c. Teaching Induced Error is error that has something to do with the
methods or materials of the teaching. Pit Corder stated: There is a third type of error which is more difficult to establish in any particular case,
namely errors arising from the methods or materials used in the teaching……only this class of error, teaching induced error, is avoidable
or redundant and represents in efficiency in the learning-teaching process.
11
2. The Goals and Sources of Error Analysis
Speaking about the goal of error analysis, it is for pragmatic use. Sridhar in Contrastive Analysis, Error, and Interlanguage wrote:
It was believed that error analysis, by identifying the areas of difficulty for the learner, could help in i determining the sequence of presentation
of target items in textbook and classroom, with the difficult items following the easier ones; ii deciding the relative degree of emphasis,
explanation and practice required in putting across various items in the target language; iii devising remedial lesson and exercises, and finally
iv selecting items for testing the learners’ proficiency.
12
According to Corder, error analysis has two functions: theoretical and practical. The most practical use of the analysis of error is for the teacher. It is
for feedback value in designing pedagogical material and strategies. Sujoko in his book Error Analysis wrote:
“ …….. Because errors provide feedback, i they tell the teacher something about the effectiveness of his teaching technique, ii show
him what parts of the syllabus he has been following have been inadequately learned or taught and need further attention, iii they
enable him to decide whether he must devote more time to the item he has been working on, iv they provide the information for designing a
remedial syllabus or a program of re-teaching.”
13
11
Ibid.
12
Jacek Fisiak ed, Contrastive Linguistics and the Language Teacher, England: Pentagon Press Ltd., 1981, pp. 221-222
13
Sujoko, Error Analysis, Surakarta: FKIP Universitas Sebelas Maret, 1999, p.18
Dullay stated that studying learners’ errors serves two major purposes: 1 It provides data from which inferences about the nature of language
learning process can be made; 2 It indicates to teachers and curriculum developers, which part of the target language students have most difficulty
producing correctly and which errors types detract most from a learners’ ability to communicate effectively.
14
Speaking about the sources of errors, the sources of errors can be divided into two types. First, errors, which caused by the interference of the
learner’s mother tongue, is called Interlingual. Second is Intralingual errors which reflect the learners competence at a particular stage and illustrate
some of the general characteristic of language acquisition. It is related to a specific interpretation of the target language which manifested as a universal
phenomena. They include generalization over-generalization and ignorance of rule restrictions, incomplete application of rules and false concept
hypothesis. Jack C. Richards stated in his book: “An examination of the errors
…… suggests that intralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalization, incomplete
application of rules, and failure to learn conditions under which rules apply.”
15
On the other hand, Brown 1987 divides sources of errors, based on
the backgrounds that underline them, into four types. Interlingual Transfer
is interference from the native language or second language when he is attempting, once, learners have begun to acquire parts of the new system.
Intralingual transfer generalization, within the target language is manifested. The third major of errors sources is the Context of Learning.
Context refers, example, to the classroom with its teacher and its materials.
Communication Strategy is the forth error source. It actually includes the
former three sources as a learner tries to get a message across to the listener or the reader.
16
3.
The Procedures of Error Analysis Research
14
Dullay, et. al. Op Cit, p. 138
15
Jack C. Richards ed, Error Analysis, 3
rd
impression, London: Longman Group Limited, 1997, p.174
16
H. Douglas Brown, Op Cit, pp. 177-183
In the language teaching either a native language or a second language teaching, study about learners’ errors is very important. And there are
several procedures in analyzing the errors: sample collection, sample identification, error explanation and error classification. Corder 1994
suggests the following steps in error analysis research: a.
Collection of a sample of language learner. b.
Identification of error. c.
Description of error. d.
Explanation of error. e.
Evaluation of error
17
Roger T Bell said: “…a step by step the procedure which teachers can follow in order to recognize when error has occurred, describe what it is and
explain why it exists.”
18
The first step in the process of analysis is recognition or identification of errors. It crucially depends on correct interpretation of the learners’
intentions. It can be arrived by authoritative interpretation or plausible interpretation.
It is called authoritative interpretation is when the learner is asked in his mother tongue what he is intended to express with his utterance of the target
language. In contrast, plausible interpretation is that the learner is not available for consultation; we interpret his utterance on the basis of the
learners’ utterance. Theo Van Els stated: Corder differentiates between: -an authoritative interpretation: if the learner is available, we can ask him to
express his attention in his mother tongue, and then translate his utterance into the target language, using whatever we can glean from his original
attempt as a guide to the form he aimed at; - a plausible interpretation: if the learner is absent, we have to do the best whatever we know about him and
his knowledge of the world and the target language.
19
The second step is describing error. It begins only when an identification stage has taken place. The description of learner errors involves a
comparison of the learners’ idiosyncratic utterances with a reconstruction of
17
Rod Ellis, The Study of Second Language, Oxford: Oxford University Press, 1995, p. 48
18
Roger T Bell, An Introduction to Applied Linguistics: Approach and Method in Language Teaching, 1
st
ed, London: Bastford Academic and Education Ltd, 1981, p. 171
19
Theo Van Els, et. al., Applied Linguistics and The Learning Teaching of Foreign Language, 5
th
ed, London: Edward Arnold Ltd., 1991, pp.52-53
those utterances in the target language. It requires, therefore, attention to the surface properties of the learners’ utterances.
Finally, the last step in the process of analysis is the explanation of error that can be regarded as a linguistic problem. This step attempts to account
for how and why the learners’ errors happen.
B. Sentences
