application of rules to context where they do not apply Richards [ed] 1985. For example, a The man who I saw him, b this is not good to
drink it . We can see on the two examples above the omitted object or
may be included object unnecessarily. 3 Incomplete application of rule
Most teachers will be familiar with this error types. Richards suggests two possible causes here. One is the use of questions in the classroom,
where the learner is encouraged to repeat the question or the part of it in the answer, for example;
Teacher : Do you read much? Students : Yes, I read much.
The other possible causes are the fact that the learner may discover that he can communicate perfectly using deviant form.
4 False concepts hypothesized These are sometimes due to poor gradation of teaching items
Richards [ed] 1985. Example: the form was can be recognized by the
learner as a marker of the past tense. So it is possible for him her to create sentence like ‘I was saw that movie’.
4. The Goal of Error Analysis
May be, we have a question. Why should error analysis be undertaken? Of course, it has so many benefits for the teacher. Errors provide feedback;
they tell the teacher something about the effectiveness of his teaching materials and his teaching techniques. Errors also can be very useful device of
a foreign language teaching program. When someone does a research for an error analysis, he she must have at least one goal to achieve. As Rebecca
M.Vallete 1997 said:
“One of the goals of error analysis is to reveal learners’ strategies and to help in the preparation of more effective learning materials. Another goal is to classify the types
of error and identify those which hinder communication, as well as those which native speaker find difficult to tolerate”.
24
24
Rebbeca M. Vallete, Modern Language Testing, Boston College, 1997, 2nd ed, p.66
It is clear that the goal of error analysis is to help teachers to prepare more effective material for their students. The teacher also will be helped to
know how to present the target item of a textbook, to arrange the materials from the easy material item to the difficult one. In correlation with this error
analysis’ goal, Jack Fisiak 1981, in Contrastive Linguistics and the Language Teacher,
stated that …”
an identification of the learner error areas or recognizing the students’ difficulties in learning language could help teachers and learner in:
i Determining the sequence of presentation of target item of textbook and classroom with the difficult items following the easer one; ii deciding the relative
degree of emphasis, explanation and practice required in putting across various item in the target language; iii devising remedial lesson and exercises; iv Selecting items for
testing the learner proficiency”.
25
In addition, Dulay stated that the study of the learners’ errors serve two majors purposes;
a. It provides data from which interferences bout the nature of the language learning
process can be made.
b.
It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which errors type
detract most from learners’ ability to communicate effectively.
26
We can say that the result of error analysis will be highly rewarding for the teachers. They will know the area of English, where their students go
wrong for various reasons. They will have a keener view into various mechanisms that lead English learner errors and they may have good
understanding of how the learner’ native language system interferes with their learning English. All the information from learner’s error will help and equip
the teacher much better to devise remedial measure to make their teaching and learner’s learning more effective.
25
Jack Fisiak, Contrastive Linguistics and the Language Teacher, England: Pentagon Press Ltd, 1981, p.221-222
26
Dullay. et.al, language two,… p.138
A. Pronoun
1. Definition.
Generally, pronouns stand for pro + noun or refer to a noun, an individual or ndividuals or thing or things the pronouns antecedent.
Antecedent is a word or a sentence part that located before pronoun.
27
According to William Morries in “the American heritage Dictionary Of English Language
” stated that “word “pronoun” is originally derived from Latin “pr
ōnōmen; prō-, in place of + nōmen, name. He defined it as one of words that function as substitutes for nouns or noun phrases and denotes
person or things asked for, previously specified, or understood from the context”.
28
The same definition is also given by Richard V and Evans Eston 2000 in Analyzing the Grammar of English, they said
“The word pronoun is derived from “Pro”+”noun” typically means ‘in place of, in stead of’ a noun or a noun phrase. Pronouns, then replace nouns “Joe was tired, so
he [Joe] went home”, but pronoun can also refers back to nouns as well. In addition, pronouns can stands for a referent that actually lacks a noun antecedent: will
somebody please help me?.”
29
The pronoun he in the sentence “Joe was tired, so he [Joe] went home”, is very clear refers to Joe as the subject of the sentence or pronoun
antecedent. However, the word somebody in “will somebody please help me?” has no antecedent. So, it can be understood that not all pronouns has
antecedent. The other pronoun definition is given by As Hornby in “Oxford
Advanced Dictionary ”, he defined pronoun as “word used in place of a noun
or noun phrase”.
30
27
http:grammar.ccc.commnet.edugrammarpronouns1.htm it is accessed on Mei 3, 2010
28
Morries William, The American Heritage Dictionary of the English Language
,…p.1047
29
Richard V Teschener and Evans Eston, Analyzing the Grammar of English, Washington DC, Georgetown University Press, 2000, p.12
30
AS Hornby, Oxford Advanced Learners Dictionary of current English London; Oxford University Press, 1995,p..670
