The Causes of Errors

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3. Error a.

A Brief Definition of Errors Errors arise from a lack of knowledge of the rules of the language, i.e. competence; while mistakes arise from factors such as fatigue and inattention, i.e. performance Chomsky, 1965, cited in Dulay, Burt Krashen, 1982: 139. Burt and Kiparsky 1974, as cited in Omaggio, 1986: 291 differentiate between global error and local error. Global errors are errors that affect overall sentences organization. They are also called major errors because they are likely to lead to misunderstanding of the sentence Norish, 1983: 106. Local errors are errors that affect single elements in a sentence and they do not hinder communication. They are also called minor errors because they hardly interfere with the writer’s intended meaning. Another definition is from Corder stated in Dulay, 1982: 139, where error consists of systematic deviations due to the learner’s still-developing knowledge of the second language rule system. Further, error is a red flag that provides evidence of the learner’s knowledge of the second language Gas Selinker, 1994. In this research, the error is the students’ failure to use appropriate words about academic writing system rule while they are still developing their English ability. Specifically, errors refer to any deviation that appears in the learner’s writing, regardless of causes of the possible deviation.

b. The Causes of Errors

30 Brown 1983: 177 states that there are three likely sources of error, namely: 1 Interlingual Transfer This source of errors is related with the entrance of rules of a language to another language being learned. It is dealing with the interference of native language. It is obvious that learners often use their previous experience with their native language on the production of the target language. 2 Intralingual Transfer Most errors result from the interference of the learner’s first language or mother tongue Dulay, 1982: 2. Second language sometimes is different from the first language. For example, English is quite different from Indonesian. Accordingly, the students frequently make errors in learning English. As noted by Johnson 2001: 67 the number of errors of intralingual interference involves the overgeneralization, ignorance of rule restriction, incomplete application of rules and semantic errors. The first type, overgeneralization, is associated with redundancy reduction. It covers instances where the learner creates a deviant structure on the basis of his or her experience of other structures in the target language. It may be the result of the learner reduces his or her linguistic burden. The second source is ignorance of rule restrictions, for example, applying rules to contexts to which they do not apply. The third is incomplete application of rules. The last is semantic errors, such as building false concepts or systems: i.e. faulty comprehension of distinctions in the target language. 31 3 Context of Learning Context of learning refers to the teachers, textbooks, and materials. If a teacher has low competence in explaining the students will model that wrong explanation. Besides, carelessnes can make errors as well. Norish 1983: 21 mentions that the material or the style of presentation can loosen the students’ interest. In other words, carelessness is closely related with lack of motivation.

c. Error Analysis