b. Error Location.
To locate an error is to identify it in some other way, such as by saying that it is in the middle part of a sentence or simply by pointing it out.
However, error location is not always straightforward. Not all errors are easily localizable in this way: some errors are diffused throughout the
sentence that contains them. These are what we are known as global errors. The sentence does not simply contain an error, but it is erroneous or
flawed as a sentence.
c. Error Description.
In describing learners’ errors, the system used must have two essential characteristics. First, the system must be well-developed and highly
elaborated, since many complex errors made not only by advance learners but also the beginner ones. The second characteristic is that the description
must be as simple and comprehensive as possible.
There are three main purposes of describing learners’ errors. The first is to make learners’ errors explicit. The next is that error description is the
prerequisite for counting errors. And the last purpose is to createcategories.
d. Error Classification.
Classifying errors means that we put the errors into categories. e.
Error Count. Counting errors is the last step to do in error analysis procedure. The
analyst count the errors made by the students.
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4. Types of Error
The classification is given by Corder. He classifies the errors into four main categories; they are:
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a. Omission
Error of omission is where some element is omitted which should be present. In other word, omission errors occur when learners omit necessary items from an
utterance.
9
James, op. cit., pp. 91—114.
10
S.P. Corder, Error Analysis and Interlanguage, Oxford: Oxford University Press, 1981, p. 36.
b. Addition
Error of addition is where some element is present which should not be there. It is the opposite of omission error. Learners do not only omit element which they
regard as redundant but they also add redundant element. c.
Selection Error of selection is where the wrong item has been chosen in place of the
right one. d.
Misordering Error of ordering is where the elements presented are correct but wrongly
sequenced. Meanwhile, HeidyDulay gave his point of view about the types of error.
He said that there are three types of error.
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a.
Error Based on Linguistic Category Taxonomy
Many error taxonomies have been based on the linguistic item, while is effected by an error, these linguistics category taxonomies classify errors
according to either or both the language component and the particular linguistic constituent the error effects.
Language components include phonology pronunciation, syntax and morphology grammar, semantic and lexicon meaning and vocabulary, and
discourse style. Constituents include the element that comprises each language components. For example, within syntax one may ask whether the error is in the
main or subordinate clause; within a clause, which constituent is affected, e. g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the
adjective and so forth.
b. Error Based on Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface a structure is altered: students may omit necessary items omission or add unnecessary ones
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HeidyDullay, Language Two New York: Oxford University Press, Inc, 1981, pp. 146—192.
