Definition of Terms INTRODUCTION

11

2. Types of Errors

There are four major types of errors explained by Dulay et al 1982. Those are linguistic category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy. According to Dulay et al. 1982, linguistic category taxonomy deals with classifying errors according to either or both language components or the particular linguistic constituent p. 146. Surface strategy taxonomy deals with the ways surface structures are changed. Comparative taxonomy deals with the classification of errors based on the comparison between the structure of second language errors and certain other types of construction. The last one, communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. In this study the researcher will focus on errors based on surface strategy taxonomy. As Dulay et al. 1982 declare that identifying errors from surface strategy taxonomy gives great promises for the researcher to know the students cognitive processes in constructing new language p. 150. Ellis 1997 provides types of errors such as omission, misformation, and misordering p. 18. In the same page, errors types theory of Dulay et al. 1982 is similar to Ellis’ 1997. Dulay et al. 1982 put their types of errors into surface strategy taxonomy. Those types of errors are presented as follows.

a. Omission

Dulay et al. 1982 state that omission happens because of the absence of an item that must appear in a well-formed utterance. Some morphemes are 12 potential to be omitted in writing. There are two kinds of morphemes, content morpheme and grammatical morpheme. Mostly the captured case is the omission of the grammatical morphemes. The grammatical morphemes are noun and verb inflections the s- in birds, articles a, an, the, verb auxilliaries is, am, are,was, were, will, can, and preposition in, on, under, at etc. For example, Tory kill__ __ dog. The sentence is not correct yet because the morphemes “s” in the word “kill” and “a” before the word “dog” are absent. It should be “Tory kills a dog”.

b. Addition

Dulay et al. 1982 state that addition is the opposite of omission. In this type of errors, the errors are determined by the presence of an item which should not be appearing in a well-formed utterance. Addition is divided into 3 three types. Those are as follows. 1 Double Markings It occurs when the students use two items in the same feature. Dulay et al. 1982 state that “Many addition errors are described as the failure to delete certain items which are required in some linguistic constractions, but not in others” p. 56. The examples are “She doesn’t knows the answer” or ” He didn’t drank a cup of coffee”. The italic words in each sentences show the errors because those two words are marked for the same feature. It is called double markings. 2 Regularizations Dulay et al 1982 say that a rule typically applies to all linguistic items, however some members are exceptional to the rule. Regularization refers to a 13 marker put in items which do not need the marker. The examples of regularizations errors are hit-hitted instead of hit, read-readed instead of read, sheep-sheeps instead of sheep, put-putted instead of put, etc. 3 Simple Additions This type of error is based on adding the unnecessary morphemes to sentences and words. The examples of this simple addition are “ She is gonna went home.” past tense, a this article a, and etc.

c. Misformation

Dulay et al. 1982 state that misformation errors are determined by the wrong form use of the morpheme or structure. Misformation errors are divided into three parts. Those are as follows. 1 Regularizations It occurs when the learners use the regular marker to mark the irregular one. It can be described in the wrong form of a regular past tense verb, a third person singular form, and a reflexive pronoun. The example of this kind of errors is “I singed a song”. Sing is an irregular verb which does not need a suffix to make it into a past tense verb. The word “ singed” should be “sang”. 2 Archi Forms Dulay et al. 1982 say that “for the learner, that is the archi- demonstrative adjective representing the entire class of the demonstrative adjectives”. It means when the learners use a determiner for a thing to refer to the entire things, it is called an archi forms. The example is “that cats” which should be “those cats”. 14 3 Alternating forms This type of errors occurs because of the growing of the student’s grammar-vocabulary. In this error, the students may alternate between the forms. The examples of alternating forms are I seen her yesterday, I could have drank it, those dog .

d. Misordering

Dulay et al. 1982 state that misordering error is characterized by the incorrect placement of a morpheme or a group of morphemes in an utterance. It can be indicated by the wrong place of an auxiliary in simple questions and an adverb. The examples are “You will go tonight ?”, and “He yesterday came here.” It should be “Will you go tonight?”, and ”He came here yesterday” or “Yesterday he came here”.

3. Factors Causes of Errors

Errors are caused by many kinds of factors. In this research, the researcher will employ the factor causing errors proposed by Norrish 1983. According to Norrish 1983, there are five factors causing errors. Those are carelessness, first language interference, translation, overgeneralization, and error as a part of language creativity. The following paragraphs are the elaboration of each cause of errors.

a. Carelessness

According to Norrish 1983, “Carelessness is often closely related to motivation” p. 21. In this case, related to this study, the students are not going to check their writings whether or not it has been appropriate or correct. The