Background of the Study

C. Formulation of the Problem

Based on the statement of the problem above the formulation of problem of this study can be formulated as follow: 1. What are the types of errors made by the students in using modal auxiliaries Must and Have to? 2. Why did the students make such errors in using modal auxiliaries Must and Have to?

D. Objective of the Study

This study are intended to know the errors made by the second grade students of MTsN 1 Pandeglang, analyze the reasons why the students made errors in using modal auxiliaries Must and Have to.

E. Significance of the Study

The result of the study will be benefit to the English teachers, and other researchers who are interested in this subject. For the English teachers, this research may help them to know how well their student‟s ability in using ‘Must’ and ‘have to’ in English sentence. For students, this research may assist them to use „must‟ and „have to‟ correctly. For other researchers, the result may serve as guidelines for the future study related to the subject. 5 CHAPTER II THEORETICAL FRAMEWORK

A. Error Analysis

In the process of learning a foreign language, students may find many new language characteristics that are different from their mother tongue, in which there is no denial leading students to make errors. Moreover, it is very important for the teachers to be able to know and analyze the errors, and it will help the students to reduce the same errors. The study of learner‟s error is called by the linguist as Error Analysis. It is a way of looking at errors made by the learners of the target language. Error analysis is an independent source of valid data. It provides information on students‟ errors, which in turn helps teachers to correct students‟ errors, and also improves the effectiveness of their teaching. Apparently errors give the sign to teacher and researchers how target learning is successfully achieved. According to Corder as quoted by Brown: „A learner‟s errors…are significant in [that] they provide to the researcher the learner is employing in the discovery of the language. ‟ 1 In addition, Brown suggests two major purposes in analyzing students‟ errors: “Firstly, the analysis will provide data from which interference about the nature of language learning process can be made. Secondly, the analysis provides the teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which error types detract most from learners’ ability to communicate effectively. Likewise, Corder suggests the same idea of investigating the errors to either diagnostic or prognostic purposes. It is diagnostic because it can tell us the learner’s state of the language at a given point during the learning process and prognostic because it can tell course organizer to reorient language learning material on the basis of the learner’s current problem. ” 2 1 H. Douglas Brown, Principle of Language Learning and Teaching, Fourth Edition, New York: Longman, 2000, p. 217. 2 H. Douglas Brown, Principle of Language Learning and Teaching, Fourth Edition , … p. 215.

1. Definition of Error Analysis

Error Analysis was first introduced by W.R. Lee in 1957, and it gained popularity in the 1970s. 3 Even though, the field of error analysis in SLA Second Language Acquisition was established in the 1970s by Corder and colleagues, error analysis was an alternative to contrastive analysis. 4 According to Crystal, “Error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially foreign language. ” 5 Nuril Huda makes the same point that “Error analysis is meant to determine errors which are made by learners‟ which are considered as indicator of the learners‟ problems in learning a second language.” 6 Guntur Tari gan said: “Errors Analysis is a procedure which is usually used by the language researchers and teachers, consisting of the identification sample collection, the explanation of the errors, the classification of the errors based on its cause, and the evaluation of seriousness phase of the errors. ” 7 To be more detail, Sharma explained, “Error Analysis is defined as a process based on analysis of learners‟ error with one clear objective; evolving a suitable and effective teaching learning strategy and remedial measure necessary in certain clearly marked out areas of the foreign language.” 8 According to Corder, Error analysis is carried out in three successive stages they are: 1. Recognition of Errors It is crucially dependent upon correct interpretation of the learners‟ intentions. 3 Nuril Huda, Language Learning and Teaching: Issues and Trends, Malang : IKIP Malang Publisher, 1999, p. 5. 4 http:en.wikipedia.orgwikisecond language acquisition. 12 September 2011 5 David Crystal, An Encyclopedic Dictionary of Language and Languages, Oxford: Blackwell, 1992, p. 125. 6 Nuril huda, Language Learning and Teaching: Issues and Trends, … p. 6. 7 Henry Guntur Tarigan dan Djago Taringan, Pengajaran Analisis Kesalahan Berbahasa, Bandung: Angkasa, 1988, p. 68. 8 SK. Sharma, Error Analysis: Why and how?, English Teaching Forum, XXX, April 1982, p. 21.