visitors of the park, while Novi and I adventured around the cave with a guide, we had to climb
some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next
stop was a place where some seashells littered the ground and some were actually piled into a big
mound. The guide said that these piles of seashells are called kitchen trash.
The humans who lived here ate the shells and dumped the left over’s in their ‘kitchen’. The
last place was a small museum where they have skeletons of the humans who lived in the caves.
The skeletons along with some roughly made jewelry and weapons were places inside glass
cases for display. The walls of the museum were adorned with photographs taken when they did
an excavation there.
After a quick lunch with Novi and my
parents, we decided it was time to go back home. We really had the time of our lives. Kennedy,
2015.
Grammatical Features: Specific Participant: the italic words
Material Processes: the underlined words Past Tense: the bold words
Circumstance of Time and Place: the bold italic words Temporal of Sequence: the underlined italic words
Different language has different rules, different structures, different words, and different grammar. Those differences make learners often make errors. It is
common thing for students to make errors and mistakes while they are learning something includes language. Not many people know that errors and mistakes are
actually different. Event 2
Reorientation
2.2.5 Errors Versus Mistake
The definition of errors itself is a noticeable deviation from the adult grammar of native speaker, reflecting the Interlingua competence of the learners
Brown, 1980: 165. Errors are caused by deficiency in competence and knowledge of language learners. It can be caused of the learners have not learnt
something correctly. As Corder 1974: 29 says that the errors are typically produced by people who do not yet fully command some institutionalized
language system. Moreover, Richards 1974 adds that according to Corder, true errors are marker of the learners’ competence. From those explanations, the writer
concludes that errors here mean the lack of the learners’ competence which causes them use a system not correctly.
As mentioned above, that errors are different with mistakes. According to Brown 1980: 165, a mistake refers to a performance error that is either random
or a slip of the tongue, in that it is failure to utilize a known system correctly. From that explanation, it can be said that mistake is a failure in using
correct system because of the learners itself such as carelessness, physical condition, hesitation, nervous, slips of tongue, and memory lapses. There are
some theories tell about types of errors, and one of them is theory of taxonomy which is used to classify the errors.
2.2.6 Types of Errors
Tarigan 1995: 145 explains that there are four taxonomies to classify the language errors, there are the category taxonomy, the surface strategy taxonomy,
the comparative taxonomy and the communicative taxonomy. The four taxonomies mentioned are explained detail as below:
1 Error Type based on Linguistic Category taxonomy.
This type of errors includes the errors of using language or linguistic elements, such as phonology pronunciation, syntax, vocabulary, and
style. For example, the errors in a clause such as phrase nominal, preposition, adverbial, etc.
2 Error Type based on Surface Strategy Taxonomy
This errors type shows how the surface structure change. There are four kinds of errors included to this taxonomy, namely omission, addition,
misinformation, and misordering. a
Omission error is marked by an item losing which should be there. For example: My little sister hungry My little sister is hungry.
b Addition error is marked by an item existing which should not be
there. There are three types of this error. 1
Double marking This error is marked by an addition of the same
characteristics element in an utterance. For example: My father doesn’t knows my friends’ names
My father doesn’t know my friends’ names. 2
Regulation Regulation is marked by error formation in using regular or
irregular verb. For example:
