make error and these errors can be observed and classified led to a surge of the study of students’ errors can be analyzed.
6
Error analysis is the analysis of kind and quantity of error that occurs on the students about the type and causes of language error. By analyzing the error,
teacher and researcher expects to know more why the students make error. Error analysis deals with the students’ performance in terms of the
cognitive processes they make use of in recognizing or coding the input they receive from the target language. A primary focus on error analysis is on the fact
that students’ error provide with an understanding of the underlying process of the second language acquisition.
7
Based on those definitions above, the researcher conclude that error analysis is a process of observing, identifying, interpreting and illuminating the
deviation of the rules of the second language learning made by learner, and it is passed to get information on common difficulties faced by learner.
2. Distinction between Error and Mistake
The error is failure when the deviation arises as a result of lack of knowledge whereas; the mistake comes up when learners fail to perform their
competence.
8
Another theory, an error is made by a learner because heshe does not apply the rule of linguistic item, in other words, a mistake is a non-systematic
deviation from the norms of the language.
9
At this point, Corder introduces an important distinction between ‘errors’
and’ mistakes’. Mistakes are deviations due to performance factors such as memory limitations eg mistakes in the sequence of tenses and agreement in long
6
Brown, Principle of Language Learning and Teaching,New York; Longman, 2007, p. 259.
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Research Assistant, 2005, p. 262-263
8
Trianci Maicusi, Panayota Maicusi and Maria Jose Carillo Lopez, The Error in Second Language Acquisition, Revista de investigacion e innovacion en la clase de idioms, 2000, p. 170.
9
Sunardi Hasyim, Error Analysis in the Teaching of English, http:puslit.petra.ac.idjournals.2002
, p.45.
sentences, spelling pronunciation, fatigue, emotional strain, etc. On the other hand, Errors are systematic, consistent deviances characteristics of the learner’s
linguistic system at a given stage of learning.
10
―Mistakes also are skin to slips of the tongue. They are generally one-time –only events. The speaker who makes a mistake is able to recognize it as a
mistake and correct it if necessary. Error is likely to occur repeatedly and is not recognized by the learner as an error‖.
11
Brown stated that a mistake refers to a performance error that is either random guess or a ―slip,‖ in that it is a failure to utilize a known system correctly
and all people make mistakes in both native and second language situations, and mistakes, when attention is called to them, can be self-corrected. While an error
reflects to the lack of competence of the learner, and error cannot be self- corrected.
12
In conclusion, students make mistakes in using language because of slip of the tongue or spelling, lack of attention, carelessness, or some other factors of
performance. This is easily students can correct by themselves because they know what is correct. On the other hand, errors are failure that when students make
error, they do not know what is correct and they also are not able to be self- corrected because they occur repeatedly and do not know the concept.
3. The Definition of Error Analysis
To know errors which are made by students, teachers must do error analysis. Error analysis is a branch of applied linguistics where teacher can
observe, analyze and classify errors that students made to reveal something of the system operating within the learner, led to a surge of study of learners’ errors.
13
10
Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, Oxford: Pergamon Press, 1981, p. 224.
11
M. Gass Susan and Larry Selinker, Second Language Acquisition, New York: Routledge, 2008, p. 102.
12
Brown, op. cit, p. 257 —258.
13
Ibid., p. 259.
