ERRORS THE DIFFERENCE BETWEEN ERROR AND MISTAKE

sample of learner language, identification of errors, description of errors, explanation of errors and evaluation of errors. 11 First, collection of a sample of learner language. It is deciding what sample of learner language to use for the analysis and how to collect these samples. We can identify three board types of error analysis according to the size of the sample. Second, identification of errors. After the learner language has been collected, the errors have to be identified. To identify errors we have to compare the sentences learners produce with what seem to be normal or ‘correct’ sentences in the target language which correspond with them. 12 Third, description of errors. When the errors have been identified, they can be described. There are several ways of doing this. One way is to classify errors into grammatical categories. Another way might be to try to identify general ways in which the learner’s utterances differ from the reconstructed target language utterances. 13 As Ellis stated that “The description of learner errors involves a comparison of the learner’s idiosyncratic utterances with a reconstruction of those utterances in the target language ”. 14 Fourth, explaination of errors. After the errors have been identified and described, the next step is to try to explain them. Explanation is concerned with establishing the source of the error, i.e. accounting for why it was made. 15 At last, evaluation of errors. Because the purpose of the error analysis to help learners learn second language, so there is a need to evaluate errors. It involves a consideration of the effect that errors have 11 Ellis 2008, op.cit.,p. 48 12 Rod Ellis, Second Language Acquisition, New York: Oxford University Press, 1997, p.16 13 Ibid p. 18 14 Ellis 2008, op.cit, p. 54 15 Ellis 2008, op.cit, p. 57 on the person s addressed. 16 The design of error evaluation studies involves decisions on who the addressed i.e. the judges will be, what errors they will be asked to judge, and how they will be asked to judge them. 17 Based on the explanation above, the writer summarize that the procedure of error is the several steps to carry out an error analysis. There are collection of sample of learner language, identification of errors, description of errors, explanation of errors and evaluation of errors.

3. Goal of Error Analysis

The most typical use of the error analysis is the teachers. It is designing teacher pedagogical material and strategies. Analysis is as a tool for investigating how learners acquire a second language and to provide the feedback value for the teacher. 18 Dullay stated that studying students’ errors serves two major purposes: 19 a. It provides data from which inferences about the nature of the language learning process can be made. b. It indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which errors types detract most learner’s ability to communicate effectively.

4. Types of Error

Each student has different types in making errors when they write paragraphs. According to Azzar in his book, types of errors fall into 16 Ellis 2008, op.cit., p. 63 17 Ibid 18 Ellis, 2008, op.cit, p. 45 19 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, New York: Oxford University Press, 1982, p. 138 fourteen categories; singular-plural, word form, word choice, verb tense, addition, omission, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear, and run-on sentence. 20 Table 2.1 Guide for Correcting Errors No. Types of Error Example of Error Error Correction 1. Singular- Plural He have been here for six month He has been here for six months 2. Word Form I saw a beauty picture I saw a beautiful picture. 3. Word Choice She got on the taxi She got into the taxi 4. Verb Tense He is here since June He has been here since June 5. Addition I want go to the zoo I want to go to the zoo 6. Omission She entered to the university She entered the university 7. Word Order I saw five times that movie I saw that movie five times 8. Incomplete Sentence I went to bed. Because I was tired I went to bed because I was tired 9. Spelling An accident occured An accident occurred 10. Punctuation What did he say What did he say? 11. Capitalization I am studying english I am studying English 20 Betty S. Azar, Understanding and Using English Grammar, Second Edition.New Jersey: Prentice Hall Regents, 1989, p. A29-A30