and wrong use of tenses. Lee also argued that such an analy sis lies on teachers‟
position in deciding how teaching time should be spent.
4
There are three different ways in learners‟ error that suggested by Corder. He divided into three sides; teachers, researchers, and learners. First, for teachers, the
learners‟ errors could tell them how far towards the goal the learner has progressed and, consequently, what remains for him to learn. Next, for researchers, the errors
provide evidence of how language is learnt or acquired and what strategies or procedures the learner is employing in his discovery of language. The last, for
learners, committing errors is a way the learner has of testing his hypotheses about the nature of language he is learning Corder; 1981.
5
It can be concluded that the case which happen on learner such as an error, it can be analyzed and observed. An error itself not only lies on learners‟ side, but also
on teachers to know the goal the learner has progressed or no, and the last on researchers to do more research about error and to know that language is learnt or
acquired.
B. Errors and Mistakes
Talking about error it can be separated with a mistake. In order to analyze students‟ language in appropriate perspective, it is vital to make the disparity
between mistakes and errors. According to Dictionary of Language Teaching and Applied Linguistics
1992: Students make a mistake when writing or speaking because of lake of
attention, fatigue, carelessness, or some other aspects of performance. Mistakes can be self-corrected when attention is called. Whereas, an error is
the use of language regards it as showing faulty or incomplete learning. It means that error occur because the learner does not know is correct, and thus
it cannot be self-corrected.
6
It can be concluded that students who make a mistake they can be self-corrected but, students who make an error they do not know what they should corrected.
4
Allan G. Bluman, Elementary Statistics: A Step by Step Approach, New York: McGraw Hill, 2004, 5
th
edition, p. 48.
5
Meng Zhang, Error Analysis and Interlanguage, Zhengzhou Teachers College in Zhengzhou City, Henan Province, China, smashraf2, on April 29, 2013, p. 86.
6
Vacide Erdogan, loc. cit.
There are two ways to distinguish between error and mistake.
7
The first one is to check the consistency of learner‟s performance. If learner sometimes uses the
crrect form and sometimes the wrong one, it can be categorized into a mistake. However, if learner always uses incorrect, it is called an error. The second one is to
ask learner to try to correct his own deviant utterance. Where he is unable to, the deviations are errors; while he is successful, he is mistakes.
According to
Brown
that mistakes are what researchers have referred to as performance errors. In this sense, the learner knows the system but fails to use it;
while errors are the result of o ne‟s systematic competence, it means that the learner‟s
system is incorrect.
8
A mistake refers to a performance error, not only learners who learn a second or a foreign language, but also native speakers themselves sometimes
make a mistake. Kinds of mistake which is usually done in native speaker production in a second language speech are hesitation, slip of tongue, random
ungrammaticalities, and other performance lapses.
9
An error denotes a portion of learners‟ competence in target language.
The conclusion of explanation above is a mistake reveals performance error, and mistake usually can be self-corrected. Meanwhile an error denotes competence
error or incomplete learning, and error usually cannot be self-corrected. In her study, to distinguish between error and mistake the writer used time management. To know
whether the students did error or mistake the writer added the time to students to check their essay writing. If the students were able to correct, it categorized into a
mistake, however if students were not able to correct their essay writing, it categorized into an error.
C. Types of Errors
