Causes of the Errors

sentence. The errors are commonly omitting the causee and verb and changing the sentence into regular passive voice. Addition and misordering are the types of the errors which have slight difference in total: 21 and 28. Addition errors found in Part B are influence by the pattern of regular passive voice structure which is the addition of be or to be before the verb. Meanwhile, misordering can be found in Part A and Part B. Misordering errors are mostly about the misplacement of verbs in passive voice. This is caused by the interruption of informal pattern of get and modal structure of have. In gene ral, the students’ answers towards causative show that they have misunderstanding in English grammar. The students also seemed to have lack knowledge of causative structure in English and the differences among make, have, get. However, there are also som e questions presenting students’ success in applying the correct rules of causatives. There are 42 students have acknowledged when to use make as causative in question 4 Part A and there are more than half students have transferred make causative from English into Indonesian in question 1 and 3 in Part C. Many of students’ answers also show that they have applied the rule of active causative form correctly. It can be proved by the number of correct answers in question 3 which is 34 and question 5 which is 69. The factors causing the errors in students’ answers are interlingual and intralingual errors. Some answers show that most students overgeneralize the meaning of make and get in Indonesian that causes false concept in English. The transfer of passive sentence structure in Indonesian is also applied into English. This causes misformation errors. Most of intralingual errors happen because the overgeneralization and omission of English grammar, the examples are the overgeneralization of regular passive and passive causative form and omission of by- phrase in passive sentence. Based on this fact, the students are proven to simplify the rule and create their own rule in understanding English as the second language. The calculation of the errors and the score of the test shows that many students still have many mistakes in understanding causatives. The discussion shows that there are 73 students achieve the score 0-60 in Part A, 50 students get the score 0-50 in Part B, and 48 students achieve the score 0-50 in Part C. It proves that more than half of students had difficulties in the test. Nonetheless, the students also resulted misformation error as the most common error in the test which has 533 errors in total. It can be concluded that the more errors occur, the lower score that the students achieve, and the less comprehension of make, have, get causatives that the students had. There are 58 students admitted that they need to learn make, have, get causative further in the questionnaire. Based on the figures, it can be concluded that the seventh semester students have not mastered causatives yet, especially make, have, get causatives. By this result, the researcher would like to give suggestion for the lecturers in English Letters Department, especially for Structure lecturers. It would be better and helpful to give students more exercises in causatives. The exercises may include the material about the different function and meaning among the causatives and the changing of active into passive causative. It would be better to evaluate students’ comprehension in tenses in every exercise. On the other hand, it also would be helpful for students to learn more about causatives outside the classroom. It is recommended for students to discuss more about the material with friends or learn by themselves in the internet. It would be wonderful if students can actively ask for the lecturer about the material they do not clearly understand. Due to the result of this research, the researcher recommends future researchers to conduct a similar research in causative. Since this research took the seventh semester students as the population of the study, the researcher also recommends other researchers to consider the lower semester students as the object of the study. Because causative is learned in the beginner semesters, the fifth semester students would be the better population for the next causative research. In the other hand, it may be needed for further researchers to find out more about the relationship or the pattern of errors in students’ answers. 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