uncontrolled classroom situation, too many students in one class, low motivation from the students, no sufficient facilities available, and also none of supporting
environment which help the students develop their ability. From the explanations above,
the writer is interested in analyzing students’ errors in using type two of conditional sentences. The writer would like to carry
out a research under the title ERRORS ANALYSIS ON THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOL IN USING TYPE TWO OF
CONDITIONAL SENTENCES AT SMA DUA MEI.
B. The Limitation and Scope of the Problems
In this study, the writer focused on analyzing the second grade students’
grammatical errors on using type two of conditional sentences at SMA Dua Mei Ciputat. To be more focused
, the problem is limited on analyzing the students’ grammatical errors on using type two of conditional sentences that are based on
Betty Azar’s grammatical error classification. Here are the classifications:
singular-plural, word form, word choice, verb tense, add word, omit word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning
not clear and run on sentence.
5
C. The Formulation of the Problems
Based on the background of the study, the writer formulates her problem as follows:
1. What are the students’ errors in using type two of conditional sentences?
2. Why do the students make errors in using type two of conditional sentences?
D. The Objectives of the Reseacrh
In order to guide the analysis in the research, the objectives are to obtain some clear information about the
students’ errors, and to know the reason why the students make errors in using type two of conditional sentences. In addition, the
5
Bety Schrampfer Azar, Understanding and Using English Grammar, 2
nd
Edition, New Jersey: Prentice Hall, 1992, p.
A
29.
writer expects that this ‘skripsi’ will be useful for the English teachers in teaching type two of conditional sentences and for the senior high school students in
second year to anticipate the mastery level that the may face in learning the type two of conditional sentences.
E. The Significances of the Reseacrh
Theoretically, the research can hopefully be useful for english teachers to know the students’ errors in using type two of conditional sentences and to make
them easier to understand using type two of conditional sentences. Not only that, the students may also know the right formula of type two of
conditional sentences. Besides, the writer is a ble to recognize some students’
errors in using type two of conditional sentences, and the way out to solve them.
Practically, the research can be a good reference for the teachers who teach type two of conditional sentences in order to be able to minimize a number of
errors and mistakes the students generally do by the simple way. However, the students may correctly apply what they have been taught in terms of type two of
conditional sentences. Also, the writer are going to able to make the students
easier to understand in using type two of conditional sentences well.
6
CHAPTER II THEORETICAL FRAMEWORK
A. Errors Analysis
W. R. Lee first introduced errors analysis in 1957, and it gained popularity in the 1970s. Although, the field of errors analysis in Second Language
Acquisition was established in the 1970s by S. P. Corder and colleagues, errors analysis was an alternative to contrastive analysis.
1
According to David Crystal, “Error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a
language, especially forei gn language”.
2
Besides, Pit Corder states in his book that error analysis is carried out in three successive stages, they are:
1 Recognition of Errors
It is crucially dependent upon interpretation of the learners’ intentions. 2
Description of Errors In this step, one tries to show they have failed to realize the intended message.
3 Explanation of Errors
Explanation is still largely speculative because of our limited knowledge of the psychological and neurological process involved in language learning.
3
So the writer tries to conclude that the errors analysis is a way of looking at errors made by the learners of the target language, as a source of information to
the teachers, which in turns helps them correct the students’ errors, and improves
the effectiveness of their teaching.
1. The Differences between Errors and Mistakes
Learning a language is fundamentally process that involves making of mistakes or errors. The mistakes include with vocabulary items, grammatical
pattern, and sound patters as well.
1
http:en.wikipedia.orgwikisecond language acquistion. 12 September 2011
2
David Crystal, An Encyclopedic Dictionary of Languages, Oxford: Blackwell, 1992, p. 125.
3
http:teaching stylesonline.comstages of error analysis. Html. 20 May 2011
James 1998 differentiates between errors and mistakes. He defines errors as a systematic mistakes due to lack of language competence while mistakes
refers to performance errors because of a random guess or slip. While errors cannot be self-corrected, mistakes can be self-corrected if the deviation is pointed
out to the speaker.
4
Meanwhile, Edge 1989 offers simpler definitions that are especially important for classroom teachers to keep in mind. He states that a slip or mistake
is what a learner van self-correct.
5
Furthermore, Corder 1967 defines mistakes as a random performance caused by fatigue, excitement, etc; therefore, it can
readily be self-corrected. Errors are systematic deviation made by learners who have not yet mastered the rules of the target language. Consequently, learners
cannot self- correct an error because it is a product reflective of the learner’s stage
of target language development, or underlying competence.
6
To sum up, mistakes are failure to use language because of slip of the tongue, or spelling. The learner easily corrects this failure since they conceptually
understand the language system. On the other hand, errors are mistakes that the students make due to lack of competence. They are not able to do self-correction
because they do not know the concept.
2. The Causes of Errors
Errors occur for many reasons. One obvious cause is interference from the native language. The learners may make errors because they assume that the target
language and their native language are similar. While in fact they are different, they generalize the similarity between the target language and their mother tongue
known usually as ‘overgeneralization’.
Another obvious cause is simply an incomplete knowledge of the target language. The students are asked to produce words or sentences that they have not
yet learnt in grammar; therefore they often might made several mistakes. For
4
Douglas Brown, Principles of Language Learning and Teaching 4
th
Edition., New York: Longman, 2000, p. 217.
5
Douglas Brown, Principles of Language Learning and Teaching 4
th
Edition., ......p. 217.
6
Diane-Larsen Freeman, and Michael H. Long, An Introduction to Second Language Acquisition Research, New York: Longman. 1991, pp. 59
–60.
