Objective of the Study Significance of the Study

selected norm of nature language performance. Meanwhile, Brown defined error as “a noticeable deviation from the adult grammar of the native speaker, reflecting the interlanguage competence of the learner.” 3 From the various definitions above, the writer has her own opinion about error. Error is wrong forms that the pupil could not correct even if their mistakes were to be pointed out. Error is usually compared with mistake. Corder was careful to distinguish between them. “Mistakes are akin to slips of the tongue. That is, they are generally one-time-only events. The speaker who makes a mistake is able to recognize it is a mistake and correct it if necessary. An error, on the other hand, is systematic. That is, it is likely to occur repeatedly and is not recognized by the learner as an error.” 4 It is caused by lack of knowledge about target language English or by incorrect hypothesis about it. Corder also differentiates three kinds of errors made by native learner, they are : a Lapses, it is an error that occur because of the speakers change the way how they say it before they finish the sentence, and also because of the slip of the tongue or we can also call it slip of the pen. Lapses can arise out tiredness, nervousness; or false starts confusion of structure, etc. b Error, it is an error that occurs because of the speakers broke the language rules, such as ; the speakers do not use the appropriate tenses, and the appropriate words. 3 H. Douglas Brown, Principles of Language Learning and Teaching, 3 rd ed., New York: Prentice Hall, Inc,.1994, p. 205 4 Susan M. Gass and Larry Selingker, Second Language Acquisition an Introductory Course, 3 rd Ed., New York and London: Routledge Taylor Francis Group, 2008, p.102 c Mistake, it is a mistake that occurs because of the speakers cannot choose which one is the appropriate word and tenses to be used in the situation. 5 Both mistake and lapses are not systematical and belong to phenomena of performance.

2. Causes of Errors

There are two main errors types within an analysis framework: interlingual and intralingual. Interlingual errors are those which can be attributed to the native language NL, i.e., they involve cross-linguistic comparison. Intralingual errors are those that are due to the language being learned, independent of NL. One would therefore expect similar intralingual errors to occur from speaker of a wide variety of first languages. 6 Errors —overt manifestations of learners‟ systems—arise from several possible general sources: interlingual errors of interference from the native language, intralingual errors within the target language, the sociolinguistic context of communication, psycholinguistic or cognitive strategies, and no doubt countless affective variables. 7 According to James, there are two sources of error: a. Interlingual Error This error is caused by interference of the learners‟ mother tongue. Interlingual error is a language structures in the target language which reflected the students base language structures. b. Intralingual Error Intralingual error is the error caused by the second language itself. It is a major factor in second language learning. Negative intra-lingual transfer 5 Corder, S.P., Error Analysis and Interlanguage, London: Oxford University Press, 1981, pp. 253-259 6 Susan M. Gass and Larry Selingker, Second Language ……….., p.103 7 H. Douglas Brown, Principles of Language ………….., p. 206