GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK

Adi Yusuf1 University of Pesantren Tinggi Darul Ulum Jombang1 [email protected]

Abstract

Besides the influence of first language (L1), learners’ poor knowledge of second language (L2) often leads to mistakes (errors). The phenomenon of second language acquisition errors (L2) caused by the second language (L2) is called overgeneralization (negative intralingual transfer). This study describes grammatical overgeneralization often made by Level 1 students' of Paradise English Course (FEC) Patianrowo, Nganjuk and the factors causing them. The errors at least can be categorized into twelve kinds of errors: tense-related errors, modal-related errors, infinitive- related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural- related errors, and word order-related errors. Those errors are caused by two aspects, they are inductive and deductive reasoning.

Keywords: transfer, intralingual transfer (overgeneralization), level 1 students

Abstrak

Selain bahasa pertama (L1), pengetahuan pembelajar yang buruk tentang bahasa kedua (L2) sering menyebabkan mistakes (errors). Fenomena kesalahan akuisisi bahasa kedua (L2) yang disebabkan oleh bahasa kedua (L2) disebut overgeneralization (transfer intralingual negatif). Studi ini menggambarkan tata bahasa overgeneralization yang sering dilakukan oleh para siswa tingkat 1 di Firdaus English Course (FEC) Patianrowo, Nganjuk dan faktor-faktor penyebabnya. Errors setidaknya dapat dikategorikan menjadi dua belas jenis: tense-related errors, modal- related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Kesalahan-kesalahan disebabkan oleh dua aspek, yaitu penalaran induktif dan deduktif.

Kata kunci: transfer, intralingual transfer (overgeneralization), level 1 students

A. BACKGROUND overgeneralization occurs as the second language learner acts within the target Each language has its own special language, generalizing a particular rule rules and constraints of grammar needed or item in the second language. to form and interpret sentences. Thus, a research on Basically, the grammars of all overgeneralization is exceedingly Languages are the same in a case of important to do. Brown (2000: 97) says complexity. According to O’Grady and that overgeneralization is the incorrect Dobrovolsky (1989: 4 – 5), all languages application – negative transfer – of have a grammar. The grammars of all previously learned second language languages are essentially equal in terms material to a present second language of overall complexity. This also occurs context. Therefore, English teachers are in the English language; for instance, expected to make use the results of this the use of be verb “was/were” in the study to identify the common nominal sentence of past tense like “I grammatical errors made by the young was happy yesterday” or “She was in the learners in constructing English restaurant last week”. However, we can sentences due to overgeneralization. In not apply this to some verbal sentences addition, they can formulate the like “I felt happy” or “he slept soundly”. appropriate formula to overcome the There is an exception to form the errors. sentences in the English language. This study will focus on the This kind of phenomenon grammatical overgeneralization frequently becomes a problem and commonly made by the young learners results in errors for the English language and how such errors occur. For this learners, especially the young learners. purpose, written tasks are going to be They often fall into an assumption that administered to the level 1 students of to indicate past events, for example, it Firdaus English Course (FEC), needs be verb “was/were”. They apply Patianrowo Nganjuk to see which parts the previous knowledge and subsumers of English grammar they often make to subsequent learning within the target errors. The students of this level like to language (negative intralingual transfer). talk about themselves, and their lives as Therefore, it is not unfamiliar to hear or main topics in the classroom and they read expressions like “I was felt happy”/ frequently make errors. Besides, an in- tired/ hungry”. They are prone to depth interview is also being conducted generalize that to show the past events to have general description of how they use the verb be” was/were. These make errors as a result of sentences are obviously incorrect. Here, overgeneralization. The test and the be verb “was or were” is interview will be done in March and unnecessary. So, the sentences above April 2011 should be “I felt happy/ tired/ hungry”. Such case can be referred to as overgeneralization. Brown (2000: 95) B. RESEARCH DESIGN states that to generalize means to infer or This study is designed as a derive a law, rule, or conclusion, usually descriptive qualitative research and is a from the observation of particular case study conducted to six students instances. The process of this taking an English course at Firdaus English Course (FEC), Patianrowo Vita Sari Gilang (15 years old), Gadis Nganjuk. This Study will describe kinds Malina Assyabana (15 years old), and of the grammatical overgeneralization Nailia Maghfiroh (14 years old). They produced by the students and the are Junior High School Students. The grammatical aspects of English that respondents in this study are selected cause errors. In addition, the data using criterion-based selection collected are not in the form of numbers, technique, which means that the instead of text or words. As stated by respondents selected must meet criterion Miles and Huberman (1994: 9) that of young learners (the level 1 students of qualitative data, usually in the form of FEC Patianrowo Nganjuk). words rather than numbers. Similarly, Creswell (2003: 181) explains that F. INSTRUMENTS qualitative research, the data collected The instruments used to gather the involve texts (or word) data and images data are the forms of the written tasks (or pictures) data. (the writing tasks), namely: a task to tell about an unforgettable experience, my C. SOURCES OF THE DATA mother’s/ father’s daily activities, if I The data in this study are taken have a lot of money, my parts of body from the respondents’ written tasks (the and my favorite pet and the results of the results of the writing tasks done by the interview with the participants: face -to- respondents) and the results of the face/ one on one/ in- person interview. interview with the respondents. The respondents come from FEC Patianrowo G. FINDINGS Nganjuk, one of the leading English 1.Tense-related errors courses in Nganjuk. Using tenses in English seems to be difficult for the young learners as D. LOCATION there are many tenses in English. Each Firdaus English Course (FEC) is tense has its own special rules which are located in Patianrowo Nganjuk. It was different from the others’. In using established in July 2003. The students of tenses in English, the students may fall FEC are from the Elementery, the into these kinds of errors : Junior High School, the Senior High a. Simple present tense-related errors School, the University and the public. The simple present tense in The level 1 learners at FEC are those English often becomes a great difficulty who start learning English at FEC or for the young learners, especially in the they usually learn English at FEC for case of adding the final -es or -s for one to twelve months. In the classroom, singular third person. As a result, when the learners of this level are fond of they are not sure which verbs that should talking about themselves, and discussing be added by the final -es or -s, they their own lives as main topics. tend to generalize the rule that whenever there is a verb preceded by E. RESPONDENTS singular third person, they There are six respondents in the immediately add the final -es or -s to study. They are Iza Mazida (14 years any present verbs. In using the final -es old), Nilna Arja Rakhmatika (16 years or -s for singular third person, the old), Ikrima Ulul Azmi (16 years old), students may fall into four kinds of errors : the use of the final -es instead of person singular in the simple present, for -s, the use of a final -s instead of -es, instance, ‘my mother doesn’t buys rice’. unnecessary final-s, and omission of -s This error may be called double marking or -es. as a concept is expressed twice when the The final -es is used when the language requires its expression only student constructs the English sentence once. The error occurs when the student for third person singular in the simple adds the final -s to the verb ‘buy’ present, for example, in the sentence followed by the negative construction ‘My mother escortes me’, this error is ‘doesn’t’. it seems that the student related to alternating forms because the follows the subject of singular third student uses free alternation of various person ‘my mother’ and the simple members of a class with each other. The present regardless the existence of the error occurs when the student adds the helping verb ‘does’. In this case, the final -es to the verb ending in ‘-rt’. In final -s is unnecessary as the sentence this case, the correct inflectional ending contains a helping verb ‘doesn’t’. in should be -s the verb ends in such English grammar, the construction of the consonants (e.g. My mother escorts me). negative sentence for singular third Therefore, the construction of the person in the simple present tense is : sentence ‘My mother escortes me’ is subject (He, She, it) + does + not + V1 definitely incorrect because the verb (Azar, 1993: 3). Thus, the sentence ‘my ‘escort’ is inflected by the final ‘-es’ mother doesn’t buys nice’ is obviously instead of ‘-s’. incorrect. It should be ‘my mother Another error is related to the doesn’t buy rice’. use of the final -s. In the sentences ‘She In addition, the students often watchs on TV’ and ‘She always teachs omit the final -s. The expression ‘It like my little brother’, such error is related to play balls’ is definitely incorrect. This regularization since the regular mark is error can be categorized as used in place of the irregular one. The ‘misformation’ because the item is not student is clearly prone to over supplied at all. The error occurs when generalize the final -s to form the present the student does not supply the final -s to verbs. In this matter, the verbs that end the verb ‘like’ which should be ‘like’ as in ‘-ch’ must be added by the final ‘-es’ the subject is singular ‘it’ and the tense (e.g. ‘She watches on TV’ and ‘She is the simple present. Thomson and always teaches my little brother’). Martinet (1986: 159) state that in the According to Thomson and Martinet affirmative the simple present has the (1986: 159), verbs ending in ss, sh, ch, x, same form as the infinitive but adds an s and o must be added by -es, instead of -s for the third person singular (e.g. alone, to form the third person singular. ‘he/she/it works’). Thus, the sentences ‘She watchs on TV’ Lastly, the omission -es error and ‘She always teachs my little brother’ occurs when the student produces the are clearly incorrect since the verbs English sentence in the simple present, ‘watch’ and ‘teach’ are added by the for example, ‘it go to my neighbor’s final ‘-s’ instead of ‘-es’. house’. This kind of error is included Besides, the final -s error misformation as the item is not supplied occurs when the student constructs the at all. The error occurs when the student negative English sentence for third does not add the final -es to the verb ‘go’ which should be ‘goes’ since the subject over generalize the verb ‘laugh’ to the is singular ‘it’ and the tense is the simple irregular verb by adding the suffix ‘-t’. present. According to Azar (1993: 8), This kind of error is concerned with final -es is added to do and go (e.g. ‘do misformation as the student supplies the → does’, ‘go → goes’). wrong morpheme. It seems that the student is influenced by the previous b. Past tense-related errors experience (e.g ‘bought’). In this case, The rules concerning verb- the verb ‘laugh’ is included the regular forming that indicates the past event in verb. Therefore, it should be added by English can be problematic for the the suffix -ed ‘laughed’. young learners. It is due to the fact that there are two forms of verb-forming : 2. be verb-related errors regular verb-forming and irregular verb- English has different rules in forming. these frequently lead the constructing non-verbal sentences and students into errors when forming verbal sentences. To construct non- English verbs to show past activities. verbal sentences, we need be verb (e.g. The rules of verb-forming that is, am, are, was, were, etc.) that indicate past tense in English are functions as predicate. On the contrary, various. Some verbs require the suffix ‘- to construct verbal sentences, we do not t’ (e.g. sleep becomes slept, leave need any be verb. However, not all become left, etc.), and this rule often verbal sentences do not need any be results in errors. The error occurs when verb. Some verbal sentences need it. One the student adds the suffix ‘-ed’ to the of the examples is past progressive. verbs (e.g. ‘I sleeped’ and ‘I leaved’). These rules often make the beginner such error is related to regularization learners fall into errors. since the regular mark is used in place of Firstly, unnecessary be verb the irregular one. In this case, the student occurs when the student produces the is over generalizing the verbs to the verbal sentence in present tense, for regular ones, such as opened, closed, etc. example, ‘The people of Jawa are have Therefore, the sentences they create brown skin’. This error may be called come to errors. ‘simple addition’ since the student uses Some verbs in English require the item which should not appear in a the change of vowel to form past verb well formed utterance. The error occurs (e.g. strive → strove). This irregularity when the student uses be verb ‘are’. often causes the students come into Here, the student follows the plural error. The student often generalizes the subject ‘the people’. Besides, the student verb ‘strive’ to the regular one by adding seems to categorize it as a non-verbal the suffix ‘-ed’ (e.g. ‘I strived’….) sentence. In this, the sentence above is instead of changing the ‘i’ into ‘o’. This categorized as a verbal sentence because error is related to misformation because the word ‘have’ is included a verb. Thus, the student gives the wrong from of the the be verb ‘are’ in the sentence ‘The morpheme. people of Jawa are have brown skin’ is The next error which is in line unnecessary. It should be omitted (e.g., with verb-forming to indicate the past The people of Jawa have brown skin). occurrence occurs. In the sentence ‘the Secondly, unnecessary be verb ghost was laught’, the student is apt to occurs when the students construct verbal sentences in past tense (e.g. I was English use be verb ‘was’. For the plural felt happy/ tired/ hungry). This error may subject ‘we’ we should use be verb be called double marking as a concept is ‘were’. Therefore, the sentences above expressed twice when the language should be ‘we were disappointed’ and requires its expression only once. The ‘we were tired’. error occurs when the students use be Then, be verb choice error occurs verb ‘was’. The students regard that to when the student produces the English express past events, it needs be verb sentence (e.g. ‘There are steep slope ‘was/ were’. In this matter, the sentences river bank’). This kind of error may be above are categorized as verbal called ‘alternating forms’ because the sentences since there is a word ‘felt’ student uses free alternation of various which is a verb category before the members of a class with each other. adjective. Therefore, the be verb ‘was’ in Here, the student seems to the sentences’ I was felt happy/ tired/ overgeneralization ‘there are’. This hungry is unnecessary. It should be sentence is definitely incorrect. The error omitted (e.g. ‘I felt happy/ tired/ occurs when the student uses the be verb hungry’). ‘are’ (plural) while the noun is singular Thirdly, the error concerning the ‘slope’. In English, to show that the construction of the verbal sentences in noun is singular, we have to use the be past tense also occurs when the student verb ‘is’. Thus, the expression ‘there uses be verb ‘was’ to mark the past event are’ in the sentence above should be and the present form of a verb ‘get on’ ‘there is’. (e.g. we was get on in the bus). This Besides, the student is prone to error can be categorized as misformation use the singular be verb ‘is’ instead of because the student uses the wrong form the plural be verb ‘are’. For instance, of the structure. This sentence is clearly ‘the name of my 2 best friends is Ariska incorrect. It is categorized as a verbal and Ngubud’. This error can be sentence because the word ‘get on’ is in categorized as ‘alternating forms’ as the a verb category. Thus, to construct this student gives free alternation of various sentence the be verb ‘was’ should be members of a class with each other. The omitted and the form of present verb ‘get error occurs when the student uses the be on’ should be changed into the past form verb ‘is’ while the noun is plural ‘2 best ‘got on’ (e.g., we got on the bus). friends’. The student tends to over Next, the use of be verb in generalize the be verb ‘is’ which means English leads the beginner learners into ‘adalah’. This is due to the fact that errors. The errors can be seen in sometimes to say ‘adalah’ in English we sentences (e.g. ‘we was disappointed’ need the be verb ‘is’. In this case, we and ‘we was tired’). This error is must use the plural be verb ‘are’ since concerned with alternating forms since the noun is plural. Therefore, the the student gives free alternation of expression above should be ‘The names various members of a class with each of my 2 best friends are Ariska and other. The student seems to over Ngubud’. generalize be verb ‘was’ to the subject In addition, the error related to ‘we’ followed by adjectives that means the use of be verb in English occurs to indicate nominal past tense. The error when the students are apt to use the occurs as not all nominal past tense in present be verb instead of the past be verb while the expression is for the past modals occurs when the student event, for example, ‘There are many generalizes to construct the sentence in tourists from different countrys’. This present tense by adding a final -s on a error is related to alternating forms since verb ‘has’ after a modal preceded by the student uses free alternation of singular third person ‘She’ (e.g. ‘she various members of a class with each must has a sunset prayer’). This kind of other. In English, to indicate that the error may be called ‘simple addition’ noun is plural in the simple past we need since the student uses the item which the be verb ‘were’. Thus, the should not appear in a well-formed construction ‘There are, many utterance. In this case, this sentence is tourists….’ Should be ‘There were many incorrect. The construction of the verb tourists …….’. ‘has’ should be the simple form of a verb The last error concerning the use ‘have’ since it is preceeded by a modal of be verb occurs when the student ‘must’ (e.g. ‘She must have a sunset constructs the past progressive prayer’). expression (e.g. ‘when we was still Another error related to the use walking ……’). This error is included of modals occurs when the student alternating forms as the student gives generalizes to construct the past form on free alternation of various members of a a verb ‘went’ following a past modal class with each other. The error occurs ‘had to’ (e.g. ‘we had to went to fruit when the student uses be verb ‘was’. market’). This error may be called Obviously, the be verb ‘was’ used is double marking as a concept is incorrect as the subject is plural ‘we’ expressed twice when the language which should be ‘were’. Accordingly, requires its expression only once. This the expression above should be ‘when error occurs because the student follows we were still walking ……’. the simple past. In this case, we do not need to construct the verb ‘go’ to be the 3. Modal-related errors past form ‘went’ as it is preceded by a Using modals in English seems modal ‘had to’. According to Azar troublesome for the students. When they (1989: 68), ‘have to’ is immediately construct English sentences using followed by the simple form of a verb. modals they are apt to form the verbs Thus, the expression above should be depend on the subjects or the tenses ‘we had to go to fruit market’. following them. In using modals, the The next errors concerning the students may fall into three kinds of use of modals occur when the students errors : the present tense form of a verb’- tell about past events. The students are s’ following a modal, past tense form of prone to form the past form on a verb a verb following a modal, and present following a present modal, instead of modal used instead of past modal. changing the present modal to the past To form a verb following a modal then following it with the simple modal we do not need any final-s even present of a verb (e.g. ‘we still must though when the subject is singular third walked’ and ‘I won’t ever forgot him’). person ‘She’. Azar (1989: 68) states that These errors are related to misformation modals do not take a final -s, even when as the student uses the wrong form of the the subject is he, she or it (e.g. ‘He can structure. In English, to construct past do it’). The error concerning the use of occurrences followed by a modal, we must change the present modal form to student gives the item which should not the past modal form and follow it with appear in a well-formed utterance. The the simple form of a verb. Accordingly, student seems to follow singular third the sentences above should be ‘we still person ‘she’ and the tense ‘the simple had to walk’ and ‘I wouldn’t ever/ would present’. Certainly, this sentence is never forget him’. incorrect. Here, the simple present form of a verb –s ‘prays’ should be in the 4. Infinitive-related errors form of an infinitive ‘to pray’. Thus, the Some rules related to infinitive sentence ‘she always waits to prays’ may be difficult for the students. In should be ‘she always waits to pray’. English, infinitive follows some verbs Sometimes, to form a verb in and adjectives and has some rules. This English preceded by an adjective we often leads the students into errors. need an infinitive. As explained by Azar Instead of using infinitive, the students (1989: 175) that the adjective ‘ready’ is are frequently prone to form the verbs followed by an infinitive (to + V1). depend on the subjects or the tenses Generally, the students follow the following the sentence. In using subject and the tense to form a verb infinitive, the students many fall into when producing English sentences. But, four kinds of errors : the use of a final - this is not always true, for instance, ‘My (the simple present form for singular mother takes a bath and ready to goes to third person) instead of an infinitive, the school’). This error may be called use of a final -s (the simple present form ‘simple addition’ because the student for singular third person) following an uses the item which should not appear in adjective instead of an infinitive, the use a well-formed utterance. Here, the of past form of a verb following a student is apt to over generalize the final purpose, and the use of past form of a -es when constructing the simple present verb following a transitive verb and followed by singular third person. In this nouns instead of an infinitive. case, the verb ‘go’ does not need a final - Constructing English sentences is es ‘goes’ because it is preceded by an frequently problematic for the learners. adjective ‘ready’. Therefore, the correct They often fall into errors due to the fact construction should be ‘ready to go to that in English, there are some verbs that school’. must be followed by infinitives. One of Another error related to the use the examples is the verb ‘wait’ that must of infinitive occurs when the student be immediately followed by an constructs the English sentence in the infinitive. As stated by Azar (1989: 169) simple past. The student tends to over that the verb ‘wait’ is followed generalize the past form on verbs in a immediately by an infinitive (to + V1). sentence (e.g. ‘last year I went to the (e.g. ‘I will wait to hear from you’). The Yogyakarta to followed the program error concerning the use of an infinitive study tour’). This sentence is definitely occurs when the student constructs the incorrect. This error can be categorized English sentence in present tense by as double marking as a concept is adding the final ‘-s’ on a verb ‘prays’ expressed twice when the language preceded by the verb ‘wait’ (e.g. ‘she requires its expression only once. In this always waits to prays’). This error is matter, we need an infinitive to construct included simple addition since the that sentence since there is a purpose. Thomson and Martinet (1986: 294) say verbs are transitive. The sentence pattern that purpose is normally expressed by is noun + verb + noun (e.g. ‘The the infinitive (e.g. ‘He went to France to chairperson invited the committee learn French’). Accordingly, the members to vote’). Thus, the sentence sentence constructed by the student ‘He invited we to went to TMII’ should should be ‘Last year I went to be ‘He invited us to go to TMII’. Yogyakarta to follow ..’. Besides, the errors related to the use of infinitive occur. When the 5. Gerund-related errors students tell about past events that Using gerund in English seems to contain a purpose, they often make be problematic for the student. The error misformation on the verbs. The students occurs as the student over generalizes are inclined to form the purpose in the the past form of a verb to express the past form of a verb, while the main verb past occurrence after a preposition, for is formed in the simple present, for example, ‘After arrived in my home instance, I drop in the mosque to prayed ……’. This expression is obviously Isya’. This sentence is obviously incorrect. This kind of error may be incorrect. This error is related to called ‘misformation’ as the student uses misformation since the student uses the the wrong form of the morpheme. In this wrong form of the structure. In English case, we must use -ing form (gerund) to tell about past activities containing a because there is a preposition ‘after’ purpose we should form the main verb before the verb ‘arrive’. According to into the past form, while the purpose Thomson and Martinet (1986: 96), after should be the infinitive (to + V1). (preposition) must be followed by a Therefore, the sentence ‘I drop in the noun, pronoun, or gerund. Thus, the mosque to prayed Isya’ should be I expression ‘After arrived in my home dropped in the mosque to pray Isya’. ….’ should be ‘After arriving in my The construction concerning home….’. infinitive is also prone to an error when the learner over generalizes the past 6. Present participle-related errors form on verb in a sentence, for example, The use of present participle in ‘He invited we to went to TMII’. This English can be problematical for the error is included ‘simple addition’ students. To tell about the past event the because the learner gives the mark that student is prone to over generalize the should not be needed. The learner seems verb into the past form (e.g. ‘when to follow the simple past. This sentence arrived there…..’). This expression is is clearly incorrect as the verb ‘go’ is clearly incorrect since the verb ‘arrive’ is constructed in the form of past ‘went’ constructed to be the past form ‘arrived’ instead of an infinitive ‘to go’. In this instead of present participle ‘arriving’. case, the verb ‘go’ is followed by a This error can be categorized as transitive verb ‘invited’ and two nouns ‘misformation’ since the student supplies (the subject He and the object us) which the wrong form of the morpheme. This should be an infinitive ‘to go’. Wishon kind of error occurs because to express and Burks (1980: 277) state that some past events in English, we need to use verbs are followed by infinitive phrases V2. But, in this case, there is an containing a subject and an object. These exception. We must use –ing form (present participle) as there is a categorized as personal pronoun. In conjunction ‘when’ before the verb using personal pronoun, the students ‘arrive’. Mas’ud (2005: 201) states that may fall into two kinds of errors: the use participle is usually used after the of a subject pronoun instead of an object following words : After, Before, Since, pronoun and the use of an object When, As, While, Whenever, Once, pronoun instead of a subject pronoun. Until, and On (e.g. ‘After having The error concerning object annoyed everybody, he went home’). pronouns occurs when the students Thus, the construction ‘when arrived construct English sentences, for there’ should be ‘when arriving there’. example, ‘He invited we to went to TMII’. This kind of error is included 7. Noun clause-related errors archi-forms because the student selects Sometimes, to make questions in one member of the class of personal English we need to place the verb be in pronouns to function for several others front of the subject, for example, ‘who is in the class. The error occurs when the she ?’. However, we must put the be student uses the subject pronoun ‘we’ verb ‘is’ after the subject ‘she’ when that while its position is as the object of the expression becomes an object, for verb ‘invited’. Here, the student seems to instance, ‘I don’t know who she is’. In over generalize the subject pronoun in this case, ‘who she is’ becomes a noun constructing English sentences. In clause since it is the object of the verb English, the object pronoun of we is ‘know’. Azar (1989: 264) suggests that ‘us’. Thus, the sentence above should be we do not use question word order in a ‘He invited us to go to TMII’. noun clause. In a noun clause, the Besides, the students often use subject precedes the verb’. These rules subject pronouns instead of object often makes the students fall into errors. pronouns in constructing English The error occurs when the sentences, for instance, ‘And father student constructs question word order agree, then me and my family went to instead of a noun clause. For example, in Jakarta’. This kind of error may be ‘my father asked who is this ?’. This called ‘archi-forms’ since the student error is related to misformation as the selects one member of the class of student uses the incorrect form of the personal pronouns to function for several structure. The error occurs as the student others in the class. The error occurs does not construct the expression ‘who is when the student uses the object pronoun this’ to be a noun clause which should be ‘me’ while its position is as the subject ‘who this is’, while the position of this of the verb ‘went’. In English, the expression is the object of the verb subject pronoun of me is ‘I’. Therefore, ‘asked’. Here, it seems that the student the pronoun ‘me’ in the sentence above over generalizes the question rule. should be ‘I’.

8. Pronoun-related errors 9. Article-related errors Some rules regarding how Some rules related to the use of pronouns are used in English can be articles in English Frequently lead the problematical for the students owing to students into errors. It is due to the fact the fact that in English there are many that there are three articles : the (the kinds of pronouns. One of them can be definite article), a and an (the indefinite article) in English that have different chains of mountains, plural names of usage. Here are some errors made by the countries, deserts and regions. students concerned with the use of Therefore, the article ‘the’ in the articles : expressions ‘I went to the Surabaya’ and ‘I want invite my parents in the a. Article the (the definite article)- America’ should be omitted. related errors Another error is related to an Using article the (the definite unnecessary article ‘the’ which occurs article) in English seems very hard for when the students use it before an the students since it has various usages. indefinite numeral adjective, for As a result, when students are not sure example, ‘I went home. Because we whether to use an article for a certain were tired, the all students were slept’. thing, they often overgeneralize it or This error is related to simple addition omit it. In using article the in English, because the student gives the item which the students may fall into five kinds of should not appear in a well-formed errors : unnecessary the before famous utterance. The error occurs when the cities or countries (places), unnecessary student uses an article ‘the’ before noun the before indefinite numeral adjective, ‘students’ preceded by an indefinite unnecessary the before possessive numeral adjesctive ‘all’. Here the student adjective, omission of the before famous seems to overgeneralize an article ‘the’ books, and omission of the before a noun to show nouns. In this case, we do not made definite by the addition of a need the article ‘the’ since the noun phrase. ‘students’ is proceeded by an indefinite Unnecessary ‘the’ error occurs numeral adjective, ‘all’. Thus, the article when the students use it in constructing ‘the’ in the expression ‘the all students’ English sentences, for examples, ‘I went above should be ‘all students’. to the Surabaya’ or ‘I want invite my The other errors concerned parents in the America’. This error can with an unnecessary article ‘the’ occur be categorized as ‘simple addition’ as as the student uses it before a possessive the student use the item which should adjective, for instance, ‘The my face’ or not appear in a well-formed utterances. ‘The my hand’. This error can be said as The error occurs when the students use simple addition since the student adds an article ‘the’ before the name of a city the item which should not appear in a ‘the Surabaya’ or a country ‘the well-formed utterances. The error occurs America’ while it is unnecessary to use when the student uses an article ‘the’ one. It seems that the students over before the nouns ‘face’ and ‘hand’ generalize an article ‘the’ to show a preceded by a possessive adjective ‘my’. place. According to Mas’ud (2005: 307), It seems that the student overgeneralizes no article is used before names of cities an article ‘the’ to show nouns. This is and countries with a few exceptions: the due to the fact that in English, to indicate Hague, the Soviet Union, the United nouns we usually need an article ‘the’ States, the Congo, and the Sudan. In (e.g. ‘the book’). In this case, we do not addition, Thomson and Martinet (1986: need any article because the nouns ‘face’ 21) state that the definite article (the) is and ‘hand’ are proceeded by a not used before names of places except possessive adjective ‘my’. Therefore, the names of seas, rivers, group of islands, expressions ‘The my face’ and ‘the my hand’ should be ‘My face’ and ‘My kinds of errors: a used instead of an, hand’. omission of a before a singular Article missing error occurs countable noun, unnecessary a before when the students do not use an article plural nouns, and unnecessary a before ‘the’ in constructing English sentences the name of a country. while it is necessary to use one, for The indefinite article choice example, ‘she recites Al-qur’an’. This error occurs when an indefinite article is error may be called ‘misformation’ as used to construct English sentences, for the item is not supplied at all. The error example, ‘she must have a afternoon occurs when the student does not use the prayer’. This kind of error may be called article ‘the’ before a famous book ‘Al- ‘archi-forms’ since the student selects qur’an’ which should be ‘the Al-qur’an’. one member of a class of forms to Lou (2005: 137) says that the is used represent others in the class. The error before famous books, for examples: the occurs when the student uses the Bible, the Koran, the Odyssy, the indefinite article ‘a’ before the word Ramayana. beginning with a vowel ‘afternoon’ Besides, the error related to instead of ‘an’ which should be ‘an omission of ‘the’ occurs when the afternoon prayer’. Here, the student student does not use it before a noun seems to overgeneralize the indefinite ‘scenery’ made definite by the addition article ‘a’ to show a singular noun. In of a phrase ‘in Lamongan’, for example, this case, we need the indefinite article ‘Scenery in Lamongan was very good ‘an’ as it is followed by a word and amazing’. This sentence is obviously beginning with a vowel. Thomson and incorrect. This error can be categorized Martinet (1986: 15) state that the form of as ‘misformation’ because the item is not an is used before words beginning with a supplied at all. In this case, we need an vowel (a,e,i,o,u) or words beginning article the before the noun ‘scenery’ with a mute h. which should be ‘The scenery’ since it Next, the students often omit becomes definite after being followed by the indefinite article ‘a’ while it is a prepositional phrase ‘in Lamongan’. necessary to use one, for instance, According to Thomson and Martinet ‘Rabbit is beautiful animal’. This kind of (1986: 19), the (the definite article) is error can be categorized as used before a noun made definite by the ‘misformation’ as the item is not addition of a phrase or clause. supplied at all. This sentence is definitely incorrect. The error occurs b. Article a/an (the indefinite article)- when the student does not use the related errors indefinite article ‘a’ before a singular Some rules regarding how the countable noun ‘beautiful animal’. In indefinite article a/an are used in English this matter, we need the indefinite article can be problematical for the learners. It ‘a’ since the noun is singular ‘animal’. is due to the fact that both articles are Thomson and Martinet (1986: 15) say used to indicate a singular noun. that a/ an is used before a singular noun However, they have different rules. This which is countable. In addition, the word often leads the students into errors. In ‘anima’ is proceeded by an adjective using the indefinite article a/ an in beginning with a consonant ‘beautiful’. English, the students may fall into four Thomson and Martinet (1986: 15) also explain that the form of ‘a’ is used expression ‘I will visit in a Singapore’. before a word beginning with a This error may be called ‘simple consonant, or a vowel with a consonant addition’ as the student supplies the item sound. Thus, the expression above which should not appear in a well- should be ‘Rabbit is a beautiful animal’. formed utterance. The error occurs when Unnecessary ‘a’ error occurs the student uses the preposition ‘in’ after when the student construct English the word ‘visit’. The student seems to sentences, for example, ‘I will buy a over generalize the preposition ‘in’ souvenir and I will buy a some clothes’. following a place as in ‘in Jakarta’. In This kind of error is related to simple this case, we do not need the preposition addition because the student uses the ‘in’ since it is preceded by the verb item which should not appear in a well- ‘visit’. In English, the verb visit is formed utterance. This expression is of immediately followed by a person or a course incorrect. The error occurs when place. Thus, the expression above should the student uses the indefinite article ‘a’ be ‘I will visit Singapore’. before plural nouns ‘some clothes’. In this case, we do not need the indefinite article ‘a’ since the noun is plural. As 11. Singular and plural-related stated by Thomson and Martinet (1986: errors 16) that a/an is omitted before plural Some rules regarding how a noun nouns. Therefore, the correct, sentence is made plural in English may be should be ‘I will buy a souvenir and I difficult for beginner learners. It is due will buy some clothes’. to the fact that, English has many rules In addition, the student is in making the plural of a noun. Usually inclined to overgeneralize the indefinite the plural of a noun is made by adding s article ‘a’ before the name of a country, to the singular. But, there are many for instance, ‘I will visit in a Singapore’. nouns that can not be made plural so. This construction is obviously incorrect. They are called ‘irregular plural nouns’. This kind of error is included simple These rules often lead the students into addition since the student adds the item errors. Students are frequently prone to which should not appear in a well- use a final -s in any situation when formed utterance. The error occurs when making plural of a noun. the student uses the indefinite article ‘a’ The rule concerning a final -s or - before the name of a country es to make a noun plural in English often ‘Singapore’ instead of omitting it. In this makes the students confused. For most case, we do not need any article. countable nouns, a final -s added is to According to Mas’ud (2005: 307), no make them plural (e.g. ‘book → books’). article is used before names of cities and However, there is an exception for countries. Thus, the expression ‘a words that end in -y. Azar (1989: 198) Singapore’ in the sentence above should states that if -y is preceded by a be ‘Singapore’. consonant, the -y is changed to -i and -es is added (e.g. ‘cry → cries’). In the data 10. Preposition-related errors collected the plural form error can be Sometimes, the use of seen in the expression ‘different preposition in English Leads the students countrys’. This kind of error can be into errors. The error can be seen in the categorized as ‘archi-forms’ because the student selects one member of the class preposition of. But, the of does not need of forms to represent others in the class. to be translated as in ‘a special food of Here, the word ‘countrys’ is definitely the Indonesian people’ (makanan incorrect because it is added by the final istimewa orang Indonesia). Djuharie -s only while the -y is proceeded by a (2004: 216) says that a noun phrase with consonant r. in this case, we must of that indicates words before the of change the -y to -i and then add -es, refers to possession after the of, the word which should be ‘countries’. of does not need translating. Some rules related to irregular The error occurs when the plural nouns in English can be student does not use the article a and the problematical for students. It is because preposition of in expressing English there are various forms of irregular phrase, for example, ‘steep slope river plural nouns (e.g. ‘foot → feet’, or ‘tooth bank’ which means ‘sebuah lereng tepi → teeth’). It can be clearly seen that the sungai yang curam’. This kind of error plural form of nouns is a vowel change. can be categorized as ‘misformation’ The error occurs when the students use a because the items are not supplied at all. final -s to the words categorized as The error occurs in the form of ‘steep irregular nouns to indicate plural nouns slope’ which should be ‘a steep slope’ (e.g. ‘two foots’ or ‘thirty two tooths’) because the noun is singular ‘slope’ and which should be (e.g. ‘two feet’ or it is proceeded by the modifier ‘thirty two teeth’). Such error is related (adjective) ‘steep’ which begins with a to reguralization since the regular market consonant s. Besides, the error occurs is used in place of the irregular one. when the student does not use the Additionally, the students often preposition of which should be ‘a steep use an unnecessary final -s when making slope of the river bank’ to show plural of English nouns, for example, possession. ‘three childrens’. This error can be said as simple addition as the student uses the item which should not appear in a H. GENERAL DISCUSSION well-formed utterance. Here, the student overgeneralizes the final -s to the word 1. Inductive and deductive reasoning that has been plural ‘childrens’. in this that leads to overgeneralization case, we do not need to add the final -s There are two polar aspects that since the word ‘children’ is plural. The lead to over generalization: inductive singular form of the word ‘children’ is and deductive reasoning. In the case of ‘child’. Thus, the expression ‘there inductive reasoning, one store a number childrens’ should be ‘three children’. of specific instances and induces a general law or rule or conclusion that 12. Word order-related errors governs or subsumes the specific English has some rules related to instances (Brown, 2000: 97). Besides, a singular noun and possessiveness. In induction is a method of logical English, to show a singular noun reasoning that obtains or discovers beginning with a consonant, we need an general laws from particular facts or article a. The article a is put before the examples (Crowther, 1995: 607). For noun as in ‘a special food’. Then, to example, to indicate past events it needs indicate possessiveness, we may use the the past verb. The error occurs when the students take some specific instances to include structures within the target (e.g. ‘open → opened’ or ‘close → language itself. Errors in closed’) categorized as regular verbs and overgeneralization can help teachers find then induce to a general conclusion that correct ways to improve students’ to show past activities, the verbs are learning. Particular errors such as in the added by the final –ed. They apply it to case of incorrect choice of -s/-es noun irregular ones (e.g. ‘sleep → sleeped’, clause errors, article errors, and singular- ‘strive → strived’, and ‘leave → plural errors require well-designed leaved’). problem solving methods. Such errors In addition, deductive reasoning must be anticipated by teachers in leads to overgeneralization. According teaching English to young learners. to Brown (2000: 97) deductive reasoning is a movement from a generalization to I. CONCLUSION specific instances: specific subsumed facts are inferred or deduced from a Based on the analysis in chapter general principle. Next, deduction is the IV, it can be concluded that over process of reasoning from general generalization do occur in the production principles to a particular case (Crowther, of written tasks made by the level 1 1995: 303). This process of reasoning learners of FEC, Patianrowo Nganjuk. can be seen in the expression ‘my’ father The errors at least can be categorized asked who is this?’. Here, the student into twelve kinds of errors: tense-related seems to over generalize a question errors (e.g., ‘my mother doesn’t buys construction to any situation after rice.’), be verb-related errors (e.g., ‘I was obtaining a general rule that to construct felt happy.’), modal-related errors (e.g., an English question, the auxiliary/ be ‘I won’t ever forgot him.’), infinitive- verb should be put before the subject. related errors (e.g., ‘I went to The student does not know that this Yogyakarta to followed ……..’), gerund- construction is a noun clause that the be related errors (e.g., ‘After arrived in my verb should be placed after the subject. home……’), present participle-related Another process of this reasoning can be errors (e.g., ‘when arrived there …….’), read in the expressions ‘three chindrens’ noun clause-related errors (e.g., ‘……my or ‘two foots’. In this case, the students father asked who is this?’), pronoun- tend to over generalize the final-s to any related errors (e.g., ‘He invited we to situation after gaining a general rule that went to TMII.’), article-related errors to from the plural nouns in English the (e.g., ‘I went to the Surabaya’), final-s is added after the noun. preposition-related errors (e.g., ‘I will visit in a Singapore.’), singular and 2. Implication on teaching processes plural-related errors (e.g., ‘two foots’), This study provides a view and and word order-related errors (e.g., indication of grammatical ‘steep slope river bank’). overgeneralization produced by level 1 Those errors are caused by two learners of FEC Patianrowo Nganjuk in aspects, they are inductive and deductive their writing tasks. It can be clearly seen reasoning. In the process of inductive that when learners move forward in the reasoning, the learners take some second language, their previous specific instances and then induce to a experience and existing subsumes start general conclusion as in the case of past tense markers. While, in the process of O’Grady W. and Dodrovolsky M. 1989. deductive reasoning, the students infer a Contemporary Linguistics. New general principle to specific instances as York: St. Martin’s Press. in the case of noun clause. Setyosari, P. 2010. Metode Penelitian Pendidikan dan Pengembangan. REFERENCES Jakarta : Kencana Thomson, A.J. & Martinet, A.V. 1986. A Azar, Betty Schrampfer. 1989. Practical English Grammar. Understanding and Using Walton street, Oxford Ox2 6DP: English Grammar. New Jersey: Oxford University Press. Prentice Hall Regents. Wishon, G.E.& Burks, J.M. 1980. Let’s Azar, Betty Schrampfer. 1993. Write English. New York: Litton Fundamentals of English Educational Publishing. Inc. Grammer. 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