performance errors because of a random guess or slip. While errors cannot be self- corrected, mistakes can be self-corrected if the deviation is pointed out to the
speaker.
7
Based on the explanations above the writer concludes that mistakes are failure to use language because of slip of the tongue, or spelling. The learner easily
corrects this failure since they conceptually understand the language system. On the other hand, errors are mistakes that the students make due to lack of competence.
They are not able to do self-correction because they do not know the concept.
2. Procedure of Analyzing Errors
In analyzing learners’ errors the researcher should do the procedures in conducting an error analysis. Ellis provides five steps which are originally proposed
by Corder.
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They are: collecting of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors.
a. Collecting of a Sample of Learner Language
To analyze an error, the researcher have to collect a sample of learner language provides the data first. The researcher needs to be aware that the nature of
the sample being researched may influence the nature and distribution of the errors observed. The nature and quantity of errors is likely to vary depending on whether
the data consist of natural, spontaneous language use or careful, elicited language use.
Ellis and Barkhuizen discuss three types of data collected from learners, one of which is learner reports. The following types of data were discussed
:
7
Brown, op cit, p. 217.
8
Rod Ellis, op cit, p. 46
1 Non-linguistics performance 2 Samples of learner language
3 Reports from learners
Ellis and Barkhuizen discuss three types of data collected from learners, one of which is learner reports. Verbal reports are used to investigate different aspects
of L2 acquisition. First of all, it provides samples of learner language, tokens we all like to use in our research. Within the broad category of Verbal Reports, Ellis and
Barkhuizen discuss self-reports, self observation, self revelations, and self assessment.
Corder distinguished two kinds of elicitation: Clinical and Experimental elicitation. Clinical elicitation involves getting the informant to produce data of any
sort, for example by means of general interview or writing a composition. Experimental elicitation involves the use of special instrument to elicit data
containing the linguistic features such as a series of pictures which had been designed to elicit specific features.
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Furthermore, based on those explanations above, the researcher uses the experimental and clinical elicitation language data to analyze learners’ errors. In
other words, the writer use some questions, especially in using present perfect and present perfect continuous tense, to investig
ate or analyze learner’s error.
b. Identification of Errors
The important thing in identification of error is the writer should compare what the learner said with what he intended to express. In other words, we compare
his erroneous utterance with what a native speaker would have said to express that meaning. The researcher have to identify error by comparing original utterances
with what I shall call reconstructed utterances.
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Correct utterances having the meaning intended by the learner. Corder suggests solutions depending on whether we have access to the learners or not.
9
Ibid, p. 46
10
Corder, Op.cit., p. 37
