Significances of the Study

b. Inter-lingual errors “Inter-lingual errors are similar in structure to a semantically equivalent phrase or sentence in the learner’s native language”. 5 For example: “I put the book science on the table” and “I saw a girl beautiful in front of my office”. Those are error in using phrase, which the learner translate Indonesian language word-for-word into English language. c. Ambiguous errors “Ambiguous errors are those that could be classified equally well as developmental or interlingual. That is because these errors reflect the learner’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language ”. 6 d. Other errors Other errors are the errors that do not mention in the other types of errors, such as developmental errors, inter-lingual errors, and ambiguous errors. For example: “My cat do cute” it should be “My cat is cute” 4 Error based on communicative effect taxonomy “The communicative effect classification deals with errors from the perspective of their effect on the listener and reader. These errors divided into parts:” 7 a. Global error Global error hides communication; it prevents the learners from comprehending some aspects of message. b. Local error Local error itself doesn’t interfere with understanding at an utterance, usually because there is only a minor violation of one segment of a sentence. This research used the types of errors according to Pit Corder’s theory because the classification suits the writer’s concern best in analyzing the verb only. Corder classifies the errors into four main categories; they are: 5 Ibid., p. 171. 6 Ibid., p. 172. 7 Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa, Bandung: Angkasa, 1988, p.164. 1. Omission Error of omission is where some element is omitted which should be present. It means that omission error occur when learners miss or omit necessary items from an utterance. For example, “I very happy”. In the sentence, an auxiliary was which should be put after pronoun “I” is omitted. Hence, the sentence should be “I was very happy”. 2. Addition Error of addition is where some element is present which should not be there. It is the opposite of omission error. Learners do not only omit element which they regard as redundant but they also add redundant element. For example, in a sentence written in past tense, learner produces utterance as following: “I was visited my grandmother last month”. In the example, the learner adds was before visited. Hence, the sentence should be “I visited my grandmother last month”. 3. Misselection Error of selection is where the wrong item has been chosen in place of the right one. For example, a learner writes a sentence as following: “I go to Bandung last week” In the example the learner selects the wrong verb for simple past tense form. The correct verb of go is went . Hence, the sentence should be “I went to Bandung last week”. 4. Misordering Error of ordering is where the elements presented are correct but wrongly sequenced. For example, “What you are doing?”. In this example, auxiliary –are is supposed to be put before pronoun you. Hence, the sentence should be “What are you going?”. 8 8 S.P. Corder, Error Analysis and Interlanguage, Oxford: Oxford University Press, 1981, p. 36.