Description of Errors Error Analysis

Interlingual errors are similar in structure to an equivalent phrase or sentence in the learners‟ native language. It also be said that this error occurs because the learners‟ native language does not have the same rules of the target language has, but the learner applies the rules of their native language into target language. 17 “In interlingual transfer, the sound system and the grammar of the first language impose the learner on the new language and this leads to a „foreign‟ pronunciation, faulty grammatical patterns and the wrong choice of vocabulary”. 18 b. Intralingual Transfer Errors results from the faulty or partial learning. It occurs as a result of learner‟s attempt to build up concepts about the target language from the limited experience with it. c. Induced Errors. It refers to learner‟s error that result more from the classroom situation. Therefore, this error seems natural. Another theory based on Brown, he almost has the same theory with James about the causes of error. Brown classifies that there are four categories of cause of error; they are interlingual transfer, intralingual transfer, and context of learning. 19 Context of learning means that the social situation or the school that takes place in learning process can lead to the source of error. In the classroom context for example, the teacher or the book can lead the learner to make an error in accepting the concepts. While Hubbard et al. distinguishes the sources of error into three parts: 19 a. Mother Tongue Interference The sound system phonology and the grammar of the first language impose the learners on the new language and this leads to a „foreign‟ 17 Dulay. Et al., op cit., p. 171. 18 Peter Hubbard, A Training Course for TEFL, Oxford: Oxford University Press, 1983, p. 140. 19 H. Douglas Brown, Principles of Language Learning and Teaching, 2 nd edition, New York: Pearson Education, 1987, p. 177 - 179. pronunciation, faulty grammatical pattern and, frequently, the wrong choice of vocabulary. b. Overgeneralization The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learners. It claims that the learner processes new language data in herhis mind and produces rules for its production, based on the evidence. c. The Teaching Process The teaching process also can contribute to the students ‟ errors. According to those who support behaviorism theory, error is evidence of failure, of ineffective teaching or lack of control. If materials well chosen, graded, and presented with meticulous care, there should never be any error. From some theories above the writer use s Brown‟s theory. There are three causes; interlingual transfer, intralingual transfer, and context of learning.

5. Steps in Analyzing of Error

According to Jacek Fisiak there are six methodology of error analysis. The method consisted of the following steps: a. Collection of data either from a “free” composition by the students on a given theme or from examination answer, b. Identification of errors labelling, with varying degrees of precision depending on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation, c. Classification into error types, d. Statement of relative frequency of error types, e. Identification of the areas of difficulty in the target language, f. Therapy remedial drills, lessons. 20 20 Jacek Fisiak, Contrastive Linguistics and the Language Teacher, Poland: Pergamon Press, 1981, p. 222. In addition, Ellis provides five steps which are originally proposed by Corder, 21 they are: collecting of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors. From some theories above, the writer uses steps in analyzing of error proposed by Ellis in this research.

6. The Goal of Error Analysis

There are some goals of error analysis; one of them is as Rebecca M Valette said: “One of the goals of error analysis is to reveal learners. A strategy is to help in the preparation of more effective learning material”. 22 Next argument is While Pit Corder makes a distinction between the theoretical and applied goal of error analysis. They are: a. Applied goal aspect is, correcting and eradicating the learners error at the expense of the more important and logically prior task of evolving an explanatory theory of learners performance. b. Theoretical goal aspect is as worthy of study in and on itself as is that of child language acquisition and can, in turn, provide insights into the process of language acquisition in general. 23 Another theory about the goal of error analysis from Dullay stated that studying students‟ errors serves two major purposes: a. It provides data from which inferences about the nature of language learning process can be made. 21 Rod Ellis, The Study of Second Language Acquisition, Oxford: Oxford University Press, 2008 , p. 46. 22 Rebecca M. Valette, Modern English Testing, Boston: Boston College, 1977, p.66. 23 Pit Corder in Jacek Ficiak, Contrastive Linguistics and Language Teacher, Oxford: Pergamon Press, 1981 p. 225