2. Error Analysis
Error Analysis is “a set of procedures for identifying, describing and explaining learner errors” Ellis and Barkhuizen, 2005: 51. It is a type of linguistics
analysis that focuses on the errors made by learners. It is similar to contrastive analysis, in which the errors are compared to the native language. Conversely, in
error analysis, the comparison is between learners’ production of target language and the target language form itself Gass and Selinker, 2001: 79. Stern 1986: 354
mentioned that according to Selinker late 1960’s, error analysis is also called interlanguage study because the developing learner language is assumed as a system
in its own right. According to Selinker, Swain, and Dumas 1975 as said by Stern 1986: 354,
second language speech rarely conforms to what one expects native speakers of the target language to produce, that is not an exact translation of the native
language, that it differs from the target language in systematic ways, and that the forms of utterances produced in the second language by a learner are not
random. This interlanguage-hypothesis proposes that the relevant data of a theory of second language learning must be the speech forms which result
from the attempted expression of meaning in a second language.
a. Category of Error Analysis
According to Corder 1971, as mentioned by Ellis and Barkhuizen 2005: 56, error analysis is categorized as grammaticality and acceptability.
1 Grammaticality Category
An error is defined as a breach of the rule of the code. The error is divided into overt and covert. An error is overt if it could be detected by confirming the
sentenceutterance in which it occurs. On the other hand, an error is covert if it only becomes obvious when a larger stretch of the discourse is considered.
2 Acceptability Category
Errors are identified in a situational context in which the utterance might correspond in question.
b. The Significance of Errors
According to Corder 1967 as stated by Ellis and Barkhuizen 2005: 51, learner errors are significant to be analyzed in three ways:
1 The errors provide a pedagogic purpose by showing teachers what learners have learned and what they have not mastered.
2 The errors provide a research purpose by presenting evidence about how language is learned.
3 The errors provide a learning purpose by playing a role as a device by which learners could find out the rules of the target language.
c. Steps of Error Analysis
Conducting error analysis, according to Corder 1974, as stated by Ellis and Barkhuizen 2005: 57, consists of several steps: collection of a sample of learner
language, identification of errors, description of errors, explanation of errors, and error evaluation.
1 Collection of A Sample of Learner Language
It is the starting point in error analysis, in which the researcher decides the sample of the research and how to collect them.
2 Identification of Errors It is the step in which the definition of errors and the procedure to recognize them
must be identified. 2
Description of Errors In this step, learners’ productions are compared to the reconstruction of the
productions in target language. 3
Explanation of Errors In this step, the errors are explained. The explanation is concerned with the source
of the errors. 4
Error Evaluation This step involves a consideration of the effect of the errors on the learners. It
aims at improving learners’ language mastery based on the errors.
3. Collocation
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