1. What are the percentages of students’ errors in using Personal
Pronoun? 2.
Why do the First Grade students of SMP Islam Al Syukro make errors in using Personal Pronoun?
D. Objectives of the Study and Significance of the Study 1. Objectives of the Study
The objectives of the study are: 1.
To know the percentages of students’ errors in using Personal Pronoun 2.
To know causes of errors which are made by students of SMP Islam Al Syukro Universal in using Personal Pronoun.
2. Significance of the Study
This research is expected to give useful information for: a.
Students This research may help the students in Junior High School, Senior
High School and University, about some common errors made by students in using personal pronoun.
b. English teachers
By knowing some common errors made by the students in using personal pronoun, they will find out a better strategy to teach it in
order that the students can overcome their errors. c.
Further researchers It can also be used as a reference for other researchers who are
interested in doing a further linguistic research related to personal pronoun.
5
CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis 1. Error Analysis in Linguistics
Learning a foreign language is different from learning our mother tongue. That is why it is natural and unavoidable when the students make error in learning
a foreign language. Thus, it is impossible that learner never make some errors in language learning activity. Rido stated when the children learn mother tongue;
sometimes they use improper pronouns, ambiguous words or incorrect word formation.
1
Then, Erdogan stated that ―Error is the use of linguistic item in a way
that a fluent or native speaker of the language regards it as showing faulty or incomplete learning‖.
2
Errors in foreign language teaching especially in English are the cases which are difficult to avoid.
Harmer stated, ―Errors are parts of the students’ interlingual that is the version of the language which a student has at any one
stage of development‖.
3
Then, James stated that ―Error analysis is the process of determining the incidence, nature, causes, and consequences of unsuccessful
language‖.
4
Dulay also stated that ―errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from
some selected norm of mature language performance‖.
5
The fact that the students
1
Valentinus Rido, Types of Correction Supporting the Learner-Centered Learning in English Classes, New York: Addison Wesley Longman, 2000, p.218.
2
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal of the faculty of Education, 1, 2005, pp. 261
—270.
3
Jeremy Harmer, The Practice of Language Teaching, London; Longman, 2001, p. 100.
4
Carl James, Error in Language Learning and Use: Exploring Error Analysis, New York: Longman, 1998, p.80
5
Heidi Dulay, et all., Language two., New York: Oxford University Press, 1982, p.138.
make error and these errors can be observed and classified led to a surge of the study of students’ errors can be analyzed.
6
Error analysis is the analysis of kind and quantity of error that occurs on the students about the type and causes of language error. By analyzing the error,
teacher and researcher expects to know more why the students make error. Error analysis deals with the students’ performance in terms of the
cognitive processes they make use of in recognizing or coding the input they receive from the target language. A primary focus on error analysis is on the fact
that students’ error provide with an understanding of the underlying process of the second language acquisition.
7
Based on those definitions above, the researcher conclude that error analysis is a process of observing, identifying, interpreting and illuminating the
deviation of the rules of the second language learning made by learner, and it is passed to get information on common difficulties faced by learner.
2. Distinction between Error and Mistake
The error is failure when the deviation arises as a result of lack of knowledge whereas; the mistake comes up when learners fail to perform their
competence.
8
Another theory, an error is made by a learner because heshe does not apply the rule of linguistic item, in other words, a mistake is a non-systematic
deviation from the norms of the language.
9
At this point, Corder introduces an important distinction between ‘errors’
and’ mistakes’. Mistakes are deviations due to performance factors such as memory limitations eg mistakes in the sequence of tenses and agreement in long
6
Brown, Principle of Language Learning and Teaching,New York; Longman, 2007, p. 259.
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Research Assistant, 2005, p. 262-263
8
Trianci Maicusi, Panayota Maicusi and Maria Jose Carillo Lopez, The Error in Second Language Acquisition, Revista de investigacion e innovacion en la clase de idioms, 2000, p. 170.
9
Sunardi Hasyim, Error Analysis in the Teaching of English, http:puslit.petra.ac.idjournals.2002
, p.45.
