Cause of Error Error 1. Definition of Error

“He is speaks French” 27 b. Developmental error is “the result of the learner attempting to build hypotheses about the English language from his limited experience of it in the classroom or textbook. ” 28 Brown divides the sources of errors: inter-lingual transfer, intra-lingual transfer, context of learning and communication strategies. 29 a. Interlingual Transfer “Interlingual transfer is the result of transfer from the native language, many such errors are detectable in learner speech ” 30 . Meanwhile, Susan notes that “Interlingual errors are those that can be attributed to native language.” 31 as in “the book of Jack Instead of Jack’s book.” 32 b. Intralingual Transfer “Intralingual transfer-generalization is the result of as the learner progress in the second language, their previous experience and their existing subsumers begin to include structures within the target language itself ” 33 . Susan also comments that intralingual error are “those that are due to the language being learned, independent of native language” 34 , as in “I don’t know what time is it 27 Richards, loc.cit. 28 Richards, loc.cit. 29 Brown, Op.cit., p.223 30 Ibid. 31 Grass and Selinker, loc.cit. 32 Brown. loc.cit. 33 Ibid. 34 Grass and Selinker. loc.cit. nstead of I don’t know what time it is.” 35 c. Context of Learning “Context of learning is the result of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly contextualized, ” 36 as in “If you see her, please point her at to me If you see her, please point her out to me. ” 37 d. Communicative Strategies “Communicative strategies is the resulf of learner obviously use production strategies in order to enhance getting their message across, but at times these techniques can themselves become a source of error, ” 38 as in “Let us work for the well done of our country Let us work for welfare of our country ” 39 Taylor points out in Ellis that the sources of error are: a. Psycholinguistic sources concern the nature of the L 2 knowledge system and the difficulties learners have using it in production. b. Sociolinguistic sources involve such the social context. c. Epistemic sources concern the learner’s lack of world information into a coherent „text’. d. Reside in the discourse structure. 40 35 Ibid. 36 Ibid. 37 Ibid. 38 Ibid. 39 Ibid. 40 Ellis, The Study of Second Language Acquisition, New York: Oxford University Press, 2008, p. 52 Based on some mentions from the experts above, the writer would like to points out that there are three reasons of the students ’ error. First, interlingual which happens because the srudents still their mother language’s influence. Second, intralingual which happens because student is lack of knowledge from the target language. Third, error which happens because of the teaching and learning process. 2. Categories of Error There are many categories of error that are explained by the experts with different names. The writer tries to mention the categories of error based on some experts. Norish distinguishes between different types of anomalous language behaviour: the error, the mistake and the lapse. a. An error is a systematic deviation, when learner has not learnt something a nd consequntly „gets it wrong b. A mistake is inconsistent deviation, when the learner sometimes „get it right’ but sometimes he makes a mistake and uses the wrong form c. A lapse, which may due to lack of concentration, shortness of memory, fatigue, etc. 41 In addition, Corder offers the different name about the categories of error, Corder in Brown provided a model for identifying erroneous, they are overt and covert. a. Overtly erroneous utterance are unquestionably ungramatical at the sentence level. b. Covertly erroneous utterances are grammatical well-context of communication. 42 Moreover, Corder’s distingueshes three types of error according to their systematicity: a. Pre-systematic errors occur when the learner is unware of existence of a particular rule in the target language. These are random. b. Systematic errors occur when the learner has discovered a rule but it is the wrong one. 41 Ibid. 42 Norrish, op.cit., p.220 c. Post-systematic errors occur when the learner knows the correct target- language rule but uses it inconsistently i.e. makes a mistake 43 Betty Azar notes kind of errors, there are: a. Singular-Plural “He have been here for six month. He has been here for six months ” b. Word Form “I saw a beauty picture. I saw a beautiful picture” c. Word Choice “She got on the taxi She got into the taxi” d. Verb tense “He is here since June He has been here since June” e. Add a word + “I want go to the zoo I want to go to the zoo” Omit a word - “She entered to the university She entered the university ” f. Word Order “I saw five times that movie I saw that movie five times ” g. Incomplete Sentence “I went to bed. Because I was tired I went to bed because I was tired ” h. Spelling “An accident occured An accident occured ” i. Punctuation “What did he say What did he say? ” j. Capitalization “I am studying english I am studing English ” k. Article “I had a accident I had an accident ” l. Meaning not clear “He borrowed some smoke. ? ? ? ” 43 Ibid. m. Run-on sentence “My roomate was sleeping, we didn’t want to wake her up My roomate was sleeping. We didn’t want to wake her up.” “A run-on sentence occurs when two sentence are incorrectly connected: the end of one sentence and the beginning of the next sentence are not properly marked by a period and a capital letter.” 44 Heidi Dullay, et.al., reviews that the descriptive classsification of errors are 1 language category; 2 surface category; 3 comparative analysis; and 4 communicative effect. a . Error types based on Linguistic Category “These linguistic category taxonomies classify errors according to either or both the language component or the particular linguistic constituent the error affects. Language components include phonology pronounciation, syntax and morphology grammar, semantics and lexicon meaning and vocabulary, and discourse style.” 45 The following table shows Error types based on Linguistic Category based on Dullay: Table 2.1 The sample linguistic category taxonomy 46 Linguistic Category and Error Type Example of Learner Error +

A. Morphology

1. Indefinite article incorrect  a used for an before vowels  an used for a a ant an little ant 2. Possesive case incorrect  Omission of „s the man feet 44 Azar, Fundamentals of English Grammar 2nd Edition, New Jersey: Prentice Hall, 1992, p.A29 45 Dullay. et al., Language Two, New York: Oxford University Press, 1982, p.146-172 46 Ibid. 3. Third person singular verb incorrect  Failure to attach –s  Wrong attachment of -s The bird help man. The apple fall downs. 4. Simple past tense incorrect a. Regular past tense  Omisssion of –ed  Adding –ed to past already formed b. Irregular past tense  Regularization by adding –ed  Substitution of simple non-past  Substitution of past participle 5. Past participle incorrect  Omission of –ed 6. Comparative adjectiveadverb incorrect  Use of more + er The bird he save him. He calleded. He putted the cookie there. He fall in the water. I been near to him. He was call. He got up more higher.

B. Syntax

1. Noun Phrase a. Determiners  Omission of the article  Substitution of definite article for possessive pronoun  Use of possesive with the article  Use of wrong possesive b. Nominalization  Simple verb used instead of –ing  Preposition by ommited c. Number He no go in hole. He fall down on the head. He put it in the his room. The litlle boy hurt its leg. by to cook it. The dove helped him putting leaf on the water.  Substitution of singulars for plurals  Substitution of plurals for singulars d. Use of Pronouns  Omission of the subject pronoun  Omisiion of the “dummy” pronoun it  Omission of object pronouns  Subject pronoun used as a redundant element  Alternating use of pronouns by number as well as gender  Use of me as subject e. Use of Preposition  Omission of preposition  Misuse of prepositions 2. Verb Phrase a. Omission of verb  Omission of main verb  Omission of to be b. Use of progressive tense  Omission of be  Replacement of –ing by the simple verb form  Substitution of the progressive for the simple past c. Agrement of subject and verb  Disagrement of subject and verb person He got some leaf. He stab him in the feet. He pinch the man. Is nice to help people. I don’t know it in English My brother he go to Mexico So he can eat it referring to apples Me forget it. He came to the water He fell down for on, into? the water He fell? in the water. He in the water. He going. The bird was shake his head. Then the man shooting shot? with a gun. You be friends.  Disagrement of subject and number  Disagrement of subject and tense 3. Verb-and-Verb Construction  Embedding of a noun-and-verb construction in another noun- and-verb construction  Omssion of to in identical subject construction  Omission of to in the verb-and- verb constuction  Attachment of the past marker to the dependent verb 4. Word Order  Repetition of the object  Adjectival modifiers placed after noun 5. Some Transformations a. Negative transformation  Formation of no or not without the auxiliary do  Multiple negation b. Question transformation  Omission of auxiliary c. There transformation  Use of is instead of are  Omission of there The apples was coming down I didn’t know what it is. I go to play. I go and I play. I go play I see a bird got the leaf He was going to fell The bird object he was gonna shoot it. He put it inside his house a litlle round. He not play anymore They won’t have no fun How the story helps? There is these hole. Is one bird.