Error analysis of causative "have" and "get" made by the third year students of SMA YPPI-I Surabaya - Widya Mandala Catholic University Surabaya Repository

CHAPTI:O:R I
INTRODUCTION

1.1

Background of the Study

English
people

in

languages. Many

1s one of the important
many

countries,

Indonesian,

includ1ng

learn English.
According to the 1984 curriculum ,

the curricular

objective of teaching English at SMA is that
possess

the

English
are

interest

especially

expected

to

priority

be

SMA

However,
conducted
that
the

is

from
her

to

the

1n

of

addition

they

within

English

above suggests that

teaching

level

in

knowledge

the

about 4000 words." 1

statement
of

working

readinq, and

vocabulary level at
The

and

"students

learning

and

dev:lop
writer's

teaching

the English teachers

the

English

practice,

she

SMA seem

teaching of structure more than

the

to

the

at

skill.

reading

the

experience

at

highest

when

she

found

out

emphasize

teaching

of

1 Departemen Pendidikan dan

Kebudayaan, Kurikulum
SMA
1984-GBPP Bahasa
Inggris, Departemen
Pend1dikan
dan Kebudayaan, 1987, p.1.

·,
L

other
and

skills

such

as

speaking.

They

consider structure

fundamental element
the

mastery

of

of learning

grammar is

mastery of reading
we

If

that

SMA

the

and

look

wide

presented to the SMA

at

SMP.

since

difficulties
This

can

in

lear-ning

practice, she checked
and

found

poor

marks

she

found

in

in

of

their-

grammatical

make a

study

errors

the
~have"

also

been

taught.

had

for

formative
the

on

this

fact,

l.n

order

to

students

the
find

usua 11 y

and .. get".

get

observation
got

really

Causative

items.
the

of

SMA

tests

students

her

one

many

items.
teaching

her

students

l.S

get

still

grammatical

grammatical
1

learned

have

they

of

thE

"get'

patterns

Based

Causative

that

and

simple

From

test.

certain

"have"

from

writer

most

the

at

graded

!:.tudents

that

out

problems
use

out

know

items

certain

the

taught

students

be seen when the

the

support

grammatical

The

were at SMP,

they

Therefore,

of language.

items

have

SMA

the

basic

the

curriculum, we

students are

and most of them

Though

English

1984

range.

as

to

skills

grammatical

cover a very

complex

the

listening,

English.

supposed

other

at

English

to

reading, writing,

difficult

students.

writer
out
make

to

decided
types

what
in

of

using

Statement of the Problems

1.2

After

learning

Cau:.ative "have" and

the

"get"

students mastery in Causat1ve "have" and "get" needs
be observed and analyzed because the errors
students

produce

reflect

to

which

the students'

to
the

mastery

in Causative "have" and "get".
The

major

is what

types

of

YPPI

SMA

That

problem being examined in this

of

errors do
Surabaya

I

major

problem

the

make

can

study

year students
in

be

using

divided

Causative

into

the

following sub-problems, namely:
Do the errors the students make in

using

Causative

"have" and "get" relate to the subject?
2.

Do the errors the students make 1n
"have" and

"get ..

using

Causative

relate to the causative "have"

or

"get~?

3.

Do the errors the students make in
11

have 11

and

"get"
relat~

to the

using

Causative

infinitive

marker

'to'?
4.

Do the errors the students make in
"have" and

5.

11

get"

have ..

Causative

using

Causative

relate to the verb?

Do the errors the students make in
11

using

and "get" relate t.o the word order7

Objectives of the Study

1.3

Der-ived
above,
types

from

the

major

mentioned

problem

the objective of the study is to

identify

YPPI

of errors the third year students of SMA

usually make
In

1n using Causative "have" and

order

to achieve the maJor

II

the

get

II

problem,

•

it

is

necessary to achieve the following sub-objectives first,
namely:
1.

To identify
USlng

whether the errors the students make in

Causative

"have"

or

.. get"

relate

to

the

subject.
2.

To identify
using

Causative

causative

3.

11

To identify
using

whether the errors the students make in
"have II

or

.. get"

relate

to

the

have" or "getu.

whether the errors the students make in

Causative

"have''

or

''get"

relate

to

the

infinitive marker ·to'.
4.

To identify

whether the errors the students make in

"have" or "get" relate t::J the verb.
5.

To identify

whether the errors the students make in

using Causative "have" or "get" relate to
order.

the

word

·...'

1.4

The Significance of the Study

The
useful

findings

of this study are expected

for those who

learning

ot

are concerned with the

English as a

these

results are expected

with

some

information

foreign
to

English Causative "have" and
them
of

the

problems

of

First,
teachers
teaching

"get" which is important to

to know before they teach it. Second,

the

results

this study hopefully can give some feedback to
know

be

teaching

language.

provide

about

to

whethe·r

their

the
or

teachers

to

techniques

teaching

material concerning the teaching of Causat1ve

"have" and "get" effective or not.

1.5

Limitation and Scope
The

from

or

problems of
the

same as

In this study,
the

third

What

the

find

out

11

have

11

onE· school may
the problem

the writer

year

students

writer

would

of

like to

deal

the types of err·ors in using

and
~get".

In

this

case,

subject
YPPI

SMA

what is meant by

errors of Causative "have" or "get .. are:

different

other schools.

of
the

limits

be

with

only on
Surabaya.
is

Causative

the

types

to
of

ot

1.

The

using

made in

the students

errors of subject

Causative "have" or "get
2.

The errors of Causative ''have" or "get" the students
made in using causative "have" or "get".

3.

The errors of infinitive marker

to·

students

the

made in using Causative "have" or "get".
4.

in

using

The errors of word order the students made in

using

The

errors

of

verb

the students

made

Causative "have 11 or ''get''.

5.

Causative "have" or "get".

1.6

Definition of Key Terms

The
following

writer
key

feels

necessary
order

terms

to

to
help

define
the

the

readers

understand the ideas presented in this thesis.

Errors

1.6.1

According
and

to Chomsky, as quoted by Dulay

Krashen 2 , errors which are caused by two kinds

factors are divided

into

performance

Burt
of

errors and

2 Heidy Dulay, Marina Burt, and Sthephen Krashen,
Language Two, New York, Oxford Univers1ty Press,
1982,
p.139.

competence error. Performance errors
by

and inattention are called
fat~que

the

error

language
itself

systematic
developing

errors

rule are called

Corder,

according to

deviations due
knowledge

of

to

the

while

,
'm~stake

competence errors which are caused by lack of
of

caused

are
wh~c

knowledge
The

term

to

the

refers
learner's

still

3

On the

the L2 rule system.

other hand, Dulay, Burt and Krashen claim that there
no difference between errors
errors are any
performance,
the
to

and

4

m~stake.

from selected norm of
dev~ation

no matter the

To

them,

language

or causes
charteis~

~s

of

deviation might be. SiGce the writer did not intend
differentiate

definition of

between

errors

errors

and

mistakes,

the

Dulay,

Burt

states that Causative is a wish to

show

as

e•stabl ished

by

and Krashen was used.

1.6.2

Causative
Dixson

that

some action

was

performed, not

by

the

speaker

but by somebody else at his instigation. 5

3

Corder, S.P., "ThE
Significance of
Learners'
Errors"in Jack C. Richards, ed., Error Analysis, London,
Longman Group Limited, 1974, p.19.
4
Dulay, Burt and Krashen, op. cit.,p.138.
5 Robert J. Dixson, Test and
Drills
in English
~ram,
Latin American Institute Press, Inc., p.164.

1.7

Theoritical Framework

1.7.1

Error Analysis
to

According

Ellis,

Error
Analys~

procedure

a

which deals with collecting samples of

language learner,

identifying the errors accord1ng to their

hyphothesized

causes, and evaluating the seriousnes of

the errors. 6

The

this

procedure

in

Error

Analysis

study

is

applied as a guidance to analyze the students errors

1n

terms of collecting samples,
errors,

and

1n

identifying and

classifying the errors

describing

according

to

the

surface feature of the error itself.

1.7.2

Causative "have" and "get"
According to Marianne et al. Causative "have" and

"get" are a certain category of verbs whose function

is

to

or

signal

that

someone

loas

caused

someone

something to do something.
There

are

two

causative

11

have"

and

"get" constructions namely active and passive form;

Ca\-lsative "have" with the active form
Causative "have" with the passive form

6

Unde,~staig
Ellis,
Second Language
Rod
1986,
p.
Oxford
University
Press,
Oxford,
Acquisition,
51-52 .. ls2

Causative "get" with the

form
act~ve

Causative "qet" with the passive form. 7

1.8

Organization of the Study

This
presents
of

b~ckground

the

the

of the

problem,

the

the

with the

of

of

the

study,

the

research,

v

of related literature and studies

which

the

study

Chapter

I I I

presents

instruments

the procedures of collecting

results

of

concerning

the

conclusion

this

study

the

which consist of nature of

the population and samples,

is

framework,
deals

IV

and

which
some

data,

discusses

analysis and the interpretation of the

Chapter

the
scope,

and

the theoritical

technique of data analysis. Chapter
data

study,

the study. Chapter

are relevant to this study.
methodology

the

s ta temen t

I I

organ~zti

rev~w

of

the limitation

the definition of key terms,

the

study,

objective

significance of the study,

and

I

thesis consists of five chapters. Chapter

of
the
the

findings.

presents

the

suggestions

the study.

7

Marianne Celce-Murcia, Dianne Larsen-Freeman,
The §_rammar Book, Rowley, Newbury House Publishers Inc.,
1983,

p.

480.