manifested , and thier previous language experience begin to include structure within the target language itself.
c. Context of Learning
In the case of school learning, context refers to the classroom with its teacher and material, and in the case of untutored second language learning, context refers
to the social situation. In a classroom context, the teacher or text book can lead the learner to make faulty hypothesis about the language. Students often make errors
because of misleading explanation of the teacher, faulty presentation of a structure or word in a textbook, or even because of improperly contextualized pattern.
d. Communication Strategies
Communication strategies were defined as related to learnning style, Communication strategies related to how people express meaning and deliver
messages to others. In learning process, some students may be using some strategies and styles to express thier messages. However, those strategies that
students use sometime can make themselves become a source of error.
B. Error Analysis
1. Definition of Error Analysis
It is imposible that learners never make some errors in language learning process. In fact, it is very normal and unavoidable during the process of learning.
Dulay said that “ making error is an inevitable part of learning. People can not learn language wi
thout first systematically errors”.
5
The fact that the learners do make errors and that these errors can be observed, analyzed, and clasified led to a surge of learners‟ errors called as errors
analysis.
6
Trough the error analysis teacher or researcher except to know more why students make some error. James pointed out, “ Error analysis is the process
of determining to incidence nature, cause and consequences of unsuccesful language.
7
5
Heidi Dulay, op. cit., p. 138.
6
H. Douglas Brown, op. cit., p. 218.
7
Carl James, Error in Language Learning and Use, New York: Longman, 1988, p. 80.
Moreover, Crystal poi nted out, “ Error analysis in language teaching and
learning, the study of unacceptable forms procedure by someone learning a language, especially a foreign language”
8
Sharma stated that error analysis is defined as a process based on alaysis of learners‟ error with one clear objective: evolving a suitable and effective teaching
learning strategy and remedial measure necessary in certain clearly marked out areas of the foreign language.
9
The writer summarize, error analysis is done because there are unacceptable forms that apper by student, notably for the students who studying second
language. And error analysis is the study of lignustic that gives a way to teachers about how to correct the students error in order to improve the effectiveness of
thier teaching learning. Meanwhile , Brown briefly stated, “ The study of learners” error is called
error analysis”
10
Based on the statement above, the writer summarizes that error analysis is a procedure that is done by teacher or researcher for the unacceptable
forms of procedure by students who learn a foreign language. Then, to identify an error is “ However, as linguists pay attention to the distinction between an errror
and mistake , it is necessary to go over the definition of the two different phenomena
11
Furthermore, Erdogan concludes that there are two types of classification between error and mistake
2. The Differences Between Mistake and Error
Error is usually compared with mistake, but there is distinction between them. Error and mistake are not the same, but most people still misunderstand in getting
definition of both. To be more clarified between error and mistake, Hubbard et al said,“Error are caused by lack of knowledge about the target language English
8
David, Crystal, An Encyclopedic Dictionary of Language and Languages., England: Blackwell., 1992, p. 125.
9
S.K Sharma, Error Analysis: Why and How?. English Teaching Forum, April, 1982, p. 21.
10
Brown, Principle of Language., p. 217.
11
Vecide Erdogan, Constribution of Error Analysis to Foreign Language Teaching, Research assistant, Mersin University Faculty of Education, p. 263.
