The Steps of Error Analysis

Meanwhile, Richards divided causes of error into four areas: a. Overgeneralization. Learners make overgeneralization of rules that they are learning which cause errors occur. b. Ignorance of rule restriction. This is the application of rule to contexts where they do not apply. Learners sometimes ignore the rule restriction that must be applied. c. Incomplete application of rules. This is the occurrences of structures whose deviant represents the degree of development if the rule required to produce acceptable utterances. d. False concept hypothesized. 22 This is a faulty rule learning at various levels, there is a class of developmental error, which derived from faulty comprehension of distraction in the target language. There are some sources of error: a. Interlingual Transfer. Interlangual transfer is a significant source of error for all learners. The beginning stages of learning a second language are especially vulnerable to interlingual transfer from the native language, or interference. In English language learning process, students still bring L1 to L2 because they are learned by the same habit formation process. Therefore, either positive or negative transfer occurs. Positive transfer is similar structures facilitate learning. L1 habit can successfully be used in L2. Negative transfer is interference from the L1. L1 habits will cause errors in the L2. Negative transfer is often become source of error because it causes errors in language learning process. 22 Jack C. Richard, ERROR ANALYSIS Perspectives on Second Language Acquisition Longman, 1973, pp. 174 —178. b. Intralingual Transfer. Intralingual transfer within the target language itself is a major factor in second language learning. One of examples is overgeneralization, which is the negative counterpart of intralingual transfer. c. Context of Learning. A third major source of error is context of learning. Context refers to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context the teacher or the text book can lead the learner to make faulty hypothesis about the language. Students often make errors because of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly contextualized. d. Communication strategies. Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to enhance getting their messages across, but at times these techniques can themselves become a source of error. 23

5. The Goal of Error Analysis

There are some goals of error analysis; one of them is as Vallete said: ―One of the goals of error analysis is to reveal learners. A strategy is to help in the preparation of more effective learning material‖. 24 Next argument is while Corder makes a distinction between the theoretical and applied goal of error analysis. They are: a. Applied goal aspect is correcting and eradicating the learner’s error at the expanse of the more important and logically prior task of evolving an explanatory theory of learner’s performance. In other word the applied 23 Brown, op. cit., pp. 263 —266. 24 Rebecca M. Vallete, Modern English Testing, Boston: Boston College, 1977, p. 66. goal serves to enable the students to learn more efficiently by exploiting their knowledge. b. Theoretical goal aspect is as worthy of study in and on itself as is that of child language acquisition and can in turn provide insights into the process of language acquisition in general. 25

B. Personal Pronoun 1. The Meaning of Personal Pronoun

First, the writer would like to explain about pronouns before giving the definition of personal pronoun. The traditional definition of pronoun is as a word that takes the places of a noun. Modern grammarians who regard position and function as the decisive factors in classifying a part of speech often consider pronoun as a subclass of noun. 26 Pronouns are a structure class whose members serve as substitution forms for noun phrases. The noun phrase for which a pronoun substitutes is called the antecedent of the pronoun. The subcategories of pronouns serve as substitution forms to different degrees. 27 From some definition above, it can be known that personal pronoun is a word that take places of noun. However, the position and the function as the significant factors in organizing a part of speech often consider pronoun as a subclass of noun and substitution forms to different units. The differences of many pronouns are more highly inflected for grammatical properties, person, number, case and gender, and all pronouns lack the derivational endings Such as; - tion, - ment that nouns have. Pronouns have most of the same functions as noun, such as: 28 a. Subject of verb 25 Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, Oxford: Pergamon Press, 1981, p. 225 26 Marcela Frank, Modern English, A Practical Reference Guide, New Jersey : Prentice Hall, 1972, P. 20 27 Mark S. Lc Tourneau, English Grammar, Weber State University, 2001 harcourt , p. 66 28 Ibid. P. 27