Corder 1974 suggests the following steps in Error Analysis research: a.
Collection of a sample of learner language. b.
Identification of errors. c.
Description of errors. d.
Explanation of errors. e.
Evaluation of errors.
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5. The Causes of Errors
Peter Hubbard,et.all, divided causes of errors into three areas: a.
Mother-tongue interference. When someone learns a new language, it is difficult for him to leave his
mother tongue because language is a habit formation where he still brings habit L1 to L2 that causes errors in language learning occur.
b. Overgeneralization.
Errors are inevitable because they reflect various stages in the language development of learner. Learners tend to make overgeneralization of rules
that they learn. Meanwhile, there are many kinds of rules in English language. They apply from one rule to other rules, for example, verb 2 of
cook is cooked, but verb 2 of go is not goed. There is another rule to change verb 1 to verb 2. Not all Verb 1 can be changed into verb 2 by
added –ed.
c. Errors encouraged by teaching material or method.
21
Errors also can occur because of teaching material or method. If material is well chosen, graded, and presented with meticulous care, errors can be
minimized. Method that is chosen must be good in order that students feel comfort and enjoy in receiving input from teacher.
20
Pit Corder, op. cit., p. 224.
21
Peter Hubbard, et all., A Training Course for TEFL, Walton Street: Oxford University Press, 1983, pp. 140-- 142.
Meanwhile, Richards divided causes of error into four areas: a.
Overgeneralization. Learners make overgeneralization of rules that they are learning which
cause errors occur. b.
Ignorance of rule restriction. This is the application of rule to contexts where they do not apply.
Learners sometimes ignore the rule restriction that must be applied. c.
Incomplete application of rules. This is the occurrences of structures whose deviant represents the degree
of development if the rule required to produce acceptable utterances. d.
False concept hypothesized.
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This is a faulty rule learning at various levels, there is a class of developmental error, which derived from faulty comprehension of
distraction in the target language. There are some sources of error:
a. Interlingual Transfer.
Interlangual transfer is a significant source of error for all learners. The beginning stages of learning a second language are especially
vulnerable to interlingual transfer from the native language, or interference. In English language learning process, students still bring L1
to L2 because they are learned by the same habit formation process. Therefore, either positive or negative transfer occurs. Positive transfer is
similar structures facilitate learning. L1 habit can successfully be used in L2. Negative transfer is interference from the L1. L1 habits will cause
errors in the L2. Negative transfer is often become source of error because it causes errors in language learning process.
22
Jack C. Richard, ERROR ANALYSIS Perspectives on Second Language Acquisition Longman, 1973, pp. 174
—178.
