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a. The Nature of Error Analysis
According to Corder 1977 as cited in Heydari and Bagheri, error analysis is a procedu
re which involves “collecting samples of language learner, identifying the errors in the samples, describing these errors, classifying them according to
their nature and causes, and evaluating their seriousness” 2012, pp. 1583-1584. In addition, Rustipa states that error analysis is a study of kind and quantity of
errors that occurs in the applied linguistics 2011. Similar to Corder 1977, Ellis and Barkhuizen 2009 state that error
analysis consists of procedures which aim to indentify the errors, describe the errors, and explain the errors. Further, according to Corder 1974 as cited in
Heydari and Bagheri 2012, error analysis aims to find what the learners know and do not and also to help teacher to construct possible teaching learning
methods that can be used to minimize the errors at current time and in the future.
9. Survey Research
Considering the fact that the research had specific goals to gain sufficient data to answer both first and second research questions, which were related to
errors making and sources of errors, the researcher decided to use particular survey research on language use.
a. The Nature of Survey Research
Survey research is a type of research in which the researcher is seeking the opinion, ability, or certain characteristics of a large group of people or a
population about particular topic or issue. Survey is mostly conducted through testing andor interviewing some samples which are the representative of a
population to collect the required information Fraenkel Wallen, 2008.
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In this research, the researcher uses descriptive survey whereby the researcher collects the information from the samples to describe their
characteristics of error making rather than to present the detailed number of errors. Further, according to Johnson 1992, the results of the survey of the sample are
considered the general representation of the population. The survey method can be used by second language, bilingual education, andor the foreign language
researchers to study a wide variety of issues in language learning.
B. Theoretical Framework
In this part the researcher would like to synthesize the relevant theories in order to make them as the bases to analyze the data. The problems formulated in
this research were about the errors and the sources of errors made by students of PMat 2010. In analyzing the interrogative word question constructions,
particularly to answer the first research question, the researcher agrees with the theory stated by Quirk, Greenbaum, Leech, and Svartvik about the rules of
interrogative word question construction. In the theory, Quirk, Greenbaum, Leech, and Svartvik 1973 state that the interrogative word wh-word is placed
in the initial position of an interrogative word question. The interrogative word can be immediately followed by VP if the subject is the element which is
questioned. Meanwhile if it is not, the interrogative word must be followed by the operator auxiliary which in turn is followed by the subject and predication.
Referring to the rules of interrogative word question construction, Close 1977 as cited in Febrianti 2004 states that there are three patterns used to
construct correct and formal interrogative word questions. They are interrogative
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