21
3 Incomplete Application of Rules
Incomplete application of rules happens when learners create deviant structures in their language production because they may be interested in how to
use language efficiently to communicate without having to master all the rules necessary for the utterances they produce. It reflects the level of the development
of the rules necessary to produce acceptable utterances. For example: [xvi] You like this? instead of Do you like this?
4 Falsely-Hypothesized Concepts
Falsely-hypothesized concepts result from inappropriate understanding on the distinctions in the target language. For example:
[xvii] We are live in a small but beautiful house instead of We live in a small
but beautiful house.
[xviii] She was said, “I don’t know the answer” instead of She said, “I don’t
know the answer.”
5. Error Analysis
Dulay et al. 1982 define an error analysis as the listing and classification of the errors contained in a sample of learner’s speech or writing p. 277. Asher
1994, p. 740 states that an error analysis is the procedure of describing and explaining errors systematically. He further points out that the error analysis has
pedagogical and psycholinguistic aim. The pedagogical aim is roughly to provide
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 feedback about teaching methods and materials. The psycholinguistic aim is to
throw light on how languages are learned and produced. There are two major purposes to study learners’ errors Dulay et al., 1982,
p. 138. The first one is that it provides data from which inferences about the nature of the language learning process can be made. The second one is that it
indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract
most from a learner’s ability to communicate effectively.
B. Theoretical Framework
In this section the researcher will address the synthesis of all the theories to support her research. First of all, it is important to really understand what an
error means and how important it is to study students’ errors. The researcher learns that errors, as Dulay et al. explain 1982, p. 138, are the parts of a
conversation or composition which are inappropriate to a language’s rules. To pay attention to errors is necessary because it can help the teacher to give feedback to
students and, as Asher 1994, p. 740 points out, later it can help him improve his teaching methods and materials. Since it is not easy to examine which erroneous
utterances are errors and which are mistakes, the researcher decided to analyze all utterances which violated the rules of verb phrases.
To identify and examine students’ errors, an error analysis must be done. Error analysis is an activity aimed at identifying and “making use” of the errors
that the students produced. In this study the researcher attempts to conduct an
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
