Example: - Do you go to Bali last year? Instead of
– Did you go to Bali last year?
b. Ignorance of Rule Restrictions
Closely related to the generalization of deviant structures is failure to observe the restrictions of existing structures, that is, the
application of rules to contexts where they do not apply. Example:
- The man who I saw him yesterday is my teacher. Instead of – the
man whom I saw yesterday is my teacher.
c. Incomplete Application of Rules
This error is the result of the learner’s high motivation to achieve communicative ability. In achieving this, learner sometimes
produces grammatical incorrect sentence. Example:
- She go to school every day. Instead of – She goes to school every
day.
d. False Concept Hypothesized
This error is the result of the faulty comprehension of distinction in the foreign language, sometimes this error is because of the poor
gradation of materials of teaching. Example:
- He is speaks English. Instead of – He speaks English.
From the explanation above, there are some major causes of error that usually happen to students according to Corder, Brown, and Richard
namely: „transfer error’ Mother-tongue interference, „analogical error’
Over- generalization, and „teaching induced error’ Error encouraged by
teaching material or method, Interlingual Transfer, Intralingual Transfer, Context of Learning and Communication Strategies, over-generalization,
ignorance of rule restriction, incomplete application of rules, and false concept hypothesized.
4. Types of Error
There are four classification of students’ error according to Dulay, viz.: linguistic category taxonomy, surface strategy taxonomy,
comparative taxonomy, and communicative effect taxonomy.
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a. Linguistic Category Taxonomy
Many error taxonomies has been based on the linguistic item, which is affected by an errors. These linguistic category taxonomies
classify errors according to either or both the language component and the particular lingusitic constituent the error effects.
Language components include phonology pronunciation, syntax and morphology grammar, semantics and lexicon meaning
and vocabulary, and discourse style. Constituents include the elements that comprise each language component. For example,
within syntax one may ask whether the error is in the main or subordinate clause, and within a clause, which constituent is
affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjective, and so forth.
b. Surface Strategy Taxonomy
Surface strategy taxonomy highlights the ways surface structures are altered: Learners may omit necessary items omission
or add unnecessary ones addition; they may misform items selection or misorder them misordering.
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1 Omission
Omission errors are characterized by the absence of an item that must appear in well-formed utterance. Although any
morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than others.
Example:
14
Dulay et.al., op.cit., pp. 146-172.
15
Ibid.
Kategori