d. Sources of Errors in Production
According to Brown 1987:177-180 there are three basic sources of a learner’s producing errors in learning a new language. These general sources of
errors consist of interlingual transfer or interference of mother tongue, intralingual, and context of learning.
Dulay 1982:98 used the term ‘interference’ as the same as term ‘transfer’. It is explained that interlingual interference refers to the influence of an old habit
when a new one is being learned. It means that when the learners are in the process of learning the second language, the learner’s first language interferes in
this process. Brown 1987:178 describes intralingual as a negative transfer of structural
items within the target language system. It occurs when a learner has begun to acquire parts of the target language system. There are three sources of intralingual
transfer, namely overgeneralization, ignorance of rule restriction, and incomplete application of the rule.
According to Brown 1987:179-178, context of learning also becomes the major source of errors besides interference of mother tongue and intralingual.. In
this study, the term ‘context’ refers to the classroom or social situation in the case of untutored second language learning. It is obvious then that teaching and
learning activities can also be referred to the term ‘context’ here, since these activities are usually done in the situation of classroom or in the classroom itself.
Based on the explana tion, it can be said that teaching and learning activities is considered as one of major sources of errors.
e. The Significance of Learners’ Errors
A learner’s errors provide evidence of system of the language that he is using at a particular point in the course. Corder cited in Richard, 1974: 25 said
that learners’ errors are significant in three different ways. The first is for the teachers, the second is for the researchers and the third is for the learner himself.
The significance for the teachers , in the way they tell the learners, if the
learner undertakes a systematic analysis, how far the goal the learner has progressed and, consequently, what remains for the learner to learn. It means that
the teachers can see the progress of their learners and how far they can absorb the lesson. If the learners still produce errors, then, it will be a consideration for the
teachers to observe their methods in teaching. The significance for the researchers
is that the learners’ errors provide evidences of how language is learned or acquired, what strategies or procedures
the learners is employing in his discovery of the language. The researchers can make a conclusion about how language acquired and the conclusion is important
for the sake of education. The significance for the learner himself
is that the making of errors as a device the learners use in order to learn. It is a way that the learner learns about
the nature of the language he is learning. The making of errors is the strategy that employed both by the learners acquiring their mother tongue and by those
learning a second language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Corpus Linguistics
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