formed utterance, and they are not double marking or regularization error. c.
Misformation. Misformation errors are characterized by the use of the wrong form of the
morpheme or structure. It occurs when the learner supplies incorrect item in well- formed utterance. Similar with addition, misformation also has some subtypes;
regularization errors, archi-forms, alternating forms. Regularization errors are
those in which a regular marker is used in place of an irregular one, as in runned for ran or gooses for geese. Another subtype is archi-form, it happened when
learners select one member of a class of forms to represent others in the class. Dulay, Burt, and Krashen called the selected form by the learner an archiform, for
example a learner temporarily select just one of the English demonstratives adjectives this, that, these, and those to do the work for several of them that dog,
that dogs. The last subtypes is alternating form, it define s as „fairly free
alternation of various members of a class with each other‟, in case of pronoun, the
learners may use masculine for feminine or vice versa, as in he for she.
d. Misordering
Misordering errors are characterized by the incorrect placement of a morpheme or group of morpheme in an utterance. For example:
- Where you are going? In that sentence there is an incorrect placement. The correct sentence is: Where
are you going? Based on the definition above, errors can be described as a systematic
deviation made by learners who have not yet mastered the rules of the target language; one obvious reason why learners make errors is the difficulty they
experience in accessing their L2 knowledge when communicating. If L2 forms haven‟t yet been automatized, they require controlled processing which places a
heavy demand on learners‟ information processing systems.
15
4. Sources of Error
Errors in learning target language occur for many causes, By identifying the cause of errors, we can figure out why the errors happened, and more
understand of how the process of target language acquisition. Some linguists differentiate the causes of errors.
James‟ theory exposed three main diagnosis- based categories of error; they are interlingual transfer, intralingual transfer, and
induced error.
16
a. Interlingual Transfer
Interlingual defined as errors which is the result of language transfertranslation that caused by the students‟ first language. In this early stage,
before the system of the second language is familiar to students, the native language is the only linguistic system in previous experience upon which the
students can draw. Interlingual transfer can be called mother tongue interference. It has a great deal in learning target language directly.
15
Rod Ellis and Gary Barkhuizen, Analysing Learner Language, New York: Oxford University Press, 2009, p. 62.
16
James, op. cit., p. 178.
Interlingual errors are similar in structure to an equivalent phrase or sentence in the learners‟ native language. It also be said that this error occurs
because the learners‟ native language does not have the same rules of the target
language has, but the learner applies the rules of their native language into target language.
17
“In interlingual transfer, the sound system and the grammar of the first language impose the learner on the new language and this leads to a „foreign‟
pronunciation, faulty grammatical patterns and the wrong choice of vocabulary”.
18
b. Intralingual Transfer
Errors results from the faulty or partial learning. It occurs as a result of learner‟s attempt to build up concepts about the target language from the limited
experience with it. c.
Induced Errors. It refers to learner‟s error that result more from the classroom situation.
Therefore, this error seems natural. Another theory based on Brown, he almost has the same theory with
James about the causes of error. Brown classifies that there are four categories of cause of error; they are interlingual transfer, intralingual transfer, and context of
learning.
19
Context of learning means that the social situation or the school that takes place in learning process can lead to the source of error. In the classroom context
for example, the teacher or the book can lead the learner to make an error in accepting the concepts.
While Hubbard et al. distinguishes the sources of error into three parts:
19
a. Mother Tongue Interference
The sound system phonology and the grammar of the first language impose the learners on the new language and this leads to a „foreign‟
17
Dulay. Et al., op cit., p. 171.
18
Peter Hubbard, A Training Course for TEFL, Oxford: Oxford University Press, 1983, p. 140.
19
H. Douglas Brown, Principles of Language Learning and Teaching, 2
nd
edition, New York: Pearson Education, 1987, p. 177 - 179.
