b. Ignorance of rule restriction. This cause of error is the result of the failure to
observe the restriction of existing structures, that is, the application of rules to context where they do not apply. c. Incomplete application of rules. This
causes of error is arises as the result of the learner’s high motivation to achieve communicative ability. In achieving this, the learner may produce
grammatically incorrect sentence.
c. False concept hypothesized. It arises as the result of faulty comprehension of
distinction in the foreign language. Sometimes it is also because of the poor gradation
of the material of the teaching.
18
3. The Types of Error
After giving the error definition and finding the causes of it the writer tries to classify error into classification. As mentioned on the paragraph above,
language learner error are caused by so many factors that so we called by performance error mistake and competence error error. Of course, to
analyze which errors as one of performance deviation or competence deviation is very hard. It needs the deep analysis to give the distinction to both error and
mistake. To know an error type needs a process of analysis. There are so many
types of error based on how the linguist’s view. Some classify error based on error taxonomy
and other based on error sources. Those who classify error based on error taxonomy distinguish it into four
classifications. a Linguistic category classification, b The surface strategy taxonomy, c Comparative taxonomy, and d Communicative effect
taxonomy. But in this part the writer tries to introduce the two of type error based on
error taxonomy. There are:
a. Error types based on linguistic category
This type of taxonomy carries out specification of errors in term of linguistic categories. Dulay proposed this type of error and explained that
many error taxonomies have been based on linguistic item which is affected by an error. This linguistic category indicates on what level in
18
16 Jack Richard, Error Analysis: Perspective on Second Language Acquisition, LongmanGroup Ltd., p.174
which component of the language the error is located. We have known that language component here includes phonology pronunciation, syntax,
morphology grammar, semantic and lexicon meaning and vocabulary, and discourse style. And also, this error type explains where the error
occurs. If it is in grammar level, what particular grammar is it? It is possible occurs in auxiliary, adjective, pronoun and other grammar
elements. As what Dulay quoted from Politzer and Ramirez 1973:
“The errors were categorized as an aid in presenting the data rather than to create a basis for extensive speculation concerning the sources for the errors. For
this reason they were categorized along fairly traditional lines into errors in morphology, syntax, and vocabulary...the three main categories were further
subdivided according to different part of the sentence…”
19
We always find this kind of errors in language learner’s writing and utterance. For example, the second grade student of MTs Jamiyyatul
Khairiyyah, Marisa Dwi. When she is asked to translate the sentence of Bahasa “Guru kami sedang berada di kantor” into English language, she
wrote “We teacher in the office” in stead of “Our teacher is in the office”.
b. The surface strategy taxonomy
This is the second type of descriptive taxonomy proposed by Dulay. He explained that this error type explains on how the surface structure
changes. It is possible for the language learners to omit and to distort sentence item they create. Or may be they add unnecessary sentence item
in the sentence. Generally, this type of error can be classified as follows:
1 Omission ;
Omission errors are characterized by the absence of an item that must appear in a well-formed utterance Dulay et al, 1982.
20
18 For instance, “Faiz is a new English teacher at my school” the words,
Faiz, new, English, teacher, school are the content morphemes that
carry the burden of meaning. If one heard, “Faiz new English,
19
Dullay. et.al, language two,… p.147
20
Dullay. et.al, language two,… p.155
teacher”, he she could deduce a meaningful sentence. And, is, a, at,
my , are grammatical morphemes that play a minor role in the
sentence meaning.
2 Additions
Addition errors are the opposite of omissions. They are characterized by the presence of an item must not appear in a well-
formed utterance Dulay et al, 1998.
21
Based on his explanation, for
this error type there are subtypes. First double marking, it is defined
as failure to delete certain items which are required in some linguistic constructions. Here is in example: he does not knows me
contains a third redundant s on the main verb know, redundant
because the auxiliary do already carries that marker. Second is
Regularization ; this occurs when a learner uses one role in linguistic
item and applies it for other one. He or she knows that the past form of regular verb is added by ed. Then, he she uses it for irregular past
form. Example: runed for run or eated for eat. And the The last,
Simple addition ; If an addition error is not a double marking or
regularization, it is called a simple addition. No a particular features characterize simple additions.
3 Misformation
Dulay defined misformation as “use of the wrong form of a structure or morpheme”.
22
For example: I seen her yesterday. It is indeed clear that seen instead of saw is wrong form to be used in
that sentence. That why it is named by misformation. Then, Dulay gave subtypes for this kind of error. Those are regularization error,
archi- forms, and alternating form .
21
Dullay. et.al, language two,… p.156
22
Dullay. et.al, language two,… p.156
On the other view, other linguist makes error classification based on the sources of error. It could be interlanguage or intralanguage. This type of error
as follows:
a. Errors caused by negative transfer
