The Formulation Limitation and Formulation of the Problems

6 transitional step while students are developing the grammatical rules 2 . Mistakes can be self-corrected when the attention is called, but errors cannot be self- corrected because the learners don’t know what are correct. Errors may also be viewed as Global or Local. As Brown in “Principles of Language Learning and Teaching Fifth Edition” 2007:263, when the message cannot be comprehended by the listener or the reader is called Global Errors; they hinder communication. For example, “I buy a pen but he loves pets so she cries again in the bathroom”, it would be difficult to comprehend that. In contrast, Local Errors do not hinder communication; the meaning of the message is still able to be comprehended by the listener or the reader. For example, “ if I knew your house, I will visit you”, although the sentence is grammatically incorrect, but the message is still able to be comprehended. Corder, in Brown, differentiates errors between Overt and Covert. “Overtly erroneous utterences are unquestionably ungrammatical at the sentence level. Covertly erroneous utterences are grammatically well-formed at the sentence level but are not interpretable within the context of communication 3 ”. While the overt errors are clearly ungrammatical form, the covert errors are clearly grammatical, but those cannot be interpretable. For example, “i’m fine” this sentence is grammatically correct, but this is covertly error as being the answer of “who are you?”. Corder also classifies errors on a superficial basis as errors of omission where some element is omitted which should be present. Errors of addition where some element is present which should not be there. Errors of selection where the wrong item has been chosen in the place of the right one. Errors of ordering where the elements presented are correct but wrongly sequenced 4 . 2 J. C. Richards, Error Analysis: Perspective on Second Language Acquisition, London: Longman, 1973, p. 25. 3 Douglas Brown, Principles of Language Learning and Teaching, San Francisco: Pearson Education, 2007, Fifth Edition, p. 260. 4 S. P. Corder, Error Analysis and Interlanguage, New York: Oxford University Press, 1981, p. 36. 7 The most of errors of second language learners make indicates that they are gradually building an second language rule systems. According Heidi Dulay, the most common errors that learners make are: a. Omitting grammatical morphemes, which are items that do not contribute much to the meaning of sentences, as in: He hit car. b. Double marking a semantic feature e.g. past tense when only one marker is required as in: She did not went back. c. Regularizing rules, as in womans for women. d. Using archiforms one form in place of several, such as the use of her for both she and her, as in: Her dances with my brother. e. Using two or more forms in random alternation even though the language requires the use of each only under certain conditions as in the random use of and she regardless the gender of the person of interest. Misordering items in constructions that require a reversal of word order rules that had been previously acquired as in: what are you doing? Or misplacing items that may be correctly place in more than one place in the sentence, as in: they are all the time late 5 .

2. Differences between Error and Mistakes

To know the differences between an error and mistake, we can see it at least by identifying and distinguishing both how flawed the sentence patterns that the learners make is, and how correct grammatical rules that the learners apply is. Those are the simple way that the writer describes. Many linguists who state their opinion about the differences between errors and mistakes such as what Richards said, “Errors refer to the systematic errors of the learner from which we are able to reconstruct his knowledge to date, i.e. his transitional competence, while mistakes refer to error of performance 6 . James explains other descriptions about the differences between errors and mistakes. According to him, errors are: 5 Heidi Dulay, et al, Language Two, New York: Oxford University Press, 1982, p. 138. 6 Jack C. Richards and Theodore S. Rodger, Approaches and Methods in Language Teaching , Cambridge: Cambridge University Press, 1986, p. 25