omission of the article and the past tense marker any be classified a development because they are also found in the speech of students
learning English as their first language. 2
Interlingual Errors Interlingual errors are similar in structure to a semantically
equivalent phrase or sentence in the students’ native. Interlingual error refers to L2 errors that reflect native language structure regardless of
the internal process or external conditions that spawned them. For example: He has a book green.
3 Ambiguous Errors
Ambiguous errors are those that could be classified equally well as development or interlingual. These errors reflect the student’s native
language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example: I no
have car. 4
Other Errors Other errors are the errors made by the student’s native using
their native language structure on their second language developmental form, such as “she do hungry”, where “do” as verb for presents tense
must add “ses” for subject “she”.
d. Communicative Effect Taxonomy
Communicative effect focuses on distinguishing between errors that seem to cause miscommunication and those that don’t. Errors that affect the
overall organization of the sentence hinder successful communication global error, while errors that affect a single element of the sentence
usually do not hinder communication local error. For example; -
English language use many people. Global error - Why we like each other? Local error
5. The Goal of Error Analysis
The most practical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay stated that studying
students’ errors serves two major purposes: a.
It provides data from which inferences about the nature of language learning process can be made
b. It indicates to teachers and curriculum developers, which part of the
target language students have most difficulty producing correctly and which errors types detract most from a students’ ability to
communicate effectively.
67
The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process.
6. Procedure of Error Analysis
In the language teaching, either a native language or a second language teaching, study about students’ errors is very important. There are some
procedures in error analysis, namely; a.
Identification of errors b.
Description of errors c.
Explanation of errors d.
Evaluation of errors e.
Preventing Correction of errors
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The first step in the process of analysis is recognition or identification of errors. In this step teachers recognize the students’ errors from the task given by
the teachers. The second step is the describing error. It begins when an identification
stage has taken place. The description of student errors involves classification of kinds of errors made by the student.
67
Dulay et al, Language Two, p. 138
68
Theo van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign Languages
, London: A Division of Hodder Stoughton, 1983, p. 47
The third step in the process of analysis is the explanation of error that can be regarded as a linguistic problem. This step attempts to account for how and
why the students’ errors happen. The fourth step is evaluation of errors. In this step the teacher gives
evaluation from the task done by the students depends on the task that teacher will be give to students.
Finally, the last step in the process of analysis is correction of error where the teacher checks the result from the task done by the students. And then
the teacher gives the correct answer from the errors has been done by the students. Example:
Identification of error
Description and error classification
Explanation Correction
I watch television last night.
Simple past tense - omission of –ed.
The verb “watch” should be simple
past. I watched
television last night.
He is owing me ten thousands
rupiah. Verb
Inappropriate verb construction
“owe” is a stative verb and does not
require the –ing participle.
He owes me ten thousands rupiah.
CHAPTER III MEHODOLOGY AND RESEARCH FINDING
A. Research Methodology
1.
Purpose of the Research
The writer would like to find out the errors on tenses are commonly made by the third year students of Junior High School Paramarta in writing test.
2. Place and Time of the Research
The writer decided to do the research at SMP Paramarta which is located at Jombang Street No. 70, Ciputat, Tangerang, Banten. She began this
research on December 3
rd
2008. She took the question sheet and the students’ answer sheets on January 5
th
, 2009.
3. Population and Responding
The population and respondent taken is the third year students of Junior High School Paramarta Jombang. They consist of five classes which
divided into 9 A; 9 B; 9 C; 9 D and 9 E. Nine A consists of 44 students, nine B consists of 43 students, nine C consists of 45 students, nine D consists
of 43 students, and nine E consists of 44 students. Therefore, there are 219 students number.
For the sake of the research, the writer took 20 from the whole respondent taken one class that is nine A as sample which is 44 students. The
writer chooses them because in nine A with 44 students in number can represent 20 the whole of the students in third year of SMP Paramarta, and all of the
student in nine A present when the writer gave the test to them.
