e. Miscellaneous
Another type of error gathered from the study demonstrate a systematic use, for example the use of “be + infinitive”. Betty Schrampfer Azar in her book
Understanding and Using English Grammar gives guidance for correcting writing error. In the book, the types of error are explained more details. The error are
classified as” singular-plural, word form, word choice, verb tense, add a word, omit the word, word order, spelling, punctuation, capitalization, article, and
meaning not clear, incomplete sentence, and run on sentence.
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f. Error of performance
Performance is what actually occurs in practice. Error of performance are errors that occur in speaker’s performance. This type of error is the result of the
mistake in language use and manifest themselves as: a.
Repeats, for example; she should keep to keep room clean. b.
Anticipation, for example; On Monday she always buys two France bread. c.
A correlation and repeat, for example; they wanted they said wanted to go.
3. The Cause of Error
According to Jack Richards the causes of error are divide into four categories, they are as follows:
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a. Overgeneralization
It is the use of the previously learnt rules in new situation. It means that the learner makes a rule on the basis of his experience of other rule in the
target language. b.
Ignorance of rules restriction This type of errors are the result of failure to observe the restrictions of
existing structure, that is the application rules to context where they do not apply.
4
Betty S. Azar, Understanding and Using English Grammar, new Jersey: Prantice Hall Inc., 1989, pA29
5
Jack Richard, Error Analysis: Perspective in Second Language Acquisition, London: Longman, Group Ltd, 1974, p,174
c. Incomplete application of rules
It is the result of the learner’s high motivation to achieve communicative ability. They do not pay much attention to the rules, therefore they can not
produce grammatical in correct form. d.
False concept hypothesized This type of error is the result of faulty comprehension of distinction in the
foreign language, sometimes this error occurs because of the poor graduation of materials of teaching.
4. Sources of Errors
As there are many descriptions for different kinds of errors, it is inevitable to move further and ask for the sources of errors. It has been indicated in the first
part of the study that errors were assumed as being the only result of interference of the first language habits to the learning of second language. However, with the
field of error analysis, it has been understood that the nature of errors implicates the existence of other reasons for errors to occur.
Brown states four source of errors: a
Interlingual Transfer In early stages, the native language is the only previous linguistic system that
the learner can draw upon: thus the interference is inevitable. b
Intralingual Transfer Once a learner has acquired parts the new system, more and more intralingual
transfer-generalization within L2---would occur. c
Context of Learning Richards
“false concept” and Stenson called “induced errors,” including 1 misleading explanation from the teacher, 2 faulty presentation of a structure
in a textbook, 3 improperly contextualized pattern, 4 confused vocabulary items because of contiguous presentation, 5 inappropriately formal forms of
language.
d Communication Strategies
In order to get the message across, a learner may use some techniques like word coinage, circumlocution, false cognates, and prefabricated pattern,
which can all be sources of error.
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B. Error Analysis
1. The Understanding of Error Analysis
Error analysis is a process based on analysis of learner ’s error in their process
of language learning. Many linguists have their own definition about error. H. Douglas Brown writes in his Principles of Language Learning and Teaching that
error analysis is defined as observation, analysis, and classification of error that made by learner to reveal something of system operating within the learner.
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David Crystal defines error analysis as a study of unacceptable form. He says, “error analysis in language teaching and learning is the study of the unacceptable
forms produced by someone in learning a language, especially a foreign language.
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Different from them, Rod Ellis suggests the steps of learner’s errors analysis
methodology as follows: a.
Collection of a sample of learner language. b.
Identification of errors. c.
Descriptions of error d.
Explaining the errors. e.
Evaluation of errors.
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6
Brown
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JC. Richard, et.al. …, p.127-128
8
David Crystal, Dictionary of Language and Languages, London: Penguin, 1992 p. 125
9
Rod Ellis, Understanding Second Language Acquisition, New York: Oxford University Press, 1994, p.48
