Moreover, Crystal poi nted out, “ Error analysis in language teaching and
learning, the study of unacceptable forms procedure by someone learning a language, especially a foreign language”
8
Sharma stated that error analysis is defined as a process based on alaysis 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.
9
The writer summarize, error analysis is done because there are unacceptable forms that apper by student, notably for the students who studying second
language. And error analysis is the study of lignustic that gives a way to teachers about how to correct the students error in order to improve the effectiveness of
thier teaching learning. Meanwhile , Brown briefly stated, “ The study of learners” error is called
error analysis”
10
Based on the statement above, the writer summarizes that error analysis is a procedure that is done by teacher or researcher for the unacceptable
forms of procedure by students who learn a foreign language. Then, to identify an error is “ However, as linguists pay attention to the distinction between an errror
and mistake , it is necessary to go over the definition of the two different phenomena
11
Furthermore, Erdogan concludes that there are two types of classification between error and mistake
2. The Differences Between Mistake and Error
Error is usually compared with mistake, but there is distinction between them. Error and mistake are not the same, but most people still misunderstand in getting
definition of both. To be more clarified between error and mistake, Hubbard et al said,“Error are caused by lack of knowledge about the target language English
8
David, Crystal, An Encyclopedic Dictionary of Language and Languages., England: Blackwell., 1992, p. 125.
9
S.K Sharma, Error Analysis: Why and How?. English Teaching Forum, April, 1982, p. 21.
10
Brown, Principle of Language., p. 217.
11
Vecide Erdogan, Constribution of Error Analysis to Foreign Language Teaching, Research assistant, Mersin University Faculty of Education, p. 263.
or by incorrect hyphotheses about it: and mistake is caused by temporary lapes of memory is if the learners can correct themselves, it is probably a mistake, if they
cannot , it is an error.
12
According to Hubbard et al, “Mistake is caused by temporary lapses of memory, confused, slips of tounge and s
oon” Corder made a distinction between a mistake and an error,i.e: Wherease a
mistake ia a random performance slip caused by fatigue, excitement, etc, and therefore can be readily self-corrected, an error is a systematic deviation made by
learners who have not yet mastered the rules of L2. A learner cannot self-correct an error because it is a product reflective of his or her current stage of L2
development, or underlying competence. Rather than being seen as something to be prevented, then errors were signs that learners were actively engaged in
hyphothesis testing which would ultimately in the acquisition of TL rules.
13
Language use that is caused by some aspects of performance such as emotion and exhaust. It also can happen when learners get lack of some
performance such as carelessness and lack of attention. On the other hand, errors are the failure to apply the language system or because the learner‟s lack of
knowledge about the rules, etc. The difference between error and mistake are, error cannot be self- correction thus mistake can be self-correction.
3. Steps in Analyzing Errors
According to Rod Ellis, the procedure for analyzing errors includes five steps, there are:
14
1. Collection a sample of learner‟s language
Most samples of learners language which have been used in error analysis include data collected from many speakers who are responding to the same kind
of task or test. Some studies use samples from a few learner that are collected over
12
Vecide Erdogan, loc. cit., p. 263.
13
Diane Larsen-Freeman and Michael H.Long, An Introduction to Second Language Acquisition Research, London and New York: Longman Group UK, 1991, pp 58-59.
14
Rod Ellis and Gary Barkhuizen, Analyzing Learner Language, New York : Oxford University Press, 2005, p. 57.
