2. In term of verb “be”, correct verb, transformation what kind of error are
commonly made by students?
D. Objective of the study
Based on the statement of the problem above, the objective of the study are as follow:
1. To identify and analyze the errors was done by the students in transforming voice voice of simple past tense.
2. To find out the most types of frequent errors made by students in transforming voice of simple past tense.
E. Significance of the Study
This study is expected to give useful information for: a.
Students The students will get proper treatment in decreasing their errors in
transforming voice of simple past tense, so they can express voice of simple past tense effectively and correctly in their communication whether spoken or
written b.
English teacher The result of this study for English teachers to get clearly information about
the types of students‟ errors in transforming voice of simple past tense, so they will give proper treatment to decrease students errors in transforming voice of
simple past tense. c.
Further Researcher Other researchers who are interested in analyzing of students‟ errors at Junior
High School can get the basis information from this study, so they can do their research in deeper, further, and better technique.
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CHAPTER II THEORETICAL FRAMEWORK
A. Errors
Learning second language is not the same as learning first language or mother tongue. Learning first language is not influenced by other language, while
learning second language is influenced by mother tongue or first language and it caused errors and mistakes. In learning second language, errors are inevitable and
it is as a feedback for teacher and learning process. According to Dullay, “Errors are flawed side of learner speech or writing.
They are those parts of conversation or composition that deviate from some selected norms of mature language performance.”
1
It means that there is a stray norm of language performance.
Meanwhile, Gass and Selinker state that “Errors can be taken as red flags; they provide
windows onto a system that is, evidence of the state of a learner‟s knowledge of the
L2.”
2
Errors in second language learning not to be viewed solely as the result of imperfect learning, because they give indications that the learners
are figures out some system that is, to impose regularly on the language the learner is exposed to.
Based on the various definitions above, the writer concludes that error is the deviations form of language performance because of the influence of learners‟
first language system in learning second language process. When talk about error, people may also think about mistake. Error and
mistake are two synonyms, but in language learning it has different meaning, so we have to pay attention on the distinction between error and mistake. To make a
crucial distinction between error and mistake, in their book Second Language Acquisition, Susan and Selinker defined mistakes are akin to slips of the tongue;
that is, they are generally one-time-only event. An error, on the other hand, is systematic; that is, it is likely to occur repeatedly and is not recognized by the
1
Heidi Dullay, Language Two, New York: Oxford University Press, 1982, p. 138.
2
Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory Course, New York: Routladge, 2008, p. 102.
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learner as an error.
3
It means that mistake is the same as slip of the tongue that is usually only one time happens, and learner who makes a mistake is able to
recognize it as a mistake. On the other hand, error usually occurs repeatedly, and learner who makes an error is unable to recognize it as an error hence she or he
cannot correct it either. In addition, Brown states that a mistake refers to a performance error that
is either a random guess or a “slip” in that it is a failure to utilize a known system correctly.
4
It means that mistakes refers to error performance, and it cause by unsuccessful in using the language system which learner knows. Therefore, when
learners do a mistake they can do self-corrected. From the definition above, the writer concludes that mistake and error
have different meaning. Mistake occurs because of some aspect of performance, such as lack of attention and carelessness. Learners who makes mistake are able to
do self-correction. Whereas, error occurs when there is incomplete learning of the target language, so learner cannot do self-correction. In addition, usually learners
make a mistake only one time, but errors occur repeatedly.
B. Error Analysis
Error Analysis is a process based on analysis of learner‟s error in their process of second language learning.
According to James, “error analysis is the process of determining the incidence, nature, causes, and consequences of
unsuccessful language.”
5
Douglas wrote on his book “Error Analysis is the fact that learners do make error, and that these errors can be observed, and analyzed. Led to sugar of study
the learner „errors‟
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Error Analysis is the method that can be used to help the
3
Gass and selinker, loc. cit.
4
H.Douglas Brown, Principles of Language learning and Teaching,Fifth Ed,New York: Pearson Education, 2007, p. 217.
5
Carl James, Error in Language Learning and Use, New York: Longman 1998, p.1
6
H. Douglas Brown, Principle of Language Learning and Teaching, fourth edition,New York: Addison Wesley Longman ,2000, p. 218.
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