ERROR ANALYSIS OF INDONESIAN STUDENTS IN LEARNING TIME ASPECT " 着 ZHE" AT NANCHANG UNIVERSITY IN CHINA

Received: 30-06-2020 Accepted: 03-10-2020 Published: 12-102020 Volume: 4 Issue: 2 DOI: https://doi.org/10.33019/lire.v 3i2.83 For foreign students, Mandarin time aspect “着zhe” is a common and relatively difficult grammar point to grasp. The research method is a quantitative method and a qualitative descriptive method to describe, identify the types of errors made by Indonesian learners in learning time aspect “着zhe”. The type of errors are misordering, misuse, omission, and added. Data collection technique used is purposive sampling, i.e. Mandarin language learners at the University of Nanchang, China, which had received writing, grammar and structure, and syntax courses. This question is taken in accordance with the usual sentence forms used in everyday life. The purpose of this technique is to obtain relevant data in order to solve the problem of learning Mandarin, especially regarding the time aspect “ 着 zhe”. The results of relevant questionnaire show that Indonesian students lack of basic knowledge of time aspect and they did not understand or forget the rules of time aspect. So, they use Indonesian grammar to answer Mandarin time aspect “着 zhe” questionnaire. This is indicated by the results of the questionnaire given, there are 3 forms of performance errors above 50%, i.e. misuse error has 65%, misordering error has 60%, added error has 55% and there is 1 form error below 50% namely omission error, has 45%. The Conclusions of time aspect Mandarin "着 zhe" is a form of Mandarin grammar that is often used. This time aspect "着 zhe" has several rules in matching with other words. To understand this, Indonesian students need to learn step by step and perseverance in study and practice, so they can understand the uses of time aspect “着 zhe”. KEYWORDS


INTRODUCTION
Morphologically, Mandarin and Indonesian come from different language groups. Mandarin is an isolative language, while Indonesian is an agglutinative language. Isolative language type, that is, the type of language which expresses grammatical relationships and is dependent on word order, while the word form does not change morphologically but the changes are only due to differences in tone. This type of language is also called the Tonis language. Agglutinative language type, namely the type of language whose grammatical relationships and word structure are expressed by a combination of language elements freely. In this type, word formation can be done by affixation example is time aspect "sedang" in Indonesian when it involves two verbs while using one time aspect is "sedang" with another word "sambil". For example, "Sister is dancing while singing".
Whereas in Mandarin, it cannot add time aspect "着zhe". This will cause an error in applying and using the rules of time aspect "着 zhe". The previous researchers, as describe briefly in literature review below, have discussed the whole aspect of time, namely "着zhe", "了le" dan "过guo" and using objects from other countries. For the foreigner students, Mandarin time aspects are usually seen as grammar and also a little bit difficult to master it.
Our research shows that Indonesian students seem lack of understanding about this topic that lead to mistake when they used it. This research really needs to be analyze because time aspect " 着zhe" is always used in daily conversation and every Chinese book discusses this principle but at different levels. Furthermore, this error will causes into a misunderstanding of communication with Mandarin native speakers. Based on this problem, the author would like to analyze Indonesian students error in using Mandarin time aspect "着zhe" and what causing these errors, and at last consider the effective teaching method to solve these problems. Based on the literature review below, as long as the author's knowledge, it can be said that these problems has never been studied in existing linguistic journals.

LITERATURE REVIEW
Mandarin is an isolative language, a language whose words are formed from a single morpheme.
While Indonesian is an agglutinative language that tends to experience morpheme changes when combined with other words, so it is difficult to segment (Yi Ying, 2011). The main functions of Mansur Akil (2009) explains about English-Indonesian translators often finding difficulties in translating English verbs. This is due to their lack of understanding of the concept of time aspect, adverb of time in both English and Indonesian, and tenses in English. While to translate tenses and time aspects can be done by using particles like: "masih", "sedang", "sudah/telah" and adverbs of time such as "kemarin", "tadi", "besok", "lusa" and "minggu depan". Errors in learning a second language or foreign language are caused by two factors, namely interlingual errors and intralingual errors. Interlingual errors are caused by the interpretation or application of the rules of mother tongue into the second language learned by the learner. Whereas intralingual errors are caused by a lack of mastery of the learner of the second language learned (Dian Indihadi).

METHODOLOGY
The research method used is a quantitative method and a qualitative descriptive method to describe, identify the types of errors made by Indonesian learners in learning time aspect "着zhe".
The type of errors are misordering, misuse, omission, and added. Data collection technique used is purposive sampling, i.e. Mandarin language learners at the University of Nanchang, China, which had received writing, grammar and structure, and syntax courses. This question is taken in accordance with the usual sentence forms used in everyday life. The author distributes questionnaires to 20 students. Then the writer processes the data based on Mandarin time aspect " 着zhe" based on the book 陆 俭 明 (2011) and Dian Indihadi, that shows the type of errors generally made by foreign language students. Table 1 shows four type of errors and questions form. The purpose of this technique is to obtain relevant data in order to solve the problem of learning Mandarin, especially regarding the time aspect "着 zhe".

RESULTS AND DISCUSSION
Based on the survey of 20 Indonesian students that studying Mandarin in Nanchang University, the author makes a detailed analysis of the errors of Indonesian students in the process of learning Mandarin time aspect "着zhe". There are 3 types of mistakes that always occur when foreign learn Mandarin, namely misordering, misuse, and omission ( 陆俭明, 2011). But according to Dian Indihadi, when viewed in terms of performance strategies, there are 4 types of errors namely misordering, misuse, addition and omission. The four types of errors in the formation strategy category were made by native speakers of Indonesian learners who were and had learned time aspect "着 zhe" in Mandarin. The following are the formation mistakes that often made by Indonesian students.

Misordering error of time aspect"着zhe"
Misordering error is misplacement and use location error. In Figure 1 shows the existence of time aspect "着zhe" placement error. This problem requires students to insert time aspect "着zhe" in the part of the sentence that has been numbered correctly. From 20 students, there are 12 students make misodering to this sentence. From 20 students there were 12 students who inserted time aspect "着zhe" in number 4. Because "玩儿 wanr" and "手机 shouji" are verbs and nouns but they are not acronyms. The correct placement of time aspect "着 zhe" is in number 2 between the words "上 shang" and "课 ke". Misplacement and use location error happen it because of the influence of the mother tongue, it leads to misplacement in the process of using "着zhe". Sentence (1) below, is the correct time aspect placement "着 zhe".
(1)我们正在上着课不能玩儿手机。 We are studying and forbidden to play mobile phones.
我们 正在 上着课 不能 玩儿 手机 kami saat ini sedang belajar tidak boleh bermain handphone "上 着 课 shangzheke" is acronym so the time aspect "着 zhe" needs to be placed between the acronym i.e. between the words "上 shang" and "课 ke". Many Indonesian students put "着 zhe" between the words "玩儿 wanr" and "手机 shouji". Indonesian students actually understand the rules of using acronym, that if acronym meets with time aspect "着 zhe", it must be placed between the word acronym. But the placement of the word is wrong. They think "玩儿 手机 wanr shouji" is the word of acronym, but it's not. So, this is misordering error, which is causes by lack of understanding of what words are included in the word acronym. From 20 Indonesian students, there are 9 students who did not choose time aspect "着 zhe" into sentences. This shows that second language learning is influenced by mother tongue (Indonesian). Apart from that, the level that makes mistakes is Indonesian students who are learning Mandarin at basic level. At this level, they have not yet learned the form of grammar and do not understand the rules of the language. Sentence (3) below, is a form of using time aspect " 着zhe".
(3) 他们在唱着歌呢! They are singing a song! The sentence (3) is correct, but Indonesian students feel that the sentence is wrong.
Indonesian students do not use the word "着 zhe" in sentences because in Indonesian there is no form of this acronym. In Mandarin, if the verb is followed by an object, the "着 zhe" time aspect must be placed between the verb and the object. In addition, in front of the verb can also be preceded by the adverb "在zai" and at the end of the sentence closed with particles "呢ne" to indicate that the activity is ongoing. The Mandarin grammar structure formation above is still not well understood by students especially at the basic level, because at this level they have not yet learned about the formations. Below is an example of a real problem that is not complicated if the rules of using time aspects are understood. Figure 5 shows that Indonesian students don't understand time aspect "着zhe" well enough. There are many Indonesian students still don't know the grammar rules of the time aspect "着zhe". From the results of questionnaire distributed, there were 10 students who answered incorrectly.
Time aspect cannot match the word "一直 yizhi" because the word means continuously, while time aspect "着 zhe" means an event or activity that is taking place. So, it can be seen that the time that is taking place continuously cannot match with the events or activities that are taking place at a time. Sentence (5) shows Indonesian students use the time aspect "着 zhe" instead of word "一直yizhi" . As a result, there have been a lot of errors. (5). *我弟弟今天晚上一直都玩儿着游戏。*My brother has been playing games tonight. the sentence of type "misuse" can be used in Indonesian. So its influenced by mother tongue. The second is "misordering" because the sentence has two verbs with object, but one of that is not an acronym. Actually Indonesian students understand the rules of using acronym, that if acronym meets with time aspect "着 zhe", the time aspect "着 zhe" must be placed between the acronym word. But the placement of the word is wrong. They think "玩儿 手机 wanr shouji" is the word of acronym, but it's not. So, this is what causes misordering, which is the lack of understanding of what words are included in the acronym word. The third is type errors of "added". In this type there are two questions. From these two questions, the writer averaged then concluded that there were 55% of Indonesian students who answered incorrectly because they still did not understand the rules of time aspect "着 zhe" time aspect. It means that they did not yet know when and with what time aspect "着zhe" could match. The last form is "omission". There are still some Indonesian students who did not understand or have not learned from the rules of using the time aspect, which causes an error in answering the question. b. Perseverance in study and practice It is difficult for foreign students to learn Mandarin, and there are not so many explanations about Mandarin time aspect "着zhe" in Mandarin textbooks. When Indonesian students have just started to learn Mandarin, they only know the basic rules of Mandarin time aspect that is, Mandarin time aspect "着 zhe" should be placed after the verb. Therefore, Indonesian students must study perseverance of the grammatical point of Mandarin time aspect "着zhe", and perseverance in practice questions about time aspect "着zhe".

CONCLUSION
Time aspect Mandarin "着 zhe" is a form of Mandarin grammar that is often used. This time aspect "着 zhe" has several rules in matching with other words. To understand this, Indonesian students need to learn step by step and perseverance in study and practice, so they can understand the uses of time aspect "着 zhe". If the rules of the time aspect "着 zhe" are not understood, they will cause performance errors. There are four mistakes performance often done by Indonesian students. The highest form of performance error is misuse about 65%, then the form of misordering errors, about 60%, then the form of error is added around 55%, and the last is 45% omission error. This happens