6
learner as an error.
3
It means that mistake is the same as slip of the tongue that is usually only one time happens, and learner who makes a mistake is able to
recognize it as a mistake. On the other hand, error usually occurs repeatedly, and learner who makes an error is unable to recognize it as an error hence she or he
cannot correct it either. In addition, Brown states that a mistake refers to a performance error that
is either a random guess or a “slip” in that it is a failure to utilize a known system correctly.
4
It means that mistakes refers to error performance, and it cause by unsuccessful in using the language system which learner knows. Therefore, when
learners do a mistake they can do self-corrected. From the definition above, the writer concludes that mistake and error
have different meaning. Mistake occurs because of some aspect of performance, such as lack of attention and carelessness. Learners who makes mistake are able to
do self-correction. Whereas, error occurs when there is incomplete learning of the target language, so learner cannot do self-correction. In addition, usually learners
make a mistake only one time, but errors occur repeatedly.
B. Error Analysis
Error Analysis is a process based on analysis of learner‟s error in their process of second language learning.
According to James, “error analysis is the process of determining the incidence, nature, causes, and consequences of
unsuccessful language.”
5
Douglas wrote on his book “Error Analysis is the fact that learners do make error, and that these errors can be observed, and analyzed. Led to sugar of study
the learner „errors‟
6
Error Analysis is the method that can be used to help the
3
Gass and selinker, loc. cit.
4
H.Douglas Brown, Principles of Language learning and Teaching,Fifth Ed,New York: Pearson Education, 2007, p. 217.
5
Carl James, Error in Language Learning and Use, New York: Longman 1998, p.1
6
H. Douglas Brown, Principle of Language Learning and Teaching, fourth edition,New York: Addison Wesley Longman ,2000, p. 218.
7
learner and Teacher to avoid in making error. Moreover, Ellis states that “Error
analysis as a tool for investigating how learners acquire a second language.”
7
According to Brown “the fact that the learners do make error, and that these errors can be observed, analyzed, and classified to reveal something of the system
operating within the learner, led to surge of study of learners‟ error, called error analysis, ”
8
1. The Types of Error
Based on surface strategy taxonomy, Dulay classify types of error, such as omission, addition, misformation, and misordering.
9
a. Omission
Omission errors are characterized by the absence of an item that must appear in the well-formed utterance.
10
This type of error occurs if there is an omission of some required item, such as morpheme or word. Language learners
may be omit grammatical morphemes, such as –s for plural noun the – s in
books, propositions on, in, at, by, etc., article a, an, the, and inflection –ed for
past participle. For example omission of to be:
Rendi the president of the new company b.
Addition Addition errors are the opposite of omissions. They are characterized by
the presence of an item which must not appear in a well-formed utterance. It usually occurs in the later stages of second language acquisition, when the learner
has already acquired some target language rules. In fact, adddition errors result from the all too faithfull use of certain rules.
For example in syntax : The London
7
Rod Ellis, The Study of Second Language Acquisition, 2
nd
Ed, New York: Oxford University Press, 2008, p.45.
8
H. Douglas Brown, Principle of Language Learning and Teaching, 5
th
Ed., New York: Pearson Education, 2007 p.259
9
Dulay, op. cit, p.150.
10
Ellis, Ibid. p. 61.
