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.
8
In morphology : The books is here
c. Misformation
Misformation errors are characterized by the use of the wrong form of the morpheme or structure. This type of errors occurs when learner supplies incorrect
item in a well-formed utterance.
For example: Rudi speaked English well.
d. Missordering Missordering error occur because incorrect placement of a morpheme or a
group of morphemes in an utterance. For example: what Riki is doing?
2. Source of Error
To find out why certain errors occurs, people must know about cause of error that learner made. Errors were understood as the implication of learner‟s
mother tongue interference habit to second language learning. Errors which are resulted from mother tongue interference were called interlingual errors.
However, in error analysis although interference from mother tongue as a source of errors, it is not the sole source of errors. Richards cites four major causes of
interlingual developmental errors: over generalization, ignorance of rule restrictions, incomplete application of rule, and false concept hypothesized.
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Moreover, Corder claims in Hubbard book that there are three major cause of errors, they are mother tongue interference, overgeneralization, and error
encouraged by teaching material or method.
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a. Mother-tongue interference In learning foreign language, young children learner looks to be able
produce new sounds more easily and effectively than older learner. It caused by the influence of older learner experience in learning first language.
b. Overgeneralization
11
Jack C. Richards, A Non-Contrastive Approach to Error Analysis, San Fransisco: pearson, 1970, p.6.
12
Peter Hubbard, et al., A training Course for TEFL, New York; Oxford University Press 1982, pp. 140
–142.
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Overgeneralization occurs when student acquired one structure that already saved on their mind, and they use the structure into new structure which different
with the previews structure. For example, when student masters one structure simple present tense then the teacher ask hisher to change into present
continuous which she or he haven‟t masters yet, so shehemight be write “She walks quickly” into “She is walks quickly
c. Error encouraged by teaching material or method Errors appear error can appear to be induced by teaching itself and error is
an evidence of failure of ineffective teaching or lack of control. For example, when the teacher teach tenses, he only emphasized on one structure, so the student
will use the emphasize one foe all structure. In addition, Brown states four sources of error, they are: interlingual
transfer, intralingual transfer, context of learning and communication strategies.
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a. Interlingual Transfer Interlingual Transfer is a significant source of error for all learners.
Interlingual errors are the result of language transfer, which are caused by the learner‟s first language. Interlingual errors may occur at diffetent levels such as
transfer of phonological, morphological, grammatical and lexical-semantic elements of the native language into target language. For example, language
learners apply their first language grammar structure to the target language. b. Intralingual Transfer
Intralingual transfer is the other reason for second language learner for committing errors. Intralingual errors result from faculty or partial learning of
target language rather than language transfer. They may be caused by the influence of one target language upon another. Intralingual error occurs when the
learners try to build up concept and hypotheses about target language from their limited experience with it. For example, learners try to use two tense markers at
the same time in one sentence while they have not mastered the language yet. Such as in this sentence:
“She is plays the computer” , it is because the singular of
13
H. Douglas Brown, Principles of language Learning and Teaching, 5
th
Ed. New York: Oxford University Press, 2008, p.45.
