34
Forming the simple future “be going to” for nominal sentences in Negative
No Declarative
Interrogative S + be
amisare+ not +
going to + be + C
Beisamare + S + not + going to + be + C
1 We are not going to be an arrogant
person
Aren‟t we going to be an arrogant
person? 2
They are not going to be farmer. Aren‟t they going to be farmer?
3 She is not going to be there soon.
Isn‟t she going to be there soon?
4 He is not going to be poor man
Isn‟t he going to be poor man?
5 We are not going to be evil.
Aren‟t we going to be evil?
6 It is not going to be sunny.
Isn‟t it going to be sunny?
G. Concept of Error and Mistake
We often use the terms of „mistake‟ and „error‟ both in written form and in spoken one. They are commonly used interchangeably, but they are actually different.
Naturally, students make errors in learning a foreign language in term of grammar, vocabulary, and pronunciation.
According to Dulay, Burt and Krashen states that: Errors are the flawed side of learner‟s speech or writing. They are those parts of conversation or composition that
deviate from some selected norm of mature language performance. Teacher and
35 mother who have waged long and patient battles against theirs students or children‟s
language errors have come to realize that making errors is an inevitable part of learning.
27
Another concept of error and mistake is taken from Brown: error is a noticeable deviation from adult grammar of a native speaker, reflecting the inter language
competence of the learner. While mistake refers to a performance factors such as: memory limitation, spelling, fatigue, and emotion strain.
28
From the statement above, the difference between error and mistake is that error is ungrammatical utterance
which refers to the language performance. Shortly, when the students produce sentence in correctly but they know and correct them, it means that they make
mistake. If they cannot correct them, it means that they make error. Dullay said that,”the distinction performance error mistake and competence of error
error is extremely important but it is often difficult to determine the nature of deviation without careful analysis. In order to facilitate reference to deviations that
have not yet been classified as performance or competence erors, we do not restrict the ter
m “error” to competence based deviations. We use error to refer to any deviation from a selected norm of language performance, no matter what the
characteristics or causes of the diviation might be. In this research practically the
27
Dulay, Burt and Stephen Krashen. 1982. Language Two. New York: Oxford University Press.
28
Dounglas Brown H, 2000. Principles of Language Learning and Teaching-4
th
ed . Addoison
Wesley Longman, Inx. P. 217. P. 205
36 researcher uses the idea proposed by Dulay, as the basis of determining the deviation
made by the subject, any deviations would be conceded as an error.
H. Concept of Error
