18
2.6.1 The Procedure of Error Analysis.
In analyzing learners errors researchers or teachers should be careful, because the system of each language is different. They must
take conclusion after analysing production and comprehension data. Therefore they should master the language system to analyze tha data.
The procedure to analyze the errors are by identifying the errors, the duty of researchers or teachers are choosing or selecting the errors and
the correct ones. After being identified, the errors should be described on a rather
global level, errors can be described as errors of addition, omision, substitution and ordering following standard mathematical categories
Sujoko, 1988:11. It means that in standard mathematical categories, there are four errors, addition error is an error in making sentences in
which one or more elements are added, for example : Does can he sings ? The second error is omission. In which one or more elements of the
sentence are omitted. For example : What colour your pen ? The next is substitution, in which one or more elements are substituted like : I lost
my road. The last errors is ordering, in which one or more elements are ordered in wrong position, like : I have a pen blue ?
According to the standard of linguistic categories, there are four levels of the language that can be considered : phonology or
orthography, lexican, grammar and discourse. It is difficult to distinguish different levels of errors, because a word with a faulty
19
pronounciation, might hhide a syntactic or lexical error. For example : I like the delicious food, grmmatically correct but might be
mispronouncing to be : I like the delicious food. It can show the researchers or teachers where the learner is in terms of his own system.
In the standard of systematicity, ther are three stages what Corder, 1973 in Sujoko 1998:11-13 calls a presystematic stage in which the
learner is only vaguely aware that there is some systematic order to a particullar class of items. At this stage the learner is not to explain the
error. The second stage is systematic, in Corder, is conceptualization of term, usually cannot be corrected by the learner but he can explain his
error in the sense of providing the different wording or structures, alternative linguistic massages that get his point across and let the hearer
know what he was driving at. The last stage is postsystematic, when he makes an error he can both explain and correct it. It is found when the
learner is quite consistent in his language. It is important to know the stages and to describe errors however, globally the stages of
systematicallydo not describe a learner’s total second language system, it can be seen when a person might be in a presystematic stage when he
respects to a verb while certain a preposition usage exhibits systematic errors.
Those are the way to describe errors made by learners after the errors are identified.
20
2.6.2 The Sources of Errors.
Kategori