the second language, their previous experiences and their existing subsumers begin to include structures within the target language itself.
32
c. Context of Learning
A third major source of error is context of learning. “Context” refers to the classroom with its teacher and its material in the case of school learning or the
social situation in the of untutored second language learning. In a classroom context, the teacher or textbook can lead the learner to make faulty hypothesis
about the language, what Richards 1971 called “false concepts” and Stenson 1974 termed “ Induced errors”. Most students often make errors because of
misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but
improperly contextualized.
33
d. Communication Strategies
Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to enhance getting their
messages across, but at times these techniques can themselves become a source of error.
3. Steps in Error Analysis
34
a. Error Detection
In this step, the writer or the analyst detected or located the errors. Shehe should consider whether it is an error or a mistake.
b. Locating Error
Error location is not always so straightforward. Not all errors are easily localizable in this way. Some are diffused throughout the sentence or larger unit
of text that contain global errors.
32
H. Douglas Brown, Principles of Language Learning and Teaching, p. 224
33
H. Douglas Brown, Principles of Language Learning and Teaching, p. 226
34
Carl James, Errors in Language Learning and Use, p. 90-100
c. Describing Error
The system used for description of learner’s errors must be one having two essential characteristics. First, the system must be well-developed and highly
elaborated because many errors made by beginners are remarkably complex.
d. Classifying Error
Classifying errors not only entries on grammatical category but also lexical category. In this step, the analyst classifies whether the errors belong to subject
and verb agreement, tenses, and etc.
e. Counting Error
In this part, the analyst counts the er rors made by learners. That’s why the
previous step is classifying error. It can ease the analyst to count the data and analyze it.
4. Grammatical Areas of Error
There are some grammatical areas of error. It consists of four items which will be discussed further in this sub-chapter. These errors are caused by the lack
of knowledge on using the Standard English. These grammatical areas of error were mostly made by the students.
Usage is the way to use Standard English. The major features of Standard English stay the same regardless of where native speakers live in their country. It
is called as Standard English because it is standardize-used and understood everywhere. Within Standard English, we use two major varieties depending on
the occasion: We use formal English when we get up in front of a group. We use it for any
serious writing; a letter to a goverment office, a letter to the editor of a newspaper,
a report.
