present tense –s on a verb following be, present tense form of a
verb following be. c.
Context of Learning Context refers to the classroom with its teacher and its material in
the case of school learning or the social situation in the case of untutored second language learning. Students often make error
because of a misleading explanation from the teacher, faulty of presentation of a structure or word in a textbook, or even because
of a pattern that was memorized in a drill but improperly contextualized. For example two vocabulary items presented
contiguously; point at and point out might in later recall confused simply because of the contiguity of presentation.
d. Communication Strategies
Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to
enhance getting their message across, but at time these technique can themselves become a source of error.
43
It can be elaborated that errors can occur because of three aspects; they are native language, language learner, and target language. Native language
may contribute to interfere the learner in producing target language. Language learner who has not mastered the target language yet will produce errors
because of hisher incomplete knowledge toward the target language. Target language which has complicated grammar will be inclined to cause difficulties
for the learner, so heshe will produce errors because of it.
4. The Types of Error
Dullay and Burtand Krashen in lengthly Consideration of Errors described three major types of taxonomy: error types based on linguistic
category, surface strategy taxonomy, error types based on comparative taxonomy.
44
In this research, surface strategy taxonomy will be used to classify the students’ error. The surface strategy taxonomy focuses on the ways surface
strategy are changed.
43
Ibid., p. 224.
1. Omission
Omission errors are characterized by the absence of an item that must appear in a well
–formed utterance. Omission can occur in morphology. Learners often leave out the third person singular morpheme-
s, the plural marker-s and the past tense inflection- ed. In syntax, learner may omit certain element, which is an obligatory element.
45
For example: He rarely eat many banana.
2. Addition Addition error is the opposite of omissions. They are characterized
by the presence of an item which must not appear in well –formed
utterance.
46
For example: They watches football match every night. There are three subtypes of addition error, as follow:
a. Double Marking
This error is defined as the failure to delete certain items which are required in some linguistic construction, but no in others.
47
For example: She does not meets me.
b. Regularization
In most language, however, some members of a class are exception to the rule.
48
For example: I cutted my finger last week. The verb cut is an irregular verb, so it is wrong change, and should be written as cut.
The learner made it because heshe applies the rule of regular verb to irregular verb.
c. Simple Addition
If an addition error is not double marking nor regularization, it is called as simple addition.
49
For example: This a chair is mine.
44
Heidi Dullay,, et. al., Language Two, New York: Oxford University Press, 1982, p.146.
45
Ibid., p. 154.
46
Ibid., p. 156.
47
Ibid.
48
Ibid., p. 157.
49
Ibid.
