sentences, spelling pronunciation, fatigue, emotional strain, etc. On the other hand, Errors are systematic, consistent deviances characteristics of the learner’s
linguistic system at a given stage of learning.
10
―Mistakes also are skin to slips of the tongue. They are generally one-time –only events. The speaker who makes a mistake is able to recognize it as a
mistake and correct it if necessary. Error is likely to occur repeatedly and is not recognized by the learner as an error‖.
11
Brown stated that a mistake refers to a performance error that is either random guess or a ―slip,‖ in that it is a failure to utilize a known system correctly
and all people make mistakes in both native and second language situations, and mistakes, when attention is called to them, can be self-corrected. While an error
reflects to the lack of competence of the learner, and error cannot be self- corrected.
12
In conclusion, students make mistakes in using language because of slip of the tongue or spelling, lack of attention, carelessness, or some other factors of
performance. This is easily students can correct by themselves because they know what is correct. On the other hand, errors are failure that when students make
error, they do not know what is correct and they also are not able to be self- corrected because they occur repeatedly and do not know the concept.
3. The Definition of Error Analysis
To know errors which are made by students, teachers must do error analysis. Error analysis is a branch of applied linguistics where teacher can
observe, analyze and classify errors that students made to reveal something of the system operating within the learner, led to a surge of study of learners’ errors.
13
10
Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, Oxford: Pergamon Press, 1981, p. 224.
11
M. Gass Susan and Larry Selinker, Second Language Acquisition, New York: Routledge, 2008, p. 102.
12
Brown, op. cit, p. 257 —258.
13
Ibid., p. 259.
―Error Analysis EA was one of the first methods used to investigate learner language. It achieved considerable popularity, replacing contrastive
analysis‖.
14
―Error analysis is a type of linguistic analysis that focuses on the errors learners make.
15
Error Analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language.
16
4. The Steps of Error Analysis
According to Selinker, there are some steps of error analysis: a.
Collect data. A researcher collects data to be analyzed, and it can be written or oral.
Identify errors. After collecting data, a researcher identifies errors which are made by students.
b. Classify errors.
After identifying errors, a researcher classifies errors in order to know what types of errors are made by students.
c. Quantify errors.
After classifying errors, a researcher quantifies errors to know the percentage of each type of errors.
d. Analyze source.
After quantifying errors, a researcher analyzes sources of error to know why students make errors.
e. Remediate.
17
After knowing errors which are made by students, a researcher gives a remedial based on the kind and frequency of an error type.
14
Rod Ellis, The Study of Second Language Acquisition, New York: Oxford University, 1994 p. 68.
15
Susan and Selinker, loc. cit.
16
Carl James, Errors in Language Learning and Use, London: Longman, 1939, p.1.
17
Susan and Selinker, op. cit., p. 103.
