Steps in Analyzing Errors

4. The Goal of Error Analysis

Error analysis also has a purpose in the last of the analysis. According to Dulay that studying students‟ error serves two major purposes: 16 a. It provides data from which inferences about the nature of language learning process can be made. b. In indicates to teacher and curriculum developers which part of the target language students have most difficulty producting correctly and which errors types de tract most from a learners‟ ability to communicate effectively. The theroritical aspect of error analysis is part of the methodology of investigating that the language learning process. Ellis states that the purpose of the error analysis is to help learners learn a L2, there is a need to evaluate errors. 17 it means that after the research found the errors that students make, it is important to evaluate them and explain to learners so they will not do the same errors in another time. And then they will understand and learn L2 better than before.

C. Modal Auxiliary

1. The Definitiation of Modal Auxiliary

Modal auxiliary or called modal verbs may sound difficult but in fact they are easy. They are invariable no conjuction. And the main verb is always the “ bare infinitive” without “to”. Modal auxiliary generally express a speaker‟s attitudes, or “mood” for example, modal can express that a speaker fells something necessary, advisable, permisabble, possible, or probable: and in addition they can convey the strength of these attitudes. 18 There are the modal verb can, could, may, might, must, will, would,shall,should, ought, and need. They are different from the other three auxiliary verbs do, be and have. In two ways. Firstly, they have special grammatical features for instance, they have no infinitive and the t hird person singular has no “S”. And secondly, most modal verbs have not only a grammatical function, but also a “ dictionary meaning” for instance, must can mean “be obliged to” do, be and have do not really have 16 Dulay, Burt, Krashen, op.cit., p. 138. 17 Rod Ellis, Second Language Acquisition, New York: Oxford University Press, 1997, p. 19. 18 Michael Swan, practical English Usage, Oxford University Press. 1980, p. 90. “meaning” of this kind when they are used as auxiliary verbs. 19 modal verb is technical one of these verb form: can, could, may, might, shall, should, will, would, must, ought to, need, had better and dare. They are all used with other verb to change thier meaning by expressing ideas such as possibility, permision, or intension. 20 Modal verb is different from auxiliary verb or helping verbs that are used togerther with other verbs to “help” them particular grammatical functions or meaning for instance, to make questions, or to form tenses. In English, a lot of important meaning are expressed by changes in the verb, for example : questioning, negation, time, completion, continuation, repetation, willingness, possibility, and obligation. But English verb do not have may different forms, e.g.see, sees, seeing, saw, seen. So to express these meanings, a number of auxiliary verbs are used such as do,be and have. Do is used to make question and negative form of simple tenses, and for some other purposes, Be is used with particeples -ing and –ed form to make progressive and passive verb-form. Have is used to make perfect verb forms. Do, be and have also have other “non-auxiliary uses. 21 In conclusion, modal auxiliaries are functional words that help verbs forms to express specific meaning such as ability, probability, posibility, obligatory, etc. 2. English Modal Auxiliaries In English, such verbs have largely replaced the subjunctive mood, and three kinds of modality can be distinguished for them: 22 1. Epsitemic modality, which expresses a judgment a bout the truth of a preposition whether it is possible, probable, or necessarily true: jhon may be in his home. 2. Deontic modality, which involves the giving of directives in terms of such notions as permission and obligation : you must leave immediately. 19 Betty Schramfer Azhar, Understanding and using English Grammar Edition, New Prentice Hall regents. 1989, p. 68. 20 Longman Dictionary, p. 916. 21 Michael Swam, Practical English Usage, p. 91. 22 http:www. Encyclopedia.comdoc 1029-MODALVERB.html 3. Dynamic modality, which describes such properties as ability and volition to the subject of the sentences : l can come. Often the same modals verb is used for more than one kinds of modality: may, for possibility it may rain tommorow and permission you may smoke now: must for necessity the plane must have landed by now. And obligation l must go. According to Betty schramfer azhar, the types of modal auxiliaries can be divided into two kinds. First , modal auxiliaries with different meaning such us : can, could, had better, may, might, must, ought to, shall, should, will and would. Second, modal auxiliaries with similar expression such as: be able to, be going to,be supposed to, be to, have to, have got to, used to. 23 Modal and semi modal can be grouped into three major categories according to thier main meaning excluding used to, which relates to past time. a. Permissionpossibilityability: can, could, may, might b. Obligationneccesity: must, should, had better, Have got to, need to, ought to, be supposed to. c. Volition prediction : will, would, shall, be going to. 24 Can and could are modal auxiliaries that used to assist verb to express ability, possibility and permission. Like other modal auxiliaries can and could are usually placed before the predicates of the sentences in positive sentence, for example : l can swim, he could play guitar. In negative sentences, modal need “Not” between modal and verb, for example: I cannot swim, he colud not play guitar. In interrogative sentence, for example : Can I swim? Could he play Guitar?

3. Sentence pattence of modal

Sentence is a group of word that contains at least object and one verb. A sentence expresses a complete thought. 25

a. Positive sentence

The pattern of modal auxiliaries in the positive sentences is: 23 Betty Schramfer Azhar, Understanding and Using English Grammar p. 68. 24 Stig Johanson, Geoffy Leechand Doughlas Bibes, Longman Grammar of spoken and Written English, London: Edinburgh gate 2000, p. 485. 25 Alice Oshima Anna Oaline, Introduction to Academic Writing 3rd Edition, New York: Pearson education, inc. 2007, p. 11.