11
Error is the result from the native language. The native language interferes the target language in second language learning.
Fluent knowledge of a learner’s native language can be the aids to teacher in detecting and analyzing errors. For example : the learners
say Sheep for Ship or The book of Andrew for Andrew’s book.
b. Intralingual Transfer
Once a learner has acquired parts of the new system, more and more intralingual transfer-generalization within L2---would occur.
Error is caused by failing of understanding the rules of target language and the error appears because of the students “lack of
knowledge in target l anguage”.
For example : Do Christine can sing? Instead of Does Christine can sing? or Diana cook every day instead of Diana cooks every day”.
c. Context of Learning
Richards called “false concepts” and Stenson called “induced errors”, including : a misleading explanation from the teacher, b
faulty presentation of a structure in a textbook, c improperly contextualized pattern, d confused vocabulary items because of
contiguous presentation, e inappropriately formals form of language-- -bookish language.
Context refers the classroom which involves teacher, students, materials, text book and teaching activities. The students often do
errors because of missleading explanation from the teacher, faulty presentation of structure or word in textbook or even because of a
pattern that was rotely memorized in a drill but improperly contextualized.
For example : Omission of A : She was good girl
Omission of The : Institute of Agricultural Bogor
12
A used instead of The : A sun becomes red
8
And the other side, based on Richards’ statement about three types of errors, so he was explained and divided cause or source of errors in
learning English into three causes or sources of errors :
a. Overgeneralization
Overgeneralization generally involves the creation of on deviant structure in place of two regular structures.
It is the use of previously learned rules in new situation. For example :
Live – Liveing F –Living T
b. Ignorance of Rule Restriction
Ignorance of Rule Restrictions closely related to generalization of deviant structure is failure to observe the restrictions of existing
structures that is the application rules to context where the do not apply.
For example : Catch
– To Catch F – Catching T
c. Incomplete Application of Rule
Incomplete application of rules covers students or learners failure to apply rule completely.
For example : Swim
– Swiming F – Swimming T
9
From the statement above, the writer was used Richards’
explanation as reference and guidance in analyzing learners’ error.
5. Definition of Error Analysis
Errors in foreign language teaching especially in English are the cases which are difficult enough to avoid. Many aspects that can cause the
learners of English as a foreign language make errors. these aspects are interference, overgeneralization, markers of transitional competence,
8
http:puslit.petra.ac.idjournalsletters
9
Richard, op. cit., p. 174-179.
