students’ errors, they should describe the surface errors are made by students.
c. Explaining Errors
On this step, a writer explains why students make errors. He finds our sources of error based on error types which are found. According
Abbot, He said that the aim of any EA Error of Analysis is to provide a psychological explanation.Here is the picture of psycholinguistic sources
of errors.
15
Chart 2.1 Psycholinguistic sources of errors
Transfer Competence
Intralingual overgeneralization errors
Unique Errors
Performance Processing problems
Mistake Communication strategies
d. Evaluating Errors
After knowing the sources the students error, the teachers should do evalua
tion. According to Ellis that ―error evaluation onvolves a consideration of the affect that errors
have on the persons addressed.‖
16
The purpose of the error analysis is to help the students learn L2. There is a need to evaluate global errors to minimize errors which are made by the
students. Burt define
d that ―global errors as errors that affect overall sentence organization. Examples are wrong word order, missing or
wrongly placed sentence connectors, an d syntactic overgeneralization.‖
17
15
Ibid, p. 58.
16
Ibid, p. 63.
17
Ibid, p. 64.
5. The Causes of Errors
As usually, to know the students’ errors, the teachers should find the causes of students’ errors. It is important because to make easy and to divide
some characteristic errors. Richards divided causes of error into four areas. They are overgeneralization, ignorance of rule restriction, incomplete
application of rules, and false concept hypothesized.
18
a. Overgeneralization
Learners make overgeneralization of rules that they are learning which cause errors occur.
According to Ellis that ―the students think that second language is simple, short of experience, and partial learning.
‖
19
Based on the statement above that the students in mother tongue think that the second language is easy because it is the same as their language, and
they study in a few time. 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
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.
6. Sources of Error
When the students do error, the teachers must know what are sources of students error. This is important to know about them because the teacher will
know how they will do after getting sources of students error. There are some
18
Ibid, p. 59.
19
Erdogan, op. cit, p. 266.
