Research Question Objectives of the Research

system correctly. All people make mistakes, in both native and second language situation. While error is a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner and an error that reveals of a portion of the learner’s competence in the target language. 18 Corder made a distinction between a mistake and error. Whereas a mistake is a random performance slip caused by fatigue, excitement, etc., and therefore can be readily self-corrected, an error is systematic deviation made by learners who have not yet mastered the rules of the L2. A learner cannot self-correct an error because it is a product reflective of his or her current stage of L2 development, or underlying competence. 19 Fisiak distinguished between error and mistake as follows: “mistakes are deviations due to performance factors such as memory limitations e.g., mistakes in the sequence of tenses and agreement in long sentences, spelling, pronunciations, fatigue, emotional strain, etc. errors, on the other hand, are system a given stage of learning.” 20 According to the understanding of mistakes and error above, it can be distinguished the difference between mistakes and errors. Mistakes are unsystematic of production which the students could correct their own mistakes if their attention in focus and they realize what mistakes that they had done. In the opposite, students do not understand that they had done and consistently do the same error. They find it so hard to correct the errors they made. Furthermore, a mistake can be self-corrected by the students but an error cannot be self corrected by the students. 18 Brown, op.cit, 2007, p. 257. 19 Diane Larsen-Freeman and Michael H. Long, An Introduction to Second language Acquisition Research, London: Longman, 1991, p. 59. 20 Jack Fisiak, Constractive Linguistics and the Language Teacher, New Jersey: Prentice hall,Inc, 1987, p. 205.

B. Error Analysis 1. Understanding of Error Analysis

There are many understanding of error analysis that is suggested by some experts. According to Gass and Selingker, “Error analysis is a type of linguistic analysis that focuses on the errors learners make.” 21 It means that error analysis is a kind of linguistic analysis that concentrates on the errors made by learners. Brown states that “error analysis is the fact that learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learner’s errors.” 22 It implies that error analysis is a procedure including observing, analyzing and classifying the errors on the second language rules and disclosing systems controlled by the learners. Meanwhile, according to James, “error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language.” 23 In other words, error analysis is the procedure to decide the occurrence, nature, reasons and results of failed-learning of a language. Based on some definitions above, it can be concluded that error analysis is a type of analysis which includes the process of observing, analyzing and classifying the errors on the second language rules and disclosing systems controlled by the learners. It also can be said as way to investigate the error made by students to get some important data about students’ difficulty in learning a language. It is believed by knowing more detail about problems faced by the students and solve it, the teacher will improve their teaching to avoid their students in making the same error again.

2. The Procedure of Error Analysis

Ellis states that there are five steps in conducting an error analysis, they are: 1. Collecting of a sample of learner language 21 Gass and Selingker, op.cit., 2008, p. 102. 22 Brown, op.cit., 2007, p. 259. 23 James, op.cit., 1998, p. 1.