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C. Focus of the Research
It is essential to focus the problem in order to avoid misunderstanding in interpreting the problem. The writer only focuses on the errors of the
students in using SimplePast Tense in narrative writing.
D. Question of the Research
Based on the statement above the writer would like to formulate the problems as follows :
1. What types of the errors made by the students in using simple past tense in
their writing narrative text?
E. Objective of Research
The objectives of research are : 1.
To know the errors made by the students in using simple past tense in their writing narrative text.
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CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis
In language learning process, any student attempting to avoid making errors is impossible. It is very natural for him or her to make errors in this
process. Even the students will get feedbacks that will make themselves become better students in writing through the errors that they make. In other
words, to achieve English acquisition, the students must get through some errors first, and then automatically they can learn from their own errors.
Before knowing more about error analysis, it is good to understand the definition of error analysis.
Error Analysis is significant in developing students’competence. Moreover, according to Brown that “Error Analysis is the fact that learners do
make error, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to surge of
study of learners’error
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.” By using error analysis, the errors made by the students in the test can be identified, described and explained. It can be used to
help both the learners and teacher to avoid them from making errors. Error analysis is a process based on analysis of learner’s error in their
process of second language learning. Sharma wrote on his article “Error analysis is defined as a process based on analysis of learner’s errors with one
clear objective, evolving a suitable and effective teaching learning strategy and remedial measures neccessary in certain clearly marked out areas of the
foreign language”.
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According to the definition above, it can be concluded that error analysis is the process in language learning for analyzing, observing,
1
H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition, New York: Addison Wesley Longman, 2000, p. 218
2
SK. Sharma, Error Analysis: Why and how, English Teaching Forum April 1982 vol.XXXP.21
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interpreting, and classifying learner’s error to give us indication in learning process especially in past continuous tense.
1. The Meaning of Error
Learning English language is a process that involves the making of mistakes even errors as in this new system of language, a learner will directly
connect with a new vocabulary, a new grammatical pattern and a foreign pronunciation, which differ from learner’s native language. Before knowing
why and what types of error made by the students, it is important to know the definition about error itself.
According to Harmer errors are part of the learner inter language that is the version of the language which a learner has any one stage of development
and which is continually reshaped as heshe aims toward full mastery.
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It seems that error is a part of language learning. Besides, Brown defines error as a
noticeable deviation from adult grammar of native speaker, reflecting the inter language competence of the learner. Error is the result of the incorrect rule of
language as a partial knowledge and competence that is achieved in learning language process
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. Furthermore, We cannot avoid making errors in learning the foreign language.
Corder has different opinion. He said that error analysis is the study of the analysis of the errors made by the second of foreign language learners to
predict the errors or the difficulties in learning foreign language. Error analysis may be carried out in order to:
a. Find out how well someone learns a language.
b. Find out how well someone knows language, and
c. Obtain information on common difficulties in language learning.
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3
Jeremy Harmer, The Practice of English Language Teaching, London: pearson Education, Inc, 2001, 5th ed, p. 100.
4
Brown, Op. Cit., p. 217
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Group.Corder, S. Pit,Error Analysis and Interlanguage.London: Oxford University 1981,p. 23
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