According to James, the area of intralingual as follows: 1. Learning strategy-based errors: false analogy, misanalysis, incomplete rule
application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection monitor overuse, and overgeneralization or system
simplification 2. Communication strategy-based errors: circumlocution expressing the concept
indirectly, by allusion rather than by direct reference. 3. Induced errors: they result more than from the classroom situation than from
either the student’s incomplete competence in English grammar intralingual errors or first language interference intralingual errors: material induced
errors, teacher-talk induced errors, exercise-based induced errors, errors induced by pedagogical priorities, and look-up errors.
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3. The Types of Error
Dulay and Burtand Krashen in lengthy consideration of Errors described three major types of taxonomy, 1. Error Types based on linguistic category, 2.
Surface strategy Taxonomy, 3. Error Types based on comparative Taxonomy.
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In this research, the writer classifies the students’ error based on the surface strategy taxonomy. The surface strategy taxonomy highlight the ways
surface structures are altered. Learner may omit necessary items omission, or add unnecessary ones additions, they may deform items selection or disorder
them disordering. a.
Omission Omission errors are characterized by the absence of an item that must
appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more
than others. For example omission of to be: Mary the president of the new company.
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Carl James, Errors in Language Learning and Use, New York: Longman, 1998, p. 89.
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Heidi Dullay, Language…, p. 146
b. Addition
Addition errors are the opposite of omissions. They are characterized by the presence of an item which must not appear in a well-formed utterance. It
usually occur in the later stages of L
2
acquisition, when the learner has already acquired some target language rules. In fact, addition errors result from the all-
too-faithful use of certain rules.
For example in Syntax: The London. in morphology: The books is here.
c. Double Marking
Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistic constructions, but not in
others. For example in past tense error: She did
n’t wentgoed. i
n present tense: He doesn’t eats.
d. Regularization
A rule typically applies to applies to a class of linguistic items, such as the class of main verbs or the class of nouns. In most languages, however, some
members of a class are exceptions to the rule. For example, the verb eat does not become eated, but ate; the noun sheep is also sheep in the plural, not sheeps.
e. Simple Addition
Errors are the “grab bag” subcategory of additions. If an addition error is not a double marking nor a regularization, it is called a simple addition. Not
particular features characterize simple additions other than those that characterize all addition errors-the use of an item which should not appear in a well-formed
utterance, Simple addition errors observed in both L
1
and L
2
child speech. For example in preposition: in over here.
in 3
rd
person singular-s : The fishes doesn’t live in the water.
