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output that might not be intended by the learners and which can usually be corrected if they are pointed out to the learners. Errors, in contrast, are deviant
items which were intended by the learners. It is usually difficult for the learners to correct the errors unaided and may recur in their output. Furthermore, mistakes
are not as significant as errors because mistakes are not persistent in learners language, while it often takes a long time for the learners to eliminate errors from
their writing. Ellis 1997 additionally stated, a mistake is just a slip that the learner
forgets the right form and later they can self-correct. Errors, on the other hand, are what the learners cannot self-correct. They are systematic deviations made by
learners since they do not understand the rule. The presence of errors is the learners’ lacks of knowledge that occur regularly at certain stages in their learning
development. Gass and Selinker 1994 noted that errors as “red flags” provide evidence
of the learner’s knowledge of the second language p.66. Errors tell a great deal about the students and their learning process. Producing errors infers how much
students have learnt. It therefore can be considered as a tool for learning language development.
b. Levels and Types of Error
This research deals with categorizing errors into parts. Therefore, it is necessary for the researcher to review levels and types of error as the reference for
conducting the study.
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Errors in learners’ output can of course occur at all levels of the language system. Some of the common types of error at each level are substance
mispronounciations, misspellings, punctuation, text lack of cohesion, grammatical morphology, word order, and discoursal topical coherence,
structural coherence, pragmatic aspects The researcher generalizes on the basic types of problem that can be found
at all of those levels above. They are missing item, over-inclusion, and wrong choice. The missing item is the type in which an obligatory item is omitted, for
example, a punctuation mark, a phoneme, a letter in a word, an auxiliary verb, or an element of text structure. Over-inclusion is an item redundant in the context, or
is the result of overgeneralization of rules, for example, repeat again, putted.
Wrong choice is the incorret item selected by the learner, for example, the wrong word is used, or the wrong auxiliary is used with a main verb.
2. Theories of Error Analysis
This study mainly employed the document analysis as the basic method. However, this study specifically belongs to error analysis. Therefore, the
researcher considers that it is essential to discuss a bit the theory of error analysis. According to Ellis 1997, error analysis can be regarded as the fact that
learners make errors and these errors can be identified, described, explained, and evaluated using systematic procedure and language principles. On the other hand,
Richards, et al. 1992 stated that error analysis is the study analysis of the errors made by second langage learners. Error analysis may be carried out in order to
