Error Analysis on the Use of Letters in Indonesian Papers Written by Thai Students

This study aimed to describe the form of errors of using letters found in Indonesian papers made by Thai students. The data in this study were words and sentences that contained errors. The research is a qualitative research using content analysis method. This research used model data analysis of James, through four steps, first Elicitation and Registration, second Error Identification, third categorizing the errors and the last Diagnosis. The results show that there are 118 errors of using letters: 1) capital letters; there are 54 or48% errors, 2) italic; there are 23 or 19% errors, and 3) bold; there are 35 or 35% errors. The error is caused by ignorance of rule restriction of intralingual factor which was 118 or 100% errors. However, the results of the study showed that students have not mastered or understood the structure of Indonesian Language. The results of this study can be used to develop the techniques of teaching Indonesian structure, especially in the field of the use of letters, so students could improve the ability of using Indonesian language that will be poured into academic writing properly and correctly. © 2018 English Education Department, University of Sultan Ageng Tirtayasa INTRODUCTION Language is a verbal expression that can be understood among human being. This opinion is related to Choudhury (2014:1) who stated that, Language is a means of expression. We express our feeling, emotional, thoughts, needs, desires etc. In word, symbols and gesture which is considered as language. Language can be defined as verbal, physical, biologically innate, and a basic form of communication. Based on this view, language is a verbal expressions, emotional and also gesture of communication tool used by humans in community. When one learns a language, one will also directly relate to language skills that include listening, Journal of English Language Studies Journal Homepage: http://jurnal.untirta.ac.id/index.php/JELS Susrina Kalee et al./ JELS 3 (1) (2018) 113-124 114 speaking, reading and also writing skills. Writing is an important language skill that is used to communicate with people indirectly. According to Oshima and Hogue (in Hasanah, 2017: 143),”Writing is a progressive activity.” Therefore, writing is one of the productive skills and is the most difficult to master. Moreover, Reid (in Hasanah, 2017: 143) stated, “Writing is a practical form of communication; writing is an educational process for both the writer and the reader, in which the writer is responsible for successful communication.” It means that in written language, writers are required to pour ideas or thoughts to be conveyed to the reader clearly and completely. “Writing is more complex in that it tests a person’s ability to use a language and the ability to express ideas. As a result, a person needs to write not only coherently but correctly, which requires more time and effort,” said Liu and Braine (in Sattaytham & Ratanapinyowong, 2008: 6). However, a writer can not only be able to convey ideas in a clear, coherent, but be able to arrange good sentences that it becomes a complete and unified series of writing. Barnawi & Arifin (2015: 26) also said, "Papers are scientific writing contain thoughts on a particular problem or topic based on systematic field-based data with logical and objective analysis". Nowadays, lots of foreign students come to study in Indonesia, especially students from Thailand. In general, Thai students, especially the ones studying in Jakarta, are majoring in English, economics, pharmacy, medicine, Indonesian, etc. Although half of Thai students are not from Indonesian major, they still have to study the Indonesian language as a compulsory subject. As Anjarsari et.al. (2013: 2) stated that: Foreign students who are learning Indonesian as foreign language, they will certainly experience various obstacles, when one might find abundant mistakes, especially in writing scientific papers. Using Indonesian as a second language for foreign students cannot escape from error. The higher the number of errors is, the lower the level of achievement of their language learning target. THEORETICAL FRAMEWORK Language Error Mistakes cannot be avoided in the learning process. Language errors can even be made by both native-speaking students and foreign students. Learning and mistakes cannot be separated. Kotsyuk L. M. (2015: 390) said, “Errors are not anymore taken as bad signs of nonperformance, in teaching or learning that should be eliminated at any cost; rather, they are considered to become a Susrina Kalee et al./ JELS 3 (1) (2018) 113-124 115 necessary part of language learning process”. Based on this understanding, language error is an error that shifts from the standard rule and also deviates from Indonesian grammar rules. Based on these explanation, James (1998: 83) also said that: Error cannot be self-corrected until further relevant (to that error) input (implicit or explicit) has been provided and converted into intake by the learner. In other word, errors require further relevant to take place before they can be selfcorrected, whereas mistake can only corrected by the agent they deviance is pointed out to him or her. It can be concluded that error is a part or attitude deviant done by someone because of ignorance of something that cannot be fixed by themself. Meanwhile, mistake is a deviant attitude that made a person because of a factor of inadvertence or inaccuracy that is temporary and can be fixed. Error Analysis In general, every creature called human is inseparable from doingwrong, for example a mistake in the learning process that includes language learning. The error of language itself is something that is normal and common in every language usage, both oral and written. Error Analysis is a type of linguistic analysis that focuses on the errors learners make. Khansir (2012: 1029) stated that error analysis emphasizes the significance of learners’ errors in second language. Relate with previous theory, Richard (1974:158) argued that what has come to known as error analysis has to do with the investigation of the language of second language learners. According James (1998), error analysis (EA) is concerned with analysis of the errors made by L2 learners by comparing the learners’ acquired norms with the target language norms and explaining the identified errors. Error Analysis (EA) is as “a technique for identifying, classifying and systematically interpreting the unacceptable forms of a language in the production data of someone learning either a second or foreign language,” said Richards & Schmidt (in Napitupulu, 2017: 72). Theoretical analysis is a method by educators or researchers in identifying, classifying, and also interpret the mistakes made by learners while learning the language, either for the first language or the target language. Procedures in Analysis Errors According to James (1998: 267), the steps in analyzing the error are as Susrina Kalee et al./ JELS 3 (1) (2018) 113-124


INTRODUCTION
Language is a verbal expression that can be understood among human being. This opinion is related to Choudhury (2014:1) who stated that, speaking, reading and also writing skills. Writing is an important language skill that is used to communicate with people indirectly. According to Oshima and Hogue (in Hasanah, 2017: 143),"Writing is a progressive activity." Therefore, writing is one of the productive skills and is the most difficult to master. Moreover, Reid (in Hasanah, 2017: 143) stated, "Writing is a practical form of communication; writing is an educational process for both the writer and the reader, in which the writer is responsible for successful communication." It means that in written language, writers are required to pour ideas or thoughts to be conveyed to the reader clearly and completely. "Writing is more complex in that it tests a person's ability to use a language and the ability to express ideas. As a result, a person needs to write not only coherently but correctly, which requires more time and effort," said Liu and Braine (in Sattaytham & Ratanapinyowong, 2008: 6). However, a writer can not only be able to convey ideas in a clear, coherent, but be able to arrange good sentences that it becomes a complete and unified series of writing. Barnawi & Arifin (2015: 26) also said, "Papers are scientific writing contain thoughts on a particular problem or topic based on systematic field-based data with logical and objective analysis".
Nowadays, lots of foreign students come to study in Indonesia, especially students from Thailand. In general, Thai students, especially the ones studying in Jakarta, are majoring in English, economics, pharmacy, medicine, Indonesian, etc. Although half of Thai students are not from Indonesian major, they still have to study the Indonesian language as a compulsory subject. As Anjarsari et.al. (2013: 2) stated that: Foreign students who are learning Indonesian as foreign language, they will certainly experience various obstacles, when one might find abundant mistakes, especially in writing scientific papers. Using Indonesian as a second language for foreign students cannot escape from error. The higher the number of errors is, the lower the level of achievement of their language learning target.

Language Error
Mistakes cannot be avoided in the learning process. Language errors can even be made by both native-speaking students and foreign students. Learning and mistakes cannot be separated. Kotsyuk L. M. (2015: 390) said, "Errors are not anymore taken as bad signs of nonperformance, in teaching or learning that should be eliminated at any cost; rather, they are considered to become a necessary part of language learning process". Based on this understanding, language error is an error that shifts from the standard rule and also deviates from Indonesian grammar rules. Based on these explanation, James (1998: 83) also said that: Error cannot be self-corrected until further relevant (to that error) input (implicit or explicit) has been provided and converted into intake by the learner. In other word, errors require further relevant to take place before they can be selfcorrected, whereas mistake can only corrected by the agent they deviance is pointed out to him or her.
It can be concluded that error is a part or attitude deviant done by someone because of ignorance of something that cannot be fixed by themself.
Meanwhile, mistake is a deviant attitude that made a person because of a factor of inadvertence or inaccuracy that is temporary and can be fixed.

Error Analysis
In general, every creature called human is inseparable from doingwrong, for example a mistake in the learning process that includes language learning. The error of language itself is something that is normal and common in every language usage, both oral and written.
Error Analysis is a type of linguistic analysis that focuses on the errors learners make. Khansir (2012Khansir ( : 1029 stated that error analysis emphasizes the significance of learners' errors in second language. Relate with previous theory, Richard (1974:158) argued that what has come to known as error analysis has to do with the investigation of the language of second language learners. According James (1998), error analysis (EA) is concerned with analysis of the errors made by L2 learners by comparing the learners' acquired norms with the target language norms and explaining the identified errors.
Error Analysis (EA) is as "a technique for identifying, classifying and systematically interpreting the unacceptable forms of a language in the production data of someone learning either a second or foreign language," said Richards & Schmidt (in Napitupulu, 2017: 72). Theoretical analysis is a method by educators or researchers in identifying, classifying, and also interpret the mistakes made by learners while learning the language, either for the first language or the target language.

Procedures in Analysis Errors
According to James (1998: 267), the steps in analyzing the error are as follow: a) Elicitation and Registration, at this stage an analyst raises an error from the student to get data that can be analyzed. b) Error Identification which consists of substance-level Error, at this level is related to writing, errors are identified from spelling and punctuation.
Furthermore, level of grammar, at this level mistake identified several errors such as omission of certain grammatical forms such as grammatical element selection errors. Next, Lexis-level Errors, at this level error are identified lexical miss election such as misuse of preposition and word selection. Finally, Discourse-level Errors, at this level error can be identified such as redundancy errors, inappropriate use of elliptical sentences, and inappropriate use of certain expression. c) Categorizing the Errors, in this stage the errors are grouped into groups such as replacement, disappearance, addition, false precise and misleading words. d) Diagnosis will be known the causes of error, either error caused by mistake interference of mother tongue, or maybe error caused by interlingual error or because overgeneralizes where student use rule in general specific rules.

Cause of Errors
Any errors that occur will have a cause, where such errors can be identified so that no errors to occur again. As with language errors, the error factor of the target language learners can be divided according to different perspectives. James (1998: 158) mentioned that there are two causes of the errors.
First, interlingual errors. Second, intralingual errors. However, Richard (1974: 158) classified language errors in three types: "interlingual errors, intralingual errors, and developmental errors." Although Richard classified the three causes of language errors, the focus of attention comes from two sources of errors: interlingual and intralingual ones, whereas developmental errors are actually errors in the language itself.
Based on the citations about language errors above, it can be seen that there are two factors causing language errors: interlingual errors and intralingual errors. Interlingual errors are caused by source language interference that leads to a negative impact on the target language. This is usually due to the fact that learners often transfer meaning from the source language they have already mastered. The influence of the first language on the target language being studied can be known from the sentence structures formed by the learners which tend to shift the pattern of the structure and culture of the language being learned.
"Intralingual errors usually appear due to overgeneralization, ignoring rule restriction, incomplete application of rules and false concept hypothesized)," said Richards (1974: 174). Based on the characteristics of the errors mentioned above, it is seen that learners often make mistakes in the comparison of two different language systems.

Indonesian Spelling
In this world, there are various languages used by humans in everyday communication. Every language has different spellings. The definition of spelling can be viewed from two parts, namely the special and the general part.
Specifically spelling can be interpreted as a symbol of language sounds with letters, either letter by letter, or letters that have been arranged into words, phrases or sentences. While in general the spelling means the whole and the merger, which is also equipped with punctuation or can be said as a graphical convention. So, spelling basically includes letter writing, word writing, including abbreviations, acronyms of number symbols and the use of punctuation.

RESEARCH METHODOLOGY
The words and sentences that contain errors in the use of spelling are the data of this study. The data came from 10 papers of Thai students from various majors studying in Jakarta.
The research used qualitative approach with content analysis method.
Data selection incorporated purposive sampling technique. Data collection in this research was conducted by the author herself directly in the field of research. The research steps consisted of seven stages: (1) collecting Thai students' papers, (2) selecting and assigning 10 papers as data source, (3) re-read the papers, (4) underline the errors, (5) insert the data into the analysis table, (6) recapitulate the number of errors, and (7) analyze the data. This research used interactive model data analysis, through three stages namely, data reduction, data presentation, and conclusion and verification.

FINDING and DISCUSSION
The following is the finding of using spelling errors made by Thai students.

Capital Letters
Misuse of capital letters amounted to 54 or (48%) done by the students.
Misconceptions of capital letters were found quite varied. There is an inaccuracy in the use of capital letters such as not using capital letters in the first letter at the beginning of the sentence. In addition, there are also errors of not using capital letters on the names of persons, names of religions, geographical names, in chapters or sections, and using lower case letters in parts that should be capitalized and even at the beginning of the sentence in the direct passage which should use capital letters, but students do the opposite as the example below.
a) buah-buahan mudah ditemukan di mana saja, terbuah di dalam kebun dan ada jual di pasar.  Factors causing errors that affect students in the use of letters is intralingual errors.

Interlingual Error
Interlingual error is an error caused by a mother's language interference to the language being studied or the target language. In this factor, no errors caused on the use of letters because Interlingual is the influence of the source language on the target language being studied. It can be known from the form of sentence structure by the learners tending to shift the pattern of the structure and culture of the language learned but the errors of using letters will not change the form of sentence structure.

Intralingual Error
The factor of intralingual error is the error contained in the target language itself, in other words; the factor of error is caused by the complicated rules of the target language. So, as a result the learners have difficulty and cause mistakes.
The errors caused by Intralingual factor include as follow. c. The Incomplete Application of Rule is an error of using incomplete structure of target languages. Students failed to apply the pattern of writing structure in Indonesian language completely. There is no error in this part.
False concept hypothesis is when the learner uses the wrong concept. In this factor the learner borrows a part or element from a part of structure and puts it in the wrong position. There is no error in this part.

Conclusion
An error in the use of letter is 118 errors. The most dominant mistakes made by students in this field is the mistake of using capital letters which was found as 54 or 48% errors. The mistakes in Indonesian language conducted by Thai students in papers caused by the main factors that is intralingual error. Intraligual factors were found 118 or 100% on ignorance rule of restriction.

Suggestions
Based on the conclusion above, the researcher would like to give some suggestions to overcome the student's error of using letters in Indonesian paper.

The students
Based on the results of this research analysis, proves that Thai students are still very necessary to improve the ability to understand the grammatical system contained in the target language correctly, especially in the field of spelling. In the use of letters for example, there is still often a mistake in writing. Therefore, it needs awareness from the students themselves to improve their ability. The recommendation is Thai students have to increase reading the books from the target language; it can be started by reading light books such as novels.

Teachers
The recommendation of the researcher for BIPA teachers is to be able to use the discussion technique to these students so that the teacher will be easier to know the deficiency and the ability of the foreign students. This study also shows that language development is necessary through an orientation or debriefing program. Foreign students need to be guided, in the sense of being introduced, and then get a chance to have experience interacting in a language that was unfamiliar to him.

Researchers
This research is far from perfect. Therefore, the researcher recommends that the next researcher can examine those aspects which are more extensive and deeper.