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CHAPTER II THEORETICAL FRAMEWORKS
A. Error 1. Understanding of Error
When students learn a target language, they usually make errors or mistakes. It happens because sometimes the students interfered by their native
language. The different system of the second language and the first language leads them to make the errors. However, it can be used to know the understanding of
the students about the rules or system of the language being learned. Some experts give the understanding of error. According to Brown “An
error is a noticeable deviation from the adult grammar of native speaker, reflecting the interlanguage competence of the learner.”
1
It means that an error is something that can be seen; it shows the learner’s ability.
While Corder in Norrish states, “Errors are the result of some failure of performance.”
2
From the statement above; errors are caused by the incorrect form on the learner’s work.
Hubbard, et.al. also have the same opinion with Corder. According to them, “Errors are caused by lack of knowledge about the target language English
or by incorrect hypotheses about it.
3
It means that errors can appear due to the insufficient knowledge or the inappropriate rule about the language being learned.
1
H. D. Brown, Principle of Language Learning and Teaching, 5
th
edition New York: Pearson Education, Inc., 2007, 5
th
edition, p. 258.
2
Carl James, Errors in Language Learning and Use, New York: Addision Wesley Longman, Inc., 1998, p. 79.
3
Peter Hubbard, et al., A Training Course for TEFL, New York: Oxford University Press, 1983, p. 134.
Norrish has a broader definition than Brown. He states, “let us call systematic deviation, when a learner has not learnt something and consistently
‘gets it wrong’, it is an error.”
4
Norrish considers an error as a something which comes up because the learners do not comprehend something and always use the
wrong one. Susan and Larry give the similar opinion, they point out, “it is likely to
occur repeatedly and is not recognized by the learner as an error.”
5
They think an error is something that happens regularly and the learners do not realize it.
James makes the development of the understanding of error. He states, “If the learner is unable or in any way disinclined to make the correction, we assume
that the form of the learner used was the one intended, and that is an error.”
6
It means that the learner cannot give the right form because they think what they use
is the correct one. From all the statements above, the writer summarizes that error is wrong
forms of language performance in students’ work which happens regularly when they face the same thing. The students have the lack of knowledge of it because
they do not realize what they did is an error unless other people explain about it. It makes them cannot correct that error by themselves.
4
John Norrish, Language Learners and their Errors, London: Macmillan Press, 1983, p. 7.
5
Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory Course,3
rd
edition New York: Routledge, 2008, p. 102.
6
James, op.cit, 1998., p. 78.
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