development because they are also found in the speech of students learning English as their first language.
27
2 Interlingual Errors
Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the students‟ native. Interlingual error refers to
L2 errors that reflect native language structure regardless of the internal precess or external conditions that spawned them. For
example: He has a book green.
28
3 Ambiguous Errors
Ambiguous errors are those that could be classified equally well as development or interlingual. These errors reflect the student‟s native
language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. for example: I no
have car.
29
4 Other Errors
Other Errors are the errors made by the student‟s native using their native language structure on their second language developmental
form, such as “she do hungry”, where “do” as verb for present tense mu
st add “ses” for subject “she.”
30
d. Communicative Effect Taxonomy
Communicative effect focuses on distinguishing between errors that seem to cause miscommunication
and those that don‟t. Errors that affect the overall organization of the sentence hinder successful communication
global error, while errors that affect a single element of the sentence usually do not hinder communication local error. For example;
- English language use many people. Global error
- Why we like each other? Local error
31
27
Dulay et al, Language Two , … p. 165.
28
Dulay et al, Language Two, … p. 171.
29
Dulay et al, Language Two , … p. 172.
30
Dulay et al, Language Two , … p. 172.
31
Dulay et al, Language Two, … pp. 191–192.
5. Goal of Error Analysis
The most practical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay stated that studying
students‟ errors serves two major purposes: a.
It provides data from which inferences about the nature of language learning process can be made.
b. It indicates to teachers and curriculum developers, which part of the target
language students have most difficulty producing correctly and which errors types detract most from a students‟ ability to communicate
effectively.
32
The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process.
6. Procedure of Error Analysis
In the language teaching, either a native language or a second language teaching, study about students‟ errors is very important. Theo van Els and friends
stated that there are some procedures in error analysis, namely;
a. Identification of errors
b. Description of errors
c. Explanation of errors
d. Evaluation of errors
e. Preventingcorrection of errors
33
The first step in the process of analysis is recognition or identification of errors.
In this step teachers recognize the students‟ errors from the task given by the teachers.
The second step is the describing error. It begins when an identification stages has taken place. The description of student errors involves classification of kinds
of errors made by the student.
32
Dulay et al, Language Two , … p. 138.
33
Theo van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign Langauges, London: A Division of Hodder Stoughton, 1983, p. 47.
The third step in the process of analysis is the explanation of error that can be regarded as a linguistic problem. This step attempts to account for how and why
the students‟ errors happen. The fourth step is evaluation of errors. In this step the teacher gives
evaluation from the task done by the students depends on the task teacher will be given to students.
Finally, the last step in the process of analysis is correction of error where the teacher checks the result from the task done by the students. And then than teacher
gives the correct answer from the errors has been done by the students. Example:
Table 2.1 Example of procedure of Error Analysis
Identification or error
Description and error classification
Explanation Correction
In the schedule, the event will be start
tomorrow morning. „Do have to‟ we
packing tonight? Mis-formation
„Do have to‟ should be replaced by
„must we‟ In the schedule, the
event will be start tomorrow morning.
„Must‟ we packing tonight?
You „have to‟ come
with us if you don‟t want to.
Omission „Do not‟ should be
added b efore „have
to‟ You
„don‟t have to‟ come with us if you
don‟t want to.
B. Auxiliary
1. Definition of Auxiliary
Devitiis et al, in their book suggest that : “In English a verb „Can‟
sometimes be used-on its own, in its basic form: for example study in They study history
conveys the lexical meaning of study and the reference to habitual action in the present signaled by the simple present tense form.
”
34
“On other occasion, however, the verb in its basic form is not sufficient I itself to convey both the lexical meaning the word and other supplementary
information e.g. about person, tense, aspect, interrogation, negation. For example, in She studies history we need the suffix-s in order to refer the
action to a third person singular subject; in He is studying now we need both another verb form is and a suffix -ing to convey the meaning of the
34
G. De Devitiis et al, English Grammar for Communication, … p. 31.
„progressive’ aspect. In I have written a letter a verb form have and a suffix -en
are necessary to express the
„perfect’ aspect. And in Do they speak English?
, do is used to make an
„interrogative’ structure.”
35
“Thus, side by side with full verbs, such as study, write, and speak, which carry the basic lexical meaning. English uses the verbs be, have, and do, as
„auxiliary verbs.‟ These auxiliary verbs „help‟ full verbs to convey the extra information about tense, aspect, interrogation, negation, etc.
”
36
Besides the explanation above, in Longman Dictionary “Auxiliary verb is a verb that is used with another verb to show its tense, person, mood, etc. in English
the Auxiliary verb are be, do, and have as in I am running, I didn‟t go, They have
gone and all the modal. ”
37
Michael Swan in his book suggest that: “Auxiliary or „helping’ verbs are used together with other verbs to „help’
them express particular grammatical functions or meanings for instance, to make questions, or to form tenses. In English, a lot of important meanings
are expressed by changes in the verb, for example: questioning, negation, time, completion, continuation, repetition, willingness, possibility, and
obligation. But English verbs do not have many different forms. The maximum except for be is five e.g. see, sees, seeing, saw, seen. So to
express these meanings, a number of auxiliary verbs are used such as do, be, and have.These three auxiliary verbs have very important grammatical
functions. Do is used to make question and negative forms of simple tenses, and for some other purposes. Be is used with participles -ing and
–ed forms to make progressive and passive verb-forms. Have is used to make perfect
verb- forms. Do, be, and have also have other „non-auxiliary’ uses.”
38
Based on the explanation above, Do, Be, and Have can be called as primary auxiliary. Besides this kind of auxiliary, there are modal auxiliary verbs and other
verbs. Here are the explanations related to modal verbs which is defined as the verbs are used with other verbs to express various ideas, mostly to do with degrees
of certainty or obligation, they are: will, would, shall, should, can, could, may, might
, must, ought to, have to, etc.
35
G. De Devitiis, et al, English Grammar for Communication, … p. 31.
36
G. De Devitiis, et al, English Grammar for Communication, … p. 31.
37
Longman dictionary of Contemporary English 3
rd
Edition. England: Longman Group Ltd, 1995, p. 74.
38
Michael Swan, Practical English Usage, Oxford University Press, 1980, p. 90.
Next, there is other verbs used in verb + verb structures are not usually
called auxiliary verbs. An important different between auxiliary verbs and other verbs is that in auxiliary verb structures, questions are made by simply changing
the order of the subject and auxiliary verbs. In other verb + verb structures, the
auxiliary do has to be added. Here are the examples below:
a.
She seems to understand.
b.
He is swimming.
39
2. Kinds of Auxiliary
In English, we use special forms of the verb phrase to express a lot of important meanings
– for example, questioning, willingness, possibility, obligation, certainty etc. The problem is that English verbs do not have many
different forms: the maximum is five. So to express all of these meanings we use a
special kind of verbs called auxiliaries. There are three kinds of auxiliary verbs: primary auxiliaries, modal
auxiliaries , and other verbs.
40
Michael Swan in his book suggest that: Primary auxiliaries are Do, Be, and Have.
“Do is used to make question and negative
forms of simple tenses, and for some other purposes. Be is used with participles - ing and
–ed forms to make progressive and passive verb-forms. Have is used to make perfect verb-forms. Do, be, and have
also have other „non-auxiliary‟ uses.”
41
Besides this kind of auxiliary, there are modal auxiliary verbs and other verbs. Here are the explanations related to modal verbs which is defined as the
verbs are used with other verbs to express various ideas, mostly to do with degrees
of certainty or obligation, they are: will, would, shall, should, can, could, may, might
, must, ought to, have to, etc. Next, there is other verbs used in verb + verb structures are not usually
called auxiliary verbs. An important different between auxiliary verbs and other verbs is that in auxiliary verb structures, questions are made by simply changing
39
http:esl.about.comodgrammarintermediateaa_auxiliary.html
40
http:esl.about.comodgrammarintermediateaa_auxiliary.html
41
Michael Swan, Practical English Usage, Oxford University Press, 1980, p. 90.
