D. Significance of the Research
The research finding is expected to give contribution for the related English education practitioner, such as:
1. The writer; to deepen the subject of the research and to fulfill the partial of the requirement Bachelor of Arts in English Language Education
2. English teacher; to improve of their skill in teaching recount text and simple past tense.
3. Other researches; to compare and to make comprehensive research at school.
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CHAPTER II THEORETICAL FRAMEWORK
1. Error and Error Analysis
a. The Definition of Error
Error arises when the learner has a lack of knowledge in learning target language. According to Brown, “an error is a noticeable deviation
from the adult grammar of native speaker, reflects the competence of the learner.”
1
It means, error come from the learners‟ competence in learning the language. Vacide Erdogan quotes Ellis on his journal said that an error
is when the learner always use the incorrect form, and when the learner is unable to try to correct his own deviant utterance.
2
The learners‟ error can be known from their consistency in making error. The learner will make
the error over and over again because they don‟t know what is correct or incorrect, and if the teacher asks the learner to self-correct hisher error,
they will not be able to do it.
b. The Definition of Error Analysis
Error analysis can be used to analyze the errors that are made by the learners. “Error analysis is the fact that learners do make errors, and
that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to surge of study
of learners‟ errors.”
3
The errors can help the teacher in teaching and learning process because the teacher can observe the reason or background
why the learners do the errors.
1
H. Douglas Brown, Principles of Language Learning and Teaching, 5th Edition, New York; Pearson Education, Inc. , 2007, p. 258.
2
Vacide ERDOGAN, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Journal of the Faculty of Education, Vol 1, 2005, p. 263.
3
H. Douglas Brown, Principles of Language Learning and Teaching, 4
th
Edition, New York;Addison Wesley Longman,2000, p.218.
The teacher realizes that the errors which are made by the learner in language learning process should be analyzed carefully because with
this analysis, the teacher can identify the difficult areas that are faced by the learners, so it can be used in making learning materials and strategies.
“Error analysis was conceived and performed for its „feedback‟ value in designing pedagogical materials and strategies.”
4
c. The Types of Error
According to Corder, error is divided into four categories: error of omission, error of addition, error of selection, and error of ordering
5
. Here are the explanations.
1 The Error of Omission
Error of omission is the absence of an item that should appear. “Errors of omission where some element is omitted which
should be present.”
6
The learner omits the item that should appear in the good utterance.
“Omission has two types of morphemes that are omitted more than others. They are content morphemes and
grammatical morphemes.”
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Content morphemes are morphemes that have meaning like nouns, verbs, adjectives, adverbs.
Grammatical morphemes are little words that have minor play in sentences like noun and verb inflections, articles, auxiliaries, and
preposition. Example: Angelina is an actress
4
Jacek Fisiak, Contrastive Linguistics and the Language Teacher, Oxford: Pergamon Press, 1981, p. 221
5
S. P. Corder, Error Analysis and Interlanguage, New York: Oxford University Press, 1982, p. 36.
6
Ibid.
7
Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, New York: Oxford University Press, 1982, p. 150.
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