sometimes made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspect performance.
21
To be more detail, Sharma explained Errors analysis is defined as process based on analysis of learners error with one clear objective; evolving a suitable
and effective teaching learning strategy and remedial measures necessary in certain clearly marked out areas of the foreign language.
22
On the other hand, Jeremy Harmer said: error is the result of incorrect rule learning; language has
been stored in the brain incorrectly.
23
From those definitions, it can be said that error may happen in teaching learning process, maybe it is caused by the teacher; they have the lack of grammar
competences in English teaching or by students who have different understanding or wrong perception then they save in the brain for long time and improve in their
English grammar.
2. The Procedures of Error Analysis
Carl James states that there are five steps in analyzing learners’ errors;
they are: a.
Detecting Error. Error detection means that we have to aware of its presence. We can spot the
error. b.
Locating Error. To locate an error is to identify it in some other way, such as saying that it is
in the last part of a sentence or simply by pointing it out c.
Describing Error. The system used to describe learners’ error must have two essential
characteristics. First, the system must be well-developed and highly elaborated. The second essential characteristic is the description must be as
simple, self-explanatory, and easily learnable as possible. In description error, there are three main purposes. The first is to make
learners’ errors explicit. The next is to prerequisite for counting errors. And the last is to create categories.
21
JC Richard, John Platt, and Heidi Platt, Longman Dictionary of Language Teaching and Applied Linguistics, London: Longman. 1992, p. 127.
22
SK. Sharma, Error Analysis: Why and How? English Teaching forum, XXX, New Jersey: Prentice Hall. 1980, p. 164.
23
Jeremy Harmer, The Practice of English Language Teaching, USA: Longman Group: 1983, p. 35.
d. Classifying Error.
To classify error means that putting the errors into categories. e.
Counting Error. To count errors is the last step that we have to do in analyzing errors. We have
to count of each type of error made by the learners.
24
In this procedure of error analysis, it shows that in analyzing error, the teacher should be able to identify error through those steps above. For this
research, the writer used James’ theory above to analyze the students’ errors.
C. Writing
1. Definition of Writing
There are many different definitions about writing given by experts. According to Barnet and Stubbs’s; “Writing as a physical act; it requires material
and energy. And like most physical acts, to be performed fully, to bring pleasure, to both performer and
audience, it requires practice”.
25
While Rise B. Axelrod and Charles R. Cooper said, “Writing is a complex process and as such contains element of mystery
and surprise”.
26
Furthermore, they said,” Writing does still more, it contributes to personal development”,
27
as students write, they become more potent thinkers and active learners; they come eventually to a better understanding of themselves through the
recording, clarifying, and organizing of their personal experience and our innermost thought.
Based on opinion above, it shows that the important thing of learning writing for the students is to express themselves on the paper by using their own
language, and to be able to write well, students should more practice.
24
James, op. cit., pp. 91 –114.
25
Barnet and Stubbs’s, Practical Guide to Writing, Canada: Brown Company, 4
th
edition 1983, p. 3.
26
Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing, New
York: St. Martin’s Press, Inc, 1985, p. 3.
27
Ibid., p. 2.
