INTERLINGUAL AND INTRALINGUAL ERRORS IN WRITING ENGLISH COMPOSITIONS MADE BY EFL STUDENTS OF MUHAMMADIYAH UNIVERSITY OF MAKASSAR
| Main Authors: | Riri, Fatmawati, Haryanto, Haryanto, Salija, Kisman |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.unm.ac.id/11544/1/Article.pdf http://eprints.unm.ac.id/11544/ |
Daftar Isi:
- his research aimed to find out the kinds of interlingual and intralingual errors made by EFL student in writing, the frequency of the interlingual and intralingual errors occurred in students’ writing, the students’ perceptions about the causes of interlingual and intralingual errors in writing.This research used a descriptive method. In obtaining the data, this research applied systematic random sampling technique. The instruments were writing test and interview. The subject of the research was the fourth semester students of English Department of Language and Art Study at Muhammadiyah University of Makassar of academic year 2016/2017. The researcher found that there were 82 interlingual errors; 25 (30,49%) in underproduction, 22 (26,83%) in calques, 18 (21,95%) in overproduction, 9 (10,98%) in misinterpretation, and 8 (9,76%) in substitutions. In intralingual errors, there are 127 errors made by the fourth semester students in writing composition. There are 56 (44,09%) in false analogy, 29 (22,83%) errors in misanalysis, 16 (12,60%) errors in overlooking co-occurrence restrictions, 7 (5,51%) errors in incomplete rule application, 5 (3,94%) errors in hypercorrection, 6 (4,72) errors in exploiting redundancy, 8 (6,30%) errors in system-simplification or over-generalization. The researcher also analyzes the students’ perceptions about the causes of interlingual error and she found that interference of native language is the most influence factor in writing. They also used their L1 in brainstorming their paragraph and then translated into English. Another cause is the students did not fully understand how to correlate the paragraph and the next paragraph. In Intralingual, the students believe that the sentence they wrote was surely correct. They also did not fully understand the distinction in the target language. another cause is the students admitted to memorize, and that didn’t help in writing so much as they tended to get confused on the time frame of the tenses and the last causes is the student still have doubts in using some rule in English. They did not sure in using a particular rule. Keywords:interlingual, intralingual, error analysis, English composition, writing.