learning. Context of learning is the other possible causes that the participants had. This source of errors occurred because of the misunderstanding in learning the language. There are some factors that led the students into misunderstanding i.e. teacher, textbook and the student. The wrong explanation of the material the student can lead the student into misunderstanding. The students often imitated the teacher in saying a word. The wrong content of the textbook also caused the student misunderstanding in learning language. Unmotivated students in learning English will lead to the misunderstanding. It is because the unmotivated students will not pay attention to the material given by the teacher. The following are some examples of the error which is context of leaning. [57] so that our learning process would be work well, [58] they will more able to understand, In a the participant added „be‟ in verb phrase that did not need „be‟ because in [57] the main verb is „work‟ and after „would’ should be infinitive. The correction should be so that our learning process would work well. Other example is the omission of “be” as in [58]. In [58], able is an adjective therefore it needs be in