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2 Archi-forms. The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language
acquisition. For example: that dogs for those dogs. 3 Alternating forms. As the learner’s vocabulary and grammar grow, the use of
archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example: those dog, this cats.
d. Misordering
. Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For
example: he is all the time late all the time is misordered
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.
5. The Procedure of Error Analysis
It was necessary to know and to understand the procedures of error analysis. There are some procedures to conduct an error analysis. James cited in
Sakoda’s paper, explained the procedure of error analysis has 6 stages: stage 0 is to elicit and register the data, stage 1 is to make an identification of errors, stage 2
is to describe of errors, stage 3 is an explanation and a diagnosis of errors, stage 4 is an evaluation of the errors, stage 5 is a plan for prevention and feedback.
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Another procedure of errors is given by Ellis states that there are some steps in conducting an Error Analysis, they are:
a. Collection of a sample of learner language The sample could consist of natural language use or be elected either clinically
or experimentally. It could also be collected cross-sectionally or longitudinally.
b. Identification of Error Identifying the errors in the sample. It means that the errors are identified in
the sample that the researcher got from the language learner. c. Description of Error
15
Dulay, Burt, and Krashen, op. cit., p. 154-162.
12
The description of learner errors involves a comparison of the learner’s idiosyncratic utterances with a reconstruction of those utterances in the target
language or with baseline corpus of native-speaker language. d. Explanation of Error
Explanation is concerned with establishing the source of the error, i.e. accounting for it was made. This stage is the most important for SLA research
as it involves an attempt to establish the processes responsible for L2 acquisition.
e. Evaluation of Error It involves consideration of the effect that errors have on the persons
addressed.
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6. Types of Grammatical Errors
Every learner has different types of making errors. In this case, especially for the students at the second year of SMP YAPERA Ciledug the most common
errors that the learners are made on making simple present such as: a. Verb Tense
Tense is the form of the verb that indicates the time at which the action or state is viewed as occurring. A verb tense not only indicates past, present,
future action but also indicates whether the action is complete. In this problem, the writer explains on the using verb tense in simple present. The
rules using it can be seen in the following pages about “The rules of using of simple present” on page 17.
b. Auxiliary verb Auxiliary verb also called as helping verb. It is verb functioning to give
further semantic or syntactic information about the main or full verb following it. It is used to assist the verb and cannot be used without the main verb. Some
auxiliaries verb are used in simple present consist of three kinds, they are: 1 Is, am, are
16
Rod Ellis, The Study of Second Language Acquisition 2
nd
Edition Oxford: Oxford
University press, 2008, p.46.
13
Auxiliaries to be is, are, am are not followed by verb V1Ves,s in the declaratives statement, but they are followed by noun phrase, adjective and
adverb or compliment. They are also used as part of the sentence structure for question and negative statement with the simple present.
2 Do, does Do and Does are not only used as part of the sentence structure for question
but also as part of the sentence structure for negative statement with the simple present.
3 Have, has Auxiliaries verb to be have, has are not followed by verb V1Ves,s in the
declarative statement. They are usually followed by object or complement. They are also used as part of the sentence structure for question and negative
statement with the present simple. c. Punctuation
Punctuation marks are symbols that indicate the structure and organization of written language and it’s vital to disambiguate the meaning of sentences.
Some students made errors in punctuation. They did not realize that written English is different from spoken language. Gesture, tones, and stressing can
make the meaning clear in spoken language, but only punctuation can make the meaning clear in written English.
d. Question Word Question word or interrogative pronoun is used to ask certain types of
questions. It can be created by putting the auxiliary before the subject then adds the WH or at the beginning. There are some functions WH questions,
they are as follow:
Table 2.1 Some Functions and Examples of Question Word
WH Function
Example What
Asking for information about something
What is your name?
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When Asking about time
When does she come? Where
Asking in or what place or position
Where do you buy shoes?
Which Asking about choice
Which color do you want?
Who Asking about person or
people subject Who comes today?
Whom Asking about person or
people subject Whom do you know?
Why Asking for reason
Why do you say like that?
How
4 How long
5 How Far
6 How often
7 How many
8 How old
9 How Much
Asking about manner
Asking about duration
Asking about distance
Asking about frequency
Asking about quantity countable
Asking about age
Asking about quantity uncountable
How do you go to school?
How long do they stay here?
How far is pattaya from Bangkok
How often do you clean bedroom?
How many books do you have?
How old are you?
