necessary and important for the teachers to can know the error made by learners in their writing.
Corder in Brown provides a good model for identifying erroneous or idiosyncratic utterances in second language. The first step is the
identification and description of error . According to Corder’s model, any
sentence uttered by the learners and subsequently transcribed can be analyzed for idiosyncrasies. A major distinction is made at the outset
between “overt” and “covert” errors. The model indicates that in both cases if a plausible interpretation can be made of the sentence then one
should form reconstruction of the sentence in the target language, compare the reconstruction with the original idiosyncratic sentence, and then
describe the differences. If the native language of the learners is known, the model indicates using translation as a possible indicator of native
language interference as the source of error. In some cases, of course, no plausible interpretation is possible at all, and the researcher is left with no
analysis of the error.
31
However, once an error is identified, the next step is to describe it adequately, something the above procedure has only begun to accomplish.
A number of different categories for description of errors have been identified in research on learner language
32
: a.
The most generalized breakdown can be made by identifying errors of addition, omission, substitution, and ordering.
b. Within each category, levels of language can be considered:
phonology or orthography, lexicon, grammar, and discourse. c.
Errors may also be viewed as either global or local Burt and Kiparsky 1974.
31
H.D. Brown, Principle of Language Learning and Teaching, New Jersey, Prentice-Hall, 1993, p. 208
32
Ibid, p. 210
d. Finally, Lennon 1991 suggests that two related dimensions of
error, domain and extent should be considered in any error analysis.
To support this study, the researcher used Ellis’s theory of error analysis viewing the error analysis as an activity to identify, describe,
explain and interpret, and evaluate the errors.
C. Adjective
1. The definition of Adjective
For definition of adjective, the writer choses two definitions from two different linguists. According Marcella Frank, in her book Modern
English: A Practical Reference Guide, states that adjective is a modifier that has the grammatical property of comparison. It is often identified by
special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it modifies, but it fills other
positions as well.
33
On the other hand, in Arnold book Me dia Writer’s Handbook: A Guide
to Common Writing and Editing Problems, states that adjectives is rarely difficult to find because the nouns and pronouns they modify are usually
prominent is sentences. However, in addition to being helped by the positions adjectives occupy in relation to the words they modify, the
student may ask several questions to help locate them: which, what, what kind of
and how many.
34
33
Marcella Frank, Modern English: A Practical Reference Guide, New York: New York University, 1972, p. 109
34
George T. Arnold, Ph. D. Media Writer’s ha dbook: A Guide To Co
o Writi g A d Editing Problems, McGraw-Hill: New York, 2009, p. 131.
2. Types of Adjectives
According to Marcella Frank, she divided adjectives into two types; determiners and descriptive adjective.
35
a.
Determiners
Determiners consist of a small group of structure words without characteristic form.
1 Article
The article included as adjective category also. It is classified into definite article the, and indefinite article aan. Look at
the examples: a.
I ate a apple. b.
The glass is on the table. 2
Demonstrative Adjectives Demonstrative adjective is also called as demonstrative
pronoun. They are that, those for plural, this, and these for plural. They also can used to modify noun or pronoun. Look at
the examples: a.
This clothes is belonging to Neema. b.
That market just opened weekend. 3
Possessive Adjective Possessive adjective can be used as adjective, they are my,
your, her, his, its, our, and their. Look at the examples: a.
Your bag is over there. b.
Butterfly uses its wings to fly. 4
Numeral Adjective Numeral adjective shows amount of a noun. There are two
kinds of numeral adjectives; cardinal numeral such as one, two, three, etc., and ordinal numeral such as first, second, third, etc.
Look at the examples:
35
Frank. loc. cit.
a. I have one sister.
b. I am the first daughter in my family.
5 Adjective of Indefinite Quantity
Adjective of indefinite quantity indicate amount of noun, but they do not show their numeral such as some, few, all, more,
etc. look at the examples: a. I save some chocolate this day.
The examples above does not show the number of money I save, it just explained that I save some money this month.
6 Relative and Interrogative Adjectives
Relative and interrogative adjectives are like interrogative pronouns except them modify a noun or a noun phrase rather
than standing on its own to ask a noun such which, whose, what, etc. look at the examples:
a. Whose candy is made sugar?
b. What course are you cooking?
c. Which house is yours?
b.
Descriptive Adjectives
Descriptive adjective usually indicate an inherent quality such as handsome, beautiful, smart, or physical state such as age, size, color,
etc. inflectional and derivational endings can be added only to this types of adjectives
.
36
Some descriptive adjective take the form of: 1
Proper Adjectives Proper adjectives formed from a proper name such as French,
Japanese, etc. look at the examples:
36
Marcella Frank, Modern English: A Practical Reference Guide, New York: New York University, 1972, p. 110
Fried rice is one of the most Indonesian food. My sister likes west singers.
2 Participial Adjectives
