Objectives of the Study

example errors can useful for students, teacher and syllabus designer to make a good education in the future.

2. Errors versus Mistakes

At this point, Corder introduces an important distinction between ―errors‖ and ―mistakes‖. Mistakes are deviations due to performance factors such as memory limitations eg mistakes in the sequence of tenses and agreement in long sentences, spelling pronunciation, fatigue, emotional strain, etc. On the other hand, Errors are systematic, consistent deviances characteristics of the learner’s linguistic system at a given stage of learning. 7 According to James that ―if the students is inlined and able to correct a fault in his or her output, it is assumed that the form he or she selected was not the one intended, and it shall say that the fault is a mistake. On the other hand, if the students is unable or in any way disinclined to make the correction, it assume the form the students used was the one intended, and that it is an error.‖ 8 From explanation above, it is clear that error and mistake are exactly different. When students make error, they do not know what is correct and occurs repeatedly. Meanwhile, mistake can occur because of slips of the tongue, and students can correct by themselves because they know what is correct. For examples of the errors, My brother is more smarter than My sister, My brother is more smart than My sister, exectera. It is called error because it occurs repeatedly when the students do exercises. However, the teacher has taught the students. The students still do incorrect in their exercise. In other side, for examples of the mistakes, My brother is smarter My sister, My brother is smarter than My sister. It is called mistake because the students only do incorrect sentence in the first statement. But in the next statement, the students have known to make correct sentence. 7 Jacek Fisiak. Contrastive Linguistics and Language Teacher, New York:Oxford Pergamon Press,1981, p. 224. 8 Carl James, Errors in Language Learning and Use, New York:Wesley Longman,1998, pp. 77 —78.