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3 Comparative Analysis Taxonomy
Dulay et al. 1982 state that the classification of errors in a comparative taxonomy is based on comparisons between the structure of second language and
certain other types of constructions p. 163. According to Johnson and Johnson 1999, as cited in Harendita 2009, in comparative taxonomy, the second
language learners’ errors are classified by similarity with the children’s first language learner deviations from target language norms andor similarity with the
errors made by second language speakers from different first language background p. 14.
4 Communicative Effect Taxonomy
The communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. It focuses on distinguishing
between errors that seem to cause miscommunication and those that do not.
d. The Causes of errors
Making mistakes or errors cannot be avoided in learning a language. There are some possible causes of language learners’ errors that they made when they
were learning a language. Brown 2000 states, there are three major factors
which contribute to the learners’ errors. First, interlingual transfer, it is
interference from the mother tongue during the second language learning process.
Second, intralingual transfer; it refers to the overgeneralization within the target
language. The more they acquire parts of a new system, the more intralingual
transfer is manifested. Third, it is context of learning. Context refers to, for
15 example, the classroom with its teacher and material. The teacher or the materials
may lead the students to make faulty hypothesis about the language pp. 223-225.
e. Suggestions to Improve Students’ Understanding
Some scholars have proposed some suggestions to improve students’ understanding of material being taught. Dulay et al. 1983, as cited in Harendita
2009; state that exposure to formal language environment, which consists of rule explanation and mechanical practice, can be helpful to increase students’
understanding about the material explained p. 16. Besides, Ellis 2002 also state that practice stage aims to “transfer what they know from short-term to long-term
memory” p. 168. In addition, Dörnyei 2001 also suggests that the teacher should be able to make the learning stimulating and enjoyable. They should break
the monotonous learning, make tasks more interesting and increasing the involvement of the students p. 73. In other words, interesting practices and
enjoyable activities would enable the students to keep and understand the material in long-term memory.
In addition, according to Harmer 2007, the teachers should give feedback in order to help to clarify the language in the students’ mind. He also states that
the explanation from the students’ peers can help out p. 97. Similarly, Lewis 2002, states that some benefits can be obtained from feedback. Feedback
provides information, language input and advice about learning. It also can lead students towards taxonomy and can be a form of motivation pp. 3-4.
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2. Basic Noun Phrases BNP
