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The second chapter is the theoretical framework. This chapter consists of two main parts. The first part gives the explanation for the error analysis that
comprises the definition of error and error analysis, the sources of error, the classification of error, and the procedure of error analysis. The second part of this
chapter explains about the noun which covers the noun as a part of speech, the noun classification, and the irregular plural nouns.
The third chapter of this research is the research methodology. It comprises the method of the research, the place and time of the research, the
object of the research, the instrument of the research, and the technique of data analysis.
The research finding is in the fourth chapter. It provides the explanation of data description, data analysis, and data interpretation.
The last chapter is the conclusion and suggestion based on the research finding of the previous chapter. References and appendices are enclosed
subsequently to complete this writing.
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CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis
1. The Definition of Error
Various definitions of error have been presented by a number of experts. Basically, those definitions contain the same meaning while the difference lies
only on the ways they formulate them. The first definition is what is stated by Norrish, i.e.
“error is a systematic deviation, when a learner has not learnt something and consistently gets it wrong.
”
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It means something can be said an error when someone does not know the matter and he or she constantly does it
incorrectly as they produce deviant grammatical rules on this context. The second definition is given by Cunningsworth that says
“… errors are systematic deviations from the norms of the language being learned.
”
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This is similar with the previous explanation and the emphasis is on the norms or
grammatical patterns. ” Those two theories are preceded by another definition
from Dullay, et al, stated that “error is the flawed side of a learner‟s speech or
writing. ”
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Here, our attention lays on the „flawed‟ side which means parts of the learners‟ speaking or writing that are grammatically incorrect and thus to be called
errors.
2. The Definition of Error Analysis
From the previous sub charter, it can be said that error analysis is an activity to reveal errors found in writing and speaking. Richards et al state that
“… error analysis is the study of errors by the second and foreign learners. Error
analysis may be carried out in order to a find out how well someone knows a language, b find out how a person learns a language, and c obtain information
3
Norrish, J, Language Learning and Their Errors, 1987, London: Macmillan Publisher Ltd.,p.7
4
Cunningsworth, A., Evaluation and Selecting EFL Teaching Materials, 1987, London: Heineman Education Book, p.87
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Heidi Dullay,et al, 1982, Language Two, NY: OU Press, p.138
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on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials.
”
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Another concept of error analysis is given by Brown. He defined error analysis as
“the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learner.
”
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It seems this concept is similar with the one proposed by Crystal i.e. “error
analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using
any of the principles and procedures provided by linguistics. ”
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“Theoretical analysis of errors, mainly deals with the process and strategies of language learning and its similarities with first language acquisition.
In other words, it tries to investigate what is going on in the minds of language learners. Secondly, it tries to decode the strategies of learners such as
overgeneralization and simplification, and thirdly, to go to a conclusion that regards the universals of language learning process whether there is an internal
syllabus for learning a second language. ”
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Before we go further on explaining about the error and its characteristics, it is necessary to pay our attention to the distinction between an error and a
mistake as what some linguists call them two different phenomena. According to Dictionary of Language Teaching and Applied Linguistics,
“a learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance. Mistake can be self-
corrected when attention is called. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing
faulty or incomplete learning, In other words, it occurs because the learner does
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Richards, J.C., ed, Error Analysis, 1985, London: Longman, p.96
7
Brown, H.D., Principles of Language Learning and Teaching, 1980, New Jersey: Prentice Hall Inc.,p.166
8
Crystal, D., A Dictionary of Linguistics and Phonetics, 2
nd
Edition, 1987, New York: Basil Blackwell Inc., p. 112
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Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, volume
1, Issue 2, December 2005, p.263
