CHAPTER II THEORETICAL FRAMEWORK
A. Errors
1. The Definition of Error
According to Brown errors are part of the student’s interlingua, that is the
version of the language which a learner has at any one stages of development, and which is continually reshaped as he or she aims toward full mastery.
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Therefore, Dullay stated that error is the flawed side of learner speech or writing. Those are part of conversation or composition that deviates from some
selected norm of mature language performance.
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The writer tries to concludes that error is a part of foreign language learning process that is made by the students caused by their lack of
comprehending in the target language rules. When the students learn about target language, they make plenty of error.
It is natural part of language acquisition process. How to know the students’ errors are needed the error analysis.
According to David Crystal, error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a
language, especially foreign language.
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Moreover, Sharma stated that error analysis is defined as a process based on analysis of learners’ error with one clear objective; evolving a suitable and
effective teaching learning strategy and remedial measure necessary in certain clearly marked out areas of the foreign language.
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1
Jeremy Harmer, Principle of Language Learning and Teaching, New York: Prentice Hall Regents. P, 170.
2
Heidi Dullay, etal., Language Two, New York: Oxford University Press, p. 139.
3
David Crystal, An encyclopedic Dictionary of Language and Languages, Oxford: Blackwell, 1992, p. 125.
4
S. K. Sharma, Error Analysis: Why and How?, English Teaching Forum, April, 1982, p. 21.
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From the explanation above, the writer concludes that the error analysis is the study of linguistic that gives a way to teachers about how to correct the
students’ errors in order to improve the effectiveness of their teaching learning.
2. The Sources of Error
Corder identified three sources of errors: Language Transfer, Overgeneration or analogy, and Methods or Materials used in the Teaching.
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Besides, Richards and Simpson exposed seven sources of errors: a.
Language Transfer, to which one third of the deviant sentences from second language learners could be attributed
b. Intralingual interference, where Richards exposes four types and causes for
intralingual errors: 1. Overgeneration. It is associated with redundancy reduction. It covers
instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language. It may be the result
of learner reducing his linguistic burden. 2. Ignorance of rule restrictions: i.e. applying rules to contexts to which they
do not apply. 3. Sociolinguistic situation: motivation instrumental or integrative and
settings for language learning compound or co-ordinate bilingualism may affect second language learning.
4. Modality: modality of exposure to the TL an modality of production. 5. Age: learning capacities vary with age.
6. Successions of approximative systems: since the circumstances of language learning vary form a person to another, so does the acquisition
of new lexical, phonologica, and syntactic items. 7. Universal hierarchy of difficulty: this factor has received little attention
in the literature of second language acquisition. It is concerned with the inherent difficulty for man of certain phonological, syntactic, or
5
S. Pit Corder, Technique in Applied Linguistic, Oxford: Oxford University Press, 1972, p. 139.
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