The Objective the study Significant of study

8 effectiveness of their teaching. Apparently errors give sign to teacher and researchers how target language learning is successfully achieved. According to Pit Corder as quoted by Brown: „A learner’s errors are significant [that] they provide the researcher the learner is employing in the discovery of the language. 6 Corder explained , “Our object in error analysis is to explain error linguistically and psychologically in order to help the learner to learn ” 7 Guntur Taringan said: “Analysis kesalahan adalah suatu prosedur kerja, yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sample pengidentifikasian yang terdapat dalam sample, penjelasan kesalahan tersebut, pengklasifikasian kesalahan itu berdasarkan penyebabnya, serta pengevaluasi antara keseriusan kesalahan itu” 8 To be more detail, Sharma explained,” Error analysis is defined as a process based on analysis of learners error with the one clear objective evolving a suitable and effective teaching learning strategy and remedial measure necessary in certain clearly market out areas of the foreign language. 9 From some statements above, it can be seen that errors in learning a second language are caused by the interference of the learners’ mother tongue. In other words, errors made the learners sometimes are caused by use of the first language. So, the writer tries to conclude that error analysis is a way of looking at error made by the learner of the target language. 3. The Cause of Error One of the first and most important studies conducted in the field of Error Analysis was the one done by Richards. His study involved learners 6 Brown,op.cit.,p.217 7 S. Pit Corder , Technique in Applied linguistic, Oxford University Press, 1974,p.139 8 http:journals.English20Training20Center2020Error20Analysis.htm 9 Idib. 9 from different language background and showed the different types of errors relating to production and distribution of verb groups, prepositions, articles, and the use of questions. Based on this, he distinguished three sources of errors: a. Interference errors: errors resulting from the use of elements from one language while speaking or writing another. b. Intralingual errors: errors reflecting general characteristics of the rule learning such as faulty generalization,incomplete application of rules and failure to learn conditions under which rules apply c. Developmental errors: errors occurring when learners attempt to build up hypothesis about the target language onthe basis of limited experiences. 10 According to Richards intralingual errors are also divided to the following categories: a. Overgeneralization errors: the learner creates a deviant structure on the basis of other structures in the targetlanguage b. Ignorance of rule restrictions: the learner applies rules to context where they are not applicable c. Incomplete application of rules: the learner fails to use a fully developed structure d. False hypothesis: the learners do not fully understand a distinction in the target language. James in his study, showed the different types of learners errors relating to omission, overinclusion,misselection use wrong words not wrong forms, misordering, blends or blending arises when two alternative grammatical forms are 10 Robinett Betty Wallace Jacquelyn Schachter, Second Language Learning, the University of Michigan, the University of Michigan Press and simultaneously,1983,.p198