The second example means that we plan to finish the house cleaning before a certain time the arrival of the guests.
Notice that by the time, by, before, and when are commonly used in sentences containing the future and the past.
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4 Future Perfect Progressive Tense
The future perfect progressive emphasizes the long duration of an action or a habitual action before another time in the future. The length of time is usually
given in the sentence. It often use for or since with the future perfect progressive. For example:
By the time you receive this, we will have been living here for three years.
The future perfect progressive may begin at any time before the other future action; it may even begin in the past.
For example:
I will have been dreaming about hot fudge sundaes for three years.
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C. ERROR ANALYSIS
1. Definition of Error Analysis
Human learning is fundamentally a process that involves the making mistakes. Mistakes, misjudgments, miscalculations, and erroneous assumptions
form an important aspect of learning virtually any skill or acquiring information. James noted from Corder’s opininon that: “A learner’s error... are significant in
[that] they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery
of the language.”
27
Besides, the definition of Error analysis is the process of
25
Susan M. Reinhart, Testing Your English Grammar, Michigan: The University of Michigan Press, 1985 p. 20
26
Pamela Hartmann, et al, Tense Situations, California: IPS Publishers, Inc., 1984, p.139
27
H. Duoglas Brown, Principles of Language Learning and Teaching, New York: Addison Wesley Longman, Inc., 2000, p.217
determining the incidence, nature, causes and consequences of unsuccessful language.
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2. Sources of Error
Brown noted that there are four stages of the source of error. They are interlingual transfer, intralingual transfer, context of learning, and communication
stategies.
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a. Interlingual Transfer
Interlingual transfer is a significant source of error for all learners. The beginning stages of learning a second language are especially vulnerable to
interlingual transfer from the native language or interference.
30
Interlingual transfer can be called mother tongue interference. It has a great deal in learning
target into the target language directly. It is common error that students translate the L1 into L2.
b. Intralingual Transfer
One the major contributions of learner language research have been its recognition of sources of error that extend beyond interlingual errors in learning a
second language. It is now clear thaqt intralingual transfer within the target language itself is a major factor in second language learning. Besides,
overgeneralization is also the source of error. It can be called the negative intralingual transfer.
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Researchers have found that the early stages of learning are characterized by a predominance of interference Interlingual transfer, but once learners have
begun to acquire parts of the new system, more and more intralingual transfer- generalization within the target language-is manisfested. As learners progress in
28
Carl James, Errors in Language Learning and Use, New York: wesley Longman Inc., 1998, p.1
29
H. Douglas Brown, Principles of Language Learning and Teaching, p. 221
30
H. Douglas Brown, Principles of Language Learning and Teaching, p. 224
31
H. Douglas Brown, Principles of Language Learning and Teaching, p. 224
the second language, their previous experiences and their existing subsumers begin to include structures within the target language itself.
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c. Context of Learning
A third major source of error is context of learning. “Context” refers to the classroom with its teacher and its material in the case of school learning or the
social situation in the of untutored second language learning. In a classroom context, the teacher or textbook can lead the learner to make faulty hypothesis
about the language, what Richards 1971 called “false concepts” and Stenson 1974 termed “ Induced errors”. Most students often make errors because of
misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but
improperly contextualized.
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d. Communication Strategies
Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to enhance getting their
messages across, but at times these techniques can themselves become a source of error.
3. Steps in Error Analysis
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a. Error Detection
In this step, the writer or the analyst detected or located the errors. Shehe should consider whether it is an error or a mistake.
b. Locating Error
Error location is not always so straightforward. Not all errors are easily localizable in this way. Some are diffused throughout the sentence or larger unit
of text that contain global errors.
32
H. Douglas Brown, Principles of Language Learning and Teaching, p. 224
33
H. Douglas Brown, Principles of Language Learning and Teaching, p. 226
34
Carl James, Errors in Language Learning and Use, p. 90-100
