c Simple Addition
Simple Addition error is the use of an item which should mot apperar in well-formed utterance, and they are not double marking or regularization
error. 3.
Misformation Misformation errors are characterized by the use of the wrong form
of the morphemes or structure. In misformation errors the learner supplies something, although it is incorrect.
4. Misordering
Misordering error occurs because of incorrect placement of a morpheme or a group of morpheme in an utterance. Example: he is all the
time late. All the time late is misordered. The correct one is : He is late all the time.
3. The Causes of Error
Error occurs when the students learning foreign language, so the teacher must analyze what kinds of causes of errors that happened to students. Some expert
discuss about causes of errors. Brown states four sources of error, they are : iterlingual transfer, intralingual
transfer, context of learning and communication strategies.
4
a. Intrerlingual Transfer
Interlingual errors happened because the interference of a mother tounge into a target language. In this early stage, before the system of the second
language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw.
b. Intralingual Transfer
The early stage of language learning is charaterized by a predominance of interlingual transfer, but once the learner have begun to acquire part of the new
system, more and more interlingual generalization within the target language
4
Brown, op. cit., p. 263.
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.
