15 feedback about
the effectiveness of teacher‟s teaching materials and techniques, and also show the parts of the syllabus which is lack of attention.
Therefore, Error Analysis is relevant to teaching and learning language issue. It can be a device to give teacher feedback in order to develop teaching
technique and material in a classroom. Furthermore, if errors are generally exposed, Truscott 1996 also points out that error correction, especially in
grammar causes dilemma as cited in Weigle, 2002, p. 184. Grammar correction rather than heads to improvement in grammar, it leads to discourage students.
Otherwise, not all teachers are capable of explaining the errors. Moreover, error correction will create a diversion from assessing more important aspect in writing.
As a result, error correction needs to prioritize error types, so it will be more effective Hendrickson, 1981.
a. The Steps of Conducting Error Analysis
By conducting Error Analysis, defining errors is becoming an essential part. According to Corder 1974 there are the steps to follow as cited in Ellis
Barkhuizen, 2005, p. 57:
1 Collection of a Sample of Learner Language
This step provides the data for the Error Analysis. The data is collected by the researcher by noticing some factors of producing it. The researcher should
decide specific circumstances that will control the learners to result the data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2 Identification of Errors
After gathering the data, the researcher tries to identify the errors of the sample data. It becomes easier to identify if the researcher prepares the well-
formed reconstruction of the sample data, which is produced by native speakers.
3 Description of Errors
Description of errors is proceeded to specify the errors found. This stage has following steps: first, the researcher codes the errors to a set of descriptive
categories; second, heshe records the frequency of the errors in each category. Errors are described by the system of categories in order to present description of
errors Dulay, Burt, Krashen, 1982, p. 146. Also, it calculates the learner‟s
error frequency. As setting out to define the errors, there are several kinds of taxonomies to classify the errors. One of them is Surface Strategy Taxonomy. It
points out four principles to define learner‟s errors: omission, addition, misinformation, and misordering according to Dulay et al. 1982, p. 150.
Moreover, Corder 1981 also suggests that a linguistic operation becomes its categorization p. 36. It will present an acceptable description of errors. The
categorization of linguistic level can contain some continuum of linguistic units which are involved in the samples of learner language. Norrish 1983 suggests
using some approaches to categorising the linguistic level p. 80. One is „pre-
selected category ‟ approach and the latter is „let the errors determine the
categories‟. The „pre-selected category‟ approach is adopted by selecting category before indicating errors, while the
„let the errors determine the categories‟ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
