CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT S TEXTBOOKS FOR SENIOR HIGH SCHOOL

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1 CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT S TEXTBOOKS FOR SENIOR HIGH SCHOOL A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English Department of English of Education Faculty State Islamic Studies Institute (STAIN) Salatiga BY: DINA FITRIA AMALIA ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2013 i

2 MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA Jl. Tentara Pelajar No.02, Phone Salatiga Website: DECLARATION In the name of Allah, the Most Gracious and Most Merciful. Hereby the writer fully declares that this Graduating Paper is made by the writer and it is not containing materials written or has been published by other people except the information from references and also the writer is capable of accounting for this Graduating Paper if in future this is can be proved of containing other s ideas, or in fact, the writer imitates the others graduating paper. In addition, the writer really hopes that this declaration can be understood for all human being. Salatiga, September 14 th 2013 The Writer Dina Fitria Amalia NIM ii

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5 MOTTO Always Think Positive v

6 DEDICATION This research is dedicated for My Beloved Father, Mother, and Brother vi

7 ACKNOWLEDGEMENT Alhamdulillahirabbil alamin, thanks to Allah because the writer could complete this research as one of the requirements for getting Educational Islamic Studies (S,Pd.I) in English Department of Educational Faculty of State Islamic Studies Institute (STAIN) of Salatiga in This research would not have been completed without supports, guidance, advice, and help from individual s institution. Therefore, I would like to express deep appreciation to: 1. Mr. Dr. Imam Sutomo, M.Ag, the Rector of State Islamic Studies Institute (STAIN) Salatiga. 2. Mr. Suwardi, M.Pd the Chair Person of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga. 3. Mrs. Maslihatul Umami, S.Pdi, M.A the Head of the English Department State Islamic Studies Institute (STAIN) Salatiga. 4. Mrs. Rr Dewi Wahyu Mustikasari, M.Pd, the consultant of this research. Thanks for suggestion and recommendation for this research from beginning until the end. 5. All lecturers of English department, the researcher deeply thanks to you all for your advice, knowledge, and kindness. 6. All of staffs who help the writer in processing the research administration. 7. All of the librarians who help the writer in finding the research references. 8. My parents who always support and advice me. vii

8 9. The deeply thanks is also sent to all of my best friends (Ria, Niken, Saniah, etc) with whom struggle for this completing the graduating paper. 10. To all of my friends in TBI C of English Departmentwho support the writer always. Salatiga, September 10 th 2013 The writer Dina Fitria Amalia viii

9 TABLE OF CONTENTS TITLE... i DECLARATION... ii ATTENTIVE COUNSELOR NOTES... iii PAGE OF CERTIFICATION... iv MOTTO... v DEDICATION... vi ACKNOWLEDGMENT... vii TABLE OF CONTENT... ix LIST OF TABLE... xi ABSTRACT... xii CHAPTER I INTRODUCTION A. Background of the Study... 1 B. Problems Statement... 5 C. Objectives of Study... 5 D. Benefits of the Study... 6 E. Limitation of the Problem... 7 F. Clarification of the Key Term... 7 G. Previous Research Review... 9 H. Graduating Paper Outline ix

10 CHAPTER II THEORETICAL FRAMEWORK A. The Notion of Contrastive Analysis (CA) B. English Prefixes and Suffixes C. Indonesian Prefixes and Suffixes D. Narrative Text E. Textbook F. Theory of Authentic Material CHAPTER III RESEARCH METHODOLOGY A. Type of Research B. Object of the Research C. Method of Collecting Data D. Technique of Analysis Data CHAPTER IV DATA ANALYSIS A. Analysis of English Prefix and Suffix B. Analysis of Indonesian Prefix and Suffix C. Analysis the Differences and Similarities Kinds between English and Indonesian Prefixes and Suffixes D. Pedagogical Implication CHAPTER V : CLOSURE A. Conclusions B. Suggestions BIBLIOGRAPHY APPENDIXES x

11 LIST OF TABLE Table 4.1 Type of English Prefix Table 4.2 Words of Prefixes in Texts Table 4.3 Negation Prefixes in the Black Cat Text Table 4.4 Negation Prefixes in the History of Jack and the Beanstalk Text Table 4.5 Negation Prefixes in the Faithfull Lovers Text Table 4.6 Types of English Suffix Table 4.7 Words of Suffixes in Texts Table 4.8 Nominal Suffixes in Sentence Table 4.9 Adjectival Suffixes in Sentence Table 4.10 Adverbial Suffixes in Sentence Table 4.11 Types of Indonesian Prefix Table 4.12 Words of Forming Verb Prefixes in Texts Table 4.13 Words of Forming Adjective Prefixes in Texts Table 4.14 Words of Forming Noun Prefixes in Texts Table 4.15 Words of Forming Numeral Prefixes in Texts Table 4.16 Forming Verb Prefixes in Sentences Table 4.17 Forming Adjective Prefixes in Sentence Table 4.18 Forming Noun Prefixes in Sentence Table 4.19 Forming Numeral Prefixes in Sentence Table 4.20 Types of Indonesian Suffix Table 4.21 Indonesian Suffixes in Texts Table 4.22 Forming Noun Suffixes In Sentence Table 4.23 the Differences of English and Indonesian Prefixes Table 4.24 the Similarities of English and Indonesian Suffixes xi

12 ABSTRACT Amalia, Dina Fitria (2013): CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT S TEXTBOOKS FOR SENIOR HIGH SCHOOL. This study is aimed describing the kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student s textbooks for senior high school and finding their similarities and differences. The writer used descriptive qualitative research and contrastive methodology to find out the valid data. After investigating the data, the writer found several findings based on the analysis of the type of English and Indonesian prefixes and suffixes. There are four types of English prefix; quantified, locative, temporal, and negation prefixes. In the narrative texts the writer found four words included as negation prefixes. English suffixes have four types; nominal, verbal, adjectival, and adverbial suffixes. There were eighteen words indicated as nominal suffixes, there is no word categorized as verbal suffixes, fourteen words as adjectival suffixes, and twenty two as adverbial suffixes. On the other hand, the Indonesian prefixes had five prefixes; forming verb is seventy five words, forming adjectival is eleven words, forming noun is five words, forming numeral is twenty one words, and there is no word as forming interrogative. There were five types of Indonesian suffixes (forming, verb, adjective, noun, numeral, and interrogative). In the narrative texts, the writer only found thirteen words categorized as suffix forming noun. The writer found the differences and similarities both of them; it depends on their kinds. In English suffixes have adverbial suffixes but there were no in Indonesian suffixes. However in Indonesian suffixes have types suffixes that forming numeral and interrogative, and in English suffixes do not have these types. The same types of English and Indonesian suffixes are both of them have suffixes that forming noun, verb and adjective. Keywords: Contrastive Analysis, English and Indonesian Prefixes and Suffixes. xii

13 CHAPTER I INTRODUCTION The first chapter of this graduating paper is introduction. This chapter explains about the background of the study, problems statement, and objectives of the study, benefits of the study, and limitation of the problem, clarification of the key term, previous research review, and graduating paper outline. A. Background of the Study Language has tens of thousands of words. Even the speaker of every language is not aware about that. Words are a crucial part of linguistic knowledge and constitute a component of grammars, but one can learn thousands of words in a language and still not know the language. Anyone who has tried to communicate in a foreign country by merely using a dictionary knows this is true. On the other hand, without words we would be unable to convey our thoughts through language or understand the thoughts of others. To convey our mind in spoken or writen clearly, people need understanding about the component of language such as structure of sentence, word, etc. According to Venhaar (2006: 10), the branches of linguistic that called morphology is identifying basic unit of language as grammatical unit. It means that words as the units that are analyzed as one morpheme or more can be studied in the morphology. According to Fromklin (2007: 77) the study of the internal structure of words, and of the rules by which words are formed is morphology. From this explanation the writer can conclude that words have internal structure, which xiii

14 is rule-governed. In this branch of linguistic can be known about parts of a word. A word can consist of one morpheme, two morphemes, and more than two morphemes. Based on Fromklin (2007:77), the linguistic term for the most elemental units of grammatical form is morpheme. The word is derived from the Greek word morphe, meaning form. From the statement above the writer can conclude that morpheme is the smallest bit of language that has its own meaning, either a word or a part of a word. When talking about morphology, absolutely the students also study about the parts of word or the structure of word. As stated by Mullany and Stockwell (2010: 6) word is the smallest meaningful of language in the spoken or written. A word can be produced from root, morpheme, and can be added by affix. Affix is categorized as bound morpheme because it cannot stand alone and should be attached to the root or stem or base. It is also same with prefix and suffix, because they are the types of affix. According to Broukal (2002: ), prefix is a form added in front of a word or word root to change its meaning, and suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. From the definition can be known that both prefix and suffix can create a new word. Besides that when prefix and suffix are added in a word so it may change the meaning of a word, and word classes. xiv

15 The nature of affix precedes or follows other morphemes. Thus, un- (unexpected, undress, unhappy), pre- (premarital, prejudge, pre-school), and bi- (bipolar, bisexual, bilingual) are prefixes. They occur before other morphemes. Some morphemes occur only as suffixes, following other morphemes. The examples of English suffix morphemes are ing (sleeping, eating, running), -er (singer, performer, reader), and ly (friendly, motherly, manly). Those constitute some examples of prefixes and suffixes. Morphemes are the minimal linguistic sign in all languages, and many languages have prefixes and suffixes, but each language may differ in how they use and name their morphemes. For example in Indonesian language, affix is studied also in the structure of word but Indonesian people usually call affix imbuhan, prefix is called awalan, and suffix is called akhiran. Some examples of Indonesian prefixes and suffixes as follow: me- (memakan, meminum, menulis), ber- (berjalan, bermalam, berambisi), ke- (kekasih, ketua, kehendak). Those are the example of Indonesian prefixes. Then, the examples of the suffixes are an (kampungan, cantikan, jalanan), - iah (alamiah, jasmaniah, rohaniah), -if (efektif, produktif, konsumtif). From the definition above, the writer can conclude that between English and Indonesian affixes, prefixes, and suffixes are almost same. Other similarities between them, it can change the meaning of words, word classes and function of word root and the meaning can be different with the word root or the base. However, both also have differences. It may occur in the using of prefix and suffix in a word, the meaning and the function of word xv

16 after adding prefix and suffix. From the explanation above, the writer would like to compare and to analyze the similarities and the differences between English and Indonesian prefixes and suffixes in this research. Fisiak (1981), Jackson (1981) as mentioned in Fauziati (2002: 63) said that a branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic. It can be concluded that the nature of contrastive linguistic is to describe the similarities and differences between two or more languages. It means by describing the similarities and differences can help students in the studying foreign language easier than before. The goal of the comparison is to describe those languages may be for the sake of the languages themselves, or may be to contribute to the task of foreign language teaching. According to Fisiak (1981), Jackson (1981) as mentioned in Fuziati (2002: 63) one of the techniques associated with contrastive linguistic is contrastive analysis. It is generally defined as a systematic, comparison of selected linguistic features of two or more languages. From the discussion above, the writer concludes that by contrasting two languages can be known more about the differences and similarities of both the languages. It makes easier studying foreign language. Thus, the writer takes courage to write a graduating paper about contrasting English and Indonesian prefixes and suffixes, but then more specific. The prefixes and xvi

17 suffixes are only in the narrative texts and taken from student s textbooks for senior high school. Therefore, the writer takes the title Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Texts of The Student s Textbooks for Senior High School. B. Problems Statement Based on the background of the study, the writer formulates the problem as follows: 1. What kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student s textbooks for senior high school? 2. What are the similarities and differences kinds between English and Indonesian prefixes and suffixes in the narrative text of student s textbooks for senior high school? 3. What is the pedagogical implication of the result of this study toward English language teaching? C. Objectives of the Study The objectives of this analysis especially are to get information about: 1. To describe the kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student s textbooks for senior high school. xvii

18 2. To find out the similarities and differences kinds of the English and Indonesian prefix and suffix in the narrative text of student s textbooks for senior high school. 3. To know the pedagogical implication of the result of this study toward English language teaching. D. Benefits of the Study The writer hopes that this analysis produces benefits for theoretical and practical as follows: 1. Theoritically for : a. The writer and the teacher can be more understanding about English and Indonesian prefix and suffix and narrative texts. b. The reader can improve the ability in English by comparing the two languages (English and Indonesian). c. To be one of source information to the next writers that is the problem related to this research for instance research about another prefix and suffix. 2. Practically for : a. The writer and the teacher can be easier to understand contrastive analysis between English and Indonesian prefix and suffix. b. The student can apply prefix and suffix in the text. c. The reader can deepen the knowledge about the English and Indonesian prefix and suffix. xviii

19 E. Limitation of the Problem To have specific research, the writer has restricted this study in order to make it easier to be analyzed. This study analyzes the English and Indonesian prefix and suffix. To limit the study, the writer only takes prefixes and suffixes in the narrative texts of student s textbooks for senior high school. F. Clarification of the Key Terms To avoid any mistakes in interpreting the tittle of this research, it is regarded necessary to explain the term relating to it. 1. Contrastive analysis A branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic (Fauziati, 2002: 63). One of the techniques associated with contrastive linguistic is Contrastive Analysis. According to Crystal (1992) as quoted by James (2006: 17) Contrastive analysis is the study of foreign language learning, the identification of points of structural similarity and differences between two languages. From the definiton above, it means that the main point of contrastive analysis is comparison. By comparing two or more languages can be learned the similarities and differences about the languages. By understanding the similarities and differences of xix

20 languages, it is highly expected can help the students in the studying foreign language. 2. Prefix Carter (2007: 471) states that a morpheme is the smallest unit of meaning. Some words consist of just one morpheme; some consist of several. Morpheme divided into two parts; free morpheme and bound morpheme. Bound morpheme cannot stand alone and should be attached to the root or stem or base. It such a prefix, a form added in front of a word or word root to change its meaning (Broukal, 2002: 139). 3. Suffix Suffix is also categorized as bound morpheme, such a prefix. However, it is rather different. Broukal (2002: 179) states that a suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. 4. Narrative text A Narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. narrative is popular because they present a plot which consists of complications and resolutions. xx

21 Sudarwati and Grace (2007: 62) state that narrative text is the text or paragraph that explains about actual or imaginary experiences in difference ways. The purpose of narrative text is to amuse or entertain the readers. 5. Textbook In teaching and learning, teacher and student need guiding book to make easily transferring the subject material. Muslich (2010: 50) defines textbook is book of subject material or specific subject that formed systematically in selection based on certain purpose, orientated learning, and student s development. G. Previous Research Review This subject discusses the previous study which is related to this research. The writer presents two previous studies to determine originality of this research. The first is Contrastive Analysis between English and Indonesian Verb Phrase written by Siti Toyibatun in She was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian verb phrase. She used the qualitative research was to find out the object of her study, that was English and Indonesian verb phrase and their similarities and differences. She got the data of English and Indonesian verb phrase from some books. One of the English books entitled A Practical English Grammar written by A.J Thomson and A.V Martinet, and xxi

22 the Indonesian book entitled Tata Bahasa Baku Indonesia written by Anton M. Moueliono and Soenjono Pardjowidjojo. In her result of research, she gave some example of verb phrase. First the examples English verb phrases were can take, may phone, could stay, must practice, have cut, have lived, are playing, am going, is loved, was opened, will be finished. Second the example of Indonesian verb phrases were bersenam setiap pagi, bekerja keras, menulis kembali, dapat mengajukan, berdagang kain, bertani dan beternak. In the conclusion, she explained the differences and similarities. The difference of English and Indonesian verb phrase was in the function of the verb phrase. English verb phrase has function as a predicate but Indonesian verb phrase has function not only as a predicate but also as subject, object, complement, and adverb. The similarity both of them was in the form of verb phrases that could be made from two or more words. The second previous study of this research, entitled Contrastive Analysis between English and Indonesian Adverb of Place written by Muhammad Nur Da I in He was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian adverb of place. He used the qualitative research was to find out the object of his study, that was English and Indonesian adverb of place and their similarities and differences. He got the data of English and Indonesian adverb of place from some books. One of the English books is written by Marcella xxii

23 Frank entitled Modern English. The Indonesian book entitled Tata Bahasa Rujukan Bahasa Indonesia written by Gorys Keraf. He mentioned the research finding of his study. He compared and analyzed English and Indonesian adverb of place. He explained that the example of English adverbs of place are here, there, upstairs, away, inside, down, in, and out, indoors, outdoors. Indonesian adverbs of place were di sini, ke sana, ke situ, dari sini, dari situ, and sampai. He concluded that between English and Indonesian adverb of phrase had similarities and differences. That is English and Indonesian adverb of phrase has similar kind; single word and prepositional phrase. However in English adverb of phrase still has type; prepositional phrase of place pronounced and written as single words, but in Indonesian there is no prepositional phrase in single words. From both of the previous researches, the writer tries to analyze Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Text of Student s Textbooks for Senior High School. Here, the writer wants to compare the English and Indonesian prefixes and suffixes in narrative text, and then determine accurately the valid similarities and the differences of this research with the researches above. That makes this research is different with the previous researches is the previous researches are only describing the differences and similarities of the object without identify their finding in the texts. Whereas this research is not only to find out the kinds of prefixes and suffixes, both similarities and xxiii

24 differences, but also find out their application in the narrative texts taken from senior high school textbooks. H. Graduating Paper Outline This research is written systematically in order that easier to read and understand. This research is divided five chapters and each chapter has several sub-chapters. Chapter I is the introduction. It explains about the background of the study, problem statement, objective of the study, benefits of the study, and limitation of the problem, clarification of key term, previous research review, and graduating paper outline. Chapter II is the theoretical framework. It explains the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook. Chapter III is the research methodology. It is included the type of research, and object of the research, method of collecting data, and technique of analysis data. Chapter IV is the data analysis. This chapter describes the data analysis between English and Indonesian prefixes and suffixes in narrative text of student s textbook for senior high school, and analysis of the similarities and differences kinds between English and Indonesian prefixes and suffixes. Chapter V is the closure that consists of conclusion and suggestion. xxiv

25 CHAPTER II THEORITICAL FRAMEWORK Theoritical framework is a frame or reference of data analysis in the next chapter. In this chapter the writer explains about the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook. A. The Notion of Contrastive Analysis (CA) Contrastive analysis (CA) was first proposed by Charles C. Fries as a crucial part of the foreign language teaching methodology (Fauziati 2002: 63). According to Al-Sibai (2004: 1) CA was born as a result of a simple assumption. That is because arising the same errors that students made in the task gradually and the teachers could predict what mistakes the majority of learners would make. Thus, the writer explains more information about contrastive analysis bellow. 1. Definition of Contrastive Analysis (CA) Raji (2012: 1) explains that contrastive analysis is a branch of language which focuses on the study of two or more different languages, with the aim of describing their similarities and differences. Platt (1992: 17) also states that contrastive analysis describes similarities and differences among two or more languages at such as level phonology, grammar, and semantics. CA is not only comparing the element and system of linguistic in the L1 and L2 but also describing the background culture of both languages so the result can be used in teaching foreign language or target language. xxv

26 The writer can conclude that the main point of contrastive analysis is comparing the objects, and finds the similarities and differences of the object. In other word contrastive analysis is the study of linguistic in teaching second language. Especially, CA also can be used by the teachers to solve the difficulties and speaking problem that student made in learning foreign language. 2. The Procedure of Contrastive Analysis Whitman as mentioned in Fauziati (2002: 68) notes that contrastive analysis involves four different procedures: description, selection, contrast, prediction. The first procedure of contrastive analysis is complete description of the two of languages to be compared. The language practitioner can use the tools formal grammar for the clear comparison. It means that description in contrastive analysis to be foundation in the comparison of two or more languages. The second procedure is the selection. Selection means choosing the elements of the two languages (L1 and L2) which will be compared or analyzed. This step can be said the step which have done to specify a topic or part of language that will be compared. The third procedure is the contrast. It is the hurt of Contrastive analysis. Here is the most difficult step. In the contrast, language practitioner stars comparing the elements of language that have been selected. That is by mapping the elements of the two languages. xxvi

27 The last procedure is the prediction. After contrasting, it is time to predict elements of the languages for purposes of language teaching at schools. It means that contrastive analysis can predict the students mistakes. The writer can conclude that the steps which have been described above, it can have a positive impact on teaching and learning process. However, by the contrastive analysis the teachers can found the solving problems of students in learning second language or foreign language. 3. Theory of Contrastive Analysis Contrastive analysis is often called contrastive linguistic. Contrastive Linguistic is a branch of linguistics that compares between two languages synchronically so the similarities and differences are clear. According to Pranowo (1996: 42) the use of contrastive analysis in language teachings are based on some theoretical assumptions namely: a) The most effective materials language teachings are the materials which based on the description of the language itself. b) By contrasting and comparing the L1 and L2 that will be learnt, one can predict and describe many particular patterns that cause the difficulties and easy of language learning. xxvii

28 From the explanation above can be concluded that if students want to study language easily, they have to know also all of thing related with the language learned. Besides that by predicting the mistakes in learning language by using contrastive analysis also can find the solving problem. A linguist, Lado as quoted by Pranowo (1996: 42-43) suggests that contrasting should be done to phonology, grammatical structures, vocabulary systems, and systems of language writing. The first is contrasting phonology. It includes sound system, transferring of sound system (variant, interjection, intonation, and its connectivity to other phonemes). The second is contrasting grammatical structure. It is different from grammar. Grammatical structure is a compulsory language s construction taken by the native speaker in communication. It might be because there are divergences between grammar in written and spoken languages. The other elements of grammatical structure are ordering the words, inflections, correlating of forms, intonation, word impression, and junctures. The third is contrasting of vocabulary system. It is accomplished on the form, the meaning, and its distribution. This contrasting is usually cause by the change of some vocabularies appropriate to situation, velocity of speaking, and so on. xxviii

29 The last is contrasting of language writing system. This is important too. Actually, the biggest problem of language learner is at the time whilst they study about written language. 4. Contribution of Contrastive Analysis (CA) Guntur Tarigan (1996: 50) states that CA has some important contributions in the teaching learning process, for example: a. Constructing language teaching materials. This is the basic aspect of comparing two languages. b. Constructing the system of pedagogical language. This is based on the linguistic theory being used. c. Arranging the class property in which the first language is used to help in the second language learning. This proves that contrastive analysis also has important role in learning proses and has the advantage. It is not only help the students in studying foreign language becomes easier but also the teachers can know the students difficulties and mistakes in learning foreign or target language. There are solutions to overcome the difficulties and error of the students. One of the solutions to solve the difficulties and errors of the students in learning target language is contrastive analysis. Therefore, contrastive analysis can be used as an alternative solution in second language teaching. xxix