On the other hand, the non-native speakers who are learning the language do not know its structure. They study the grammar they usually become involved, not in the basic framework, which they “know”, but in problems of variant usage” Lado, 1977:ġ42. Mastered the basic structure of their language, that is, the basic underlying patterns on which they build sentences and sequences of sentences. Of a language master the language is different from the non-native speaker who is learning the language.” The native speakers, according to Lado 1977: 142, have In addition, according to Lado 1977: 142, “the way the native speakers However, this research only focuses on the ability to Masters phrasal verbs is someone who is able to use phrasal verbs properly both in spoken and written forms. From Hagboldt’s definition, it can be concluded that a person who Besides, those words have idiomatic meanings. Of words, especially verbs and particles. Habitual and skillful.” In this research, the researcher in some way focuses also on the using of words and idioms since phrasal verbs are still categorized into the use Language when our comprehension by ear is spontaneous our reading is effortless and fluent our use of words, idioms, and sentences in spoken and written forms is Furthermore, Hagboldt 1935: 2 states that “we have a mastery of a
Knows how to use those constructions correctly and appropriately. Knows the forms and the rules underlying them, b. Since English phrasal verbs are part of the structural devices, thus, one is considered to have mastered these structural The researcher particularly pays attention to the second requirement of mastery that is the The basic arrangement of utterances matters of automatic habit. Thus, within limited vocabulary, mastered the sound system that is when he can understand production of it and has, secondly, made the structural devices that is Fries 1948 states that a person has learnt a foreign language when he has In this research, the term mastery is understood as proposed by Charles Fries. This part will elaborate the definition and the criteria of mastery since they serve as bases for conducting the research. The third isĮxternal factors which come from things outside students such as the classroom, the teacher and the textbook. The second is the nature of the target language. The first is from the students’ first language or mother tongue. Therefore, it can be concluded that basically there are some kinds of causes of the students’ errors in learning the target language, in this case, English. 24 “students often make errors because of a misleading explanation from the teacher,įaulty presentation of a structure or a word in a textbook, or even because of a pattern that was rotely memorized in a drill but not properly contextualized.”