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REGISTER JOURNAL is indexed in the list of recommended web journals by Pakistan's HEC
REGISTER JOURNAL is indexed in the list of recommended web journals by Pakistan's HEC
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HEC or Higher Education Commission aka Pakistan's Ristekdikti has included the REGISTER JOURNAL, UIN Salatiga, as a recommended journal for international publications.
REGISTER JOURNAL inclusion data at HJRS or HEC Journal Recognition System can be traced at the following URL link:
https://hjrs.hec.gov.pk/index.php?r=site%2Fresult&id=1020298#journal_result
The HEC Journal Recognition System is a collection of research journals categorized into three distinct categories – W, X, and Y – in their respective fields of knowledge based on many benchmarked and internationally recognized parameters that measure journal quality. The relative position and category of each journal is calculated by a proprietary algorithm designed to promote quality research across multiple disciplines.
INTERLINGUAL ERROR & Intralingual Error
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KESALAHAN ANTAR BAHASA
Interferensi, transfer bahasa, dan
interferensi lintas bahasa juga dikenal sebagai kesalahan antarbahasa. Corder
(1981) menyatakan bahwa jenis kesalahan ini terjadi ketika kebiasaan pembelajar
(pola, sistem, atau aturan) mengganggu atau mencegahnya, sampai batas tertentu,
dari memperoleh pola dan aturan bahasa kedua.
Lado (1964) mengatakan Interferensi
(transfer negatif) adalah pengaruh negatif bahasa ibu (L1) terhadap kinerja
bahasa sasaran (L2). Chelli (2013) mendefinisikan bahwa kesalahan antarbahasa
sebagai akibat dari transfer bahasa, yang disebabkan oleh bahasa pertama
pembelajar.
Richard (1974: 173) menyatakan jika
pembelajar bahasa asing melakukan kesalahan dalam bahasa sasaran karena
pengaruh bahasa ibunya yang disebut sebagai interlingual. Seperti yang
dinyatakan oleh Brown (1980: 160), sebagian besar kesalahan pembelajar dalam
bahasa kedua disebabkan oleh asumsi pembelajar bahwa bentuk bahasa kedua mirip
dengan bahasa ibu.
Menurut Allen dan Corder (1974), kesalahan interlingual
disebabkan oleh kesalahan transfer. Touchie (1986) mengemukakan bahwa kesalahan
interlingual terutama disebabkan oleh interferensi bahasa ibu . Peneliti
lainnya adalah Al-Khresheh (2010), ia mengemukakan bahwa kesalahan
interlingual dilakukan oleh penerjemahan literal.
1) Transfer Error: kesalahan yang disebabkan oleh interferensi
bahasa ibu. Seorang siswa yang belum mengetahui kaidah-kaidah bahasa sasaran
akan menggunakan kaidah-kaidah yang sama seperti yang diperolehnya dalam bahasa
ibunya.
2) Interferensi bahasa ibu: kesalahan dihasilkan dalam
upaya pembelajar untuk menemukan struktur bahasa target daripada mentransfer
model bahasa pertama mereka.
3) Terjemahan Literal: kesalahan terjadi karena
seorang siswa menerjemahkan kalimat bahasa pertamanya atau ungkapan idiomatik
ke dalam bahasa target kata demi kata.
KESALAHAN INTRABAHASA
Interferensi dari bahasa siswa sendiri bukanlah satu-satunya
alasan untuk melakukan kesalahan. Siswa dapat membuat kesalahan dalam bahasa
target, karena mereka tidak tahu bahasa target dengan baik, mereka mengalami
kesulitan dalam menggunakannya. Richard (1974: 6) menyatakan, interferensi
intralingual mengacu pada item yang dihasilkan oleh pembelajar, yang
mencerminkan bukan struktur bahasa ibu, tetapi generalisasi berdasarkan paparan
parsial bahasa sasaran. Brown (1980: 162) mengatakan bahwa telah ditemukan
bahwa tahap-tahap awal pembelajaran bahasa dicirikan oleh dominasi transfer
antarbahasa, tetapi begitu pembelajar mulai memperoleh bagian-bagian dari
sistem baru, semakin banyak transfer generalisasi dalam target. bahasa
dimanifestasikan. Richard (1974: 120) mengklasifikasikan kesalahan intralingual
menjadi empat kategori termasuk generalisasi berlebihan, ketidaktahuan
pembatasan aturan, tidak lengkap penerapan aturan, dan konsep yang salah di-hipotesis-kan
atau kesalahan semantik.
1) Overgeneralization: itu terjadi ketika seorang
pembelajar menciptakan struktur yang menyimpang berdasarkan pengalamannya tentang
struktur lain dalam bahasa target. Littlewood (1984) mengutip contoh
pembentukan jamak dengan menambahkan “s” pada bentuk jamak yang tidak
beraturan, juga menggeneralisasikan bentuk lampau “-ed”.
2) Ignorance of Rule Restrictions: James (1998:63)
bahwa ketidaktahuan bersifat spesifik dalam arti bahwa seseorang biasanya
dikatakan tidak mengetahui struktur; pembelajar bahasa kedua tidak mematuhi
struktur bahasa sasaran. Dalam jenis kesalahan ini, pembelajar gagal mengamati
batasan struktur yang ada. Beberapa kesalahan pembatasan aturan dapat
dijelaskan dalam bentuk analogi dan dapat dihasilkan dari pembelajaran peran
aturan.
3) Penerapan Aturan yang Tidak Lengkap: kesalahan ini
dapat terjadi ketika pembelajar gagal menerapkan aturan secara lengkap karena kalimat
stimulus.
4) Konsep yang Salah Dihipotesiskan: pemahaman siswa
yang salah tentang perbedaan item bahasa target mengarah ke konseptualisasi
yang salah. Peserta didik salah pemahaman tentang perbedaan item bahasa target
mengarah ke konsep yang salah dihipotesiskan.
INTERLINGUAL ERROR
Interference, language transfer, and cross-linguistic
interference are also known as interlingual errors. Corder (1981) states that
these kinds of errors occur when the learner's habits (patterns, systems, or
rules) interfere or prevent him or her, to some extent, from acquiring the
patterns and rules of the second language.
Lado (1964) says Interference (negative transfer) is negative
influence of the mother tongue (L1) on the performance of the target language
(L2). Chelli (2013) defines that interlingual errors as being the result of
language transfer, which is caused by learner's first language. Richard (1974:
173) states if the learners of a foreign language make mistake in the target
language by effect of his mother tongue that is called as interlingual.
As stated by Brown (1980: 160), most of the learners‟ errors
in the second language result primarily from the learner‟s assumption that the
second language forms are similar to the native language.
According to Allen and Corder (1974), Interlingual errors
caused of transfer error. Touchie (1986) suggested that interlingual errors
caused mainly by mother tongue interference. Another researcher is Al-Khresheh
(2010), he suggested that interlingual errors committed by literal translation.
1) Transfer Error: error caused by interference from mother
tongue. A student who has not known the rules of target language will use the
same rules as he
obtained in his native language.
2) Mother tongue Interference: errors are produced in the
learners‟ attempt to discover the structure of the target language rather than
transferring models of
their first language.
3) Literal Translation: errors happen because a student
translates his first language sentence or idiomatic expression in to the target
language word by
word.
Intralingual Error
Interference from the student‟s own language is not the only
reason for committing errors. Students may make mistake in the target language,
since they do not know the target language very well, they have difficulties in
using it. Richard (1974: 6) states, intralingual interference refers to items
produced by
learner, which reflect not the structure of mother tongue,
but generalization based on partial exposure of the target language. Brown (1980: 162) says that it has been found
that the early stages of language learning are characterized by a predominance
of interlingual transfer, but
once that learner has begun to acquire parts of the new
system, more and more transfer generalization within the target language is
manifested. Richard (1974: 120) classifies the intralingual errors into four
categories including over generalization, ignorance of rule restrictions,
incomplete application of the rules, and false concept hypothesized or semantic
errors.
1) Overgeneralization: it happens when a learner creates a
deviant structure on the basis of his experience of other structure in the
target language. Littlewood
(1984) cites the example of forming plural by adding “s” to
even irregular plurals, also generalizing the “-ed” past form.
2) Ignorance of Rule Restrictions: James (1998: 63) that
ignorance is specific in the sense that one is normally said to be ignorant of
structure; the learner of the
second language does not obey the structure of the target
language. In this type of error, the learner fails to observe the restrictions
of existing structures. Some
rule restriction errors may be accounted for in terms of
analogy and may result from the role learning of rules.
3) Incomplete Application of the Rules: this error may occur
when learner fails to apply the rules completely due to the stimulus sentence.
4) False Concept Hypothesized: learners‟ faulty understanding
of distinctions of
target language items leads to false conceptualization.
Learners‟ faulty understanding of distinctions of target language items leads
to false concept
hypothesized.
Copula construction
A. Copula construction
(11) COPULA CONSTRUCTIONS
a. NP Copula AP Fiona is very happy. (COPULA, ASCRIPTIVE)
b. NP Copula NP Fiona is the best student. (COPULA, EQUATIVE)
c.NP Copula PP Fiona is in Auhtermuhty. (COPULA, LOCATIVE)
Ascriptive copula clauses are used to ascribe a property to an entity. In (11a), happiness is ascribed to Fiona. Equative copula clauses are used to state that one entity is identical to another entity. Speakers use (11b) to say, on the assumption that there are two entities Fiona and the best student, that these two entities are one and the same person. Fiona is equated to the best student the label (COPULA, LOCATIVE) is self-explanatory. These constructions are used in order to state where some entity is located.
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