Student 32: Sentence error : What do your friend doing?
Reconstruction : What is your friend doing?
Student 26: Sentence error : Whom is you call last night?
Reconstruction : Whom did you call last night?
Student 24: Sentence error : When is your Father goes to Bandung?
Reconstruction : When will your Father goes to Bandung?
The second is the archi form of verb. The archi-forms of verb in present continues tense are made because the students are influenced by
the form of verb 1 in the simple present tense. They forget to use “verb + ing
” in the sentence. Meanwhile, the archi-forms of verb in the simple past tense are made because the students overgenerate the form of verb 2 as in
declarative sentence. When the students made wh-question in simple past tense, they did not invert the verb 2 into verb 1. For example:
Student 31: Sentence error : What is your teacher do now?
Reconstruction : What is your teacher doing now?
Student 15: Sentence error : Whose gift you bought yesterday?
Reconstruction : Whose gift did you buy yesterday?
The last, is the misordering of helping verb. It is made because the students overgenerate the structure of declarative sentence where auxiliary
is placed after subject. In making wh-question they should place the helping verb after the question word. For example:
Student 12: Sentence error : Why you
didn’t go to anywhere yesterday? Reconstruction : Why
didn’t you go to anywhere yesterday?
Student 36: Sentence error : How your Mother will order the ticket?
Reconstruction : How will your Mother order the ticket?
Referring to the cause of error above, the major causes in making wh- question are intralingual transfer and interlingual transfer.
6
CHAPTER II THEOROTICAL FRAMEWORK
This chapter discusses about theoretical framework. It is divided into two major sub chapters: A. Error Analysis and B. Grammar. Sub chapter A discusses
about the difference between mistakes and error, types of error, source of error, the meaning of error analysis, the steps of error analysis, and the significance of
error analysis. Subchapter B discusses about the understanding of grammar, sentences, types of sentence, and interrogative sentence.
A. Error Analysis
1. Mistakes and Error
According to LeTorneau, “mistake is a random or accidental deviation from
what one intends to do; an error is systematic deviation from what one intends to do
”.
1
It is stated in Dictionary of Language Teaching and Applied Linguistic that: Learner makes a mistake when writing or speaking because of lack attention,
fatigue, carelessness, or some other aspects of performance. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the
language regards it as showing faulty or incomplete learning. In other words, error occurs because the learner does not know what is correct, and thus it
cannot be self-corrected
”.
2
Brown states, “a mistake refers to a performance error that is either a random guess or a “slip” in that is a failure to utilize a known system correctly. Mistakes,
when attention is called to them, can be self-corrected. An error is a noticeable deviation from the adult grammar of a native speaker, reflects the competence of
the learner. It cannot be self-corrected ”.
3
1
Mark S. LeTourneau, English Grammar, Fort Worth: Harcourt College Publishers, 2001, p. 482.
2
J.C. Richards. et al, Dictionary of Language Teaching and Applied Linguistics. Essex: Longman: 1992, citated by Vacide Erdogan, Contribution of Error Analysis to Foreign Language
Teaching, Mersin University Journal of Faculty of Education. Vol. I, Issue 2, December 2005, p. 263.
3
Douglas Brown, Principles of Language Learning and Teaching, New York: Pearson, 2007, pp. 257-258.
James defines error in a very loose way as an “unsuccessful bit of
language”.
4
According to Dulay, Burt and Krashen, “error is the flawed side of
learner speech or writing. It is part of conversation or composition that deviates from some selected norm of mature language performance.
”
5
From the statements above, it can be concluded that a mistake is a deviation that is made accidentally caused by some aspect of performances and can be self-
corrected, while error is a systematic deviation in language performance caused
by the incompetence of learners to perform the language, and it cannot be self- corrected.
2. Types of Error
According to Heidi Dulay, Burt, and Krashen there are four types of errors, they are omission, addition, misformation and misordering:
a. Omission, characterized by the missing of an item that must appear in a
well-structured utterance. For example: She is write an essay.
She is writing an essay. b.
Addition, characterized by the occurrence of an item which must not appear in a well-structured utterance. There are three types of addition
errors: double marking, regularization, and simple addition. 1
Double marking: the presence of certain items which are not required in some linguistic construction, but are required in others. As in
He
didn’t broke the vase.
There are two verbs of past tense in the sentence, to make it well- structured it should be:
He didn’t break the vase.
4
Carl James, Errors in Language Learning and Use: Exploring Error Analysis, London: Longman, 1998, p. 1, citated by, Amaya Mendikoetxea, Susan Murcia Bielsa, Paul Rollinson,
Focus on Errors: Learner Corpora as Pedagogical Tools, New York: Continuum, 2010 p. 181.
5
Heidi Dulay, Marina Burt, Stephen Krashen, Language Two, Oxford: Oxford University Press, 1982, p. 138.
2 Regularization: the presence of a marker that typically added to a
linguistic item, to exceptional linguistic items that do not take a marker. For example:
Verb : put
putted Noun
: sheep sheeps
3 Simple addition: the presence of linguistic item other than in a double
marking or regularization. For example: Right here
In right here c.
Misformation, characterized by the use of the incorrect form of morpheme or structure. There are three types of misformation: regularization, archi-
forms, and alternating forms 1
Regularization: are those in which an irregular marker is placed by a regular one, as in singed for sang or mouses for mice.
2 Archi-forms: the use of one member of a class of forms to represent
others in the class. For example: I went to the library yesterday
My friend gave I some books. 3
Alternating forms: the use of various member of a class with each other, it is caused by the development of the learner’s vocabulary and
grammar. For example: Linda lost his purse.
Linda lost her purse. d.
Misordering, characterized by a morpheme or group of morphemes which are incorrectly placed in an utterance.
6
For example: Who is your teacher English?
Who is your English teacher?
6
Ibid., pp. 154-162.
