C. ERROR ANALYSIS
Error is normal and making error is unavoidable during the learning process. It will always occur although best effort has been done. Errors made by
students do not mean a failure or inadequacy but they can be viewed as important evidence of strategies or procedure employed by the student in learning a second
language. They are also significant to the teacher and to the student himself. The study of error is called Error Analysis. It is a process based on
analysis of student’s error in their process of second language learning. Sharma wrote an his article “error analysis is defined as a process based on analysis
learner’s with one clear objective, evolving a suitable and effective teaching learning strategy and remedial measures necessary in certain clearly marked out
areas of the foreign language.”
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1. Definition of Error
To get clear understanding about error, several opinions have given some linguists should be observed among others. H. D. Brown defines an error as
“noticeable deviation from the adult grammar of a native speaker, reflecting the inter-language competence of learner”.
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Dulay stated error as “the flawed side of learner speech of writing.”
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It means that there is something wrong in norm of language performance. Then Johanna Klassen defines an error “as a form or
structure that a native speaker deems unacceptable because of its inappropriate use.”
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Pamela Hartmann, et al, Tense Situations, p. 139
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SK. Sharma, Error Analysis: Why and How, English Teaching Forum July 1981 vol.XIX N. 3 p. 21
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H. D. Brown, Principle of Language and Teaching, New Jersey: Prentice Hall, Inc, 1974 p. 170
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Dulay et al, Language Two, New York: Oxford University Press, 1982 p. 138
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Johanna Klassen, Using Student Error for Teaching, English Teaching Forum, January 1991 Vol. 29, N. 1, P. 10
From these opinions about errors, it can be concluded that errors are something that the students do in their learning by using unacceptable and
inappropriate forms of the grammar of the target language and the competence of a second language.
Errors have played an important role in the study of language acquisition and in examining a second or a foreign language acquisition. Errors
are also associated with the strategies that people employ to communicate in a language.
2. Distinction between Error and Mistake
Error and mistake are not the same. But most the people still misunderstand about the definition of both. To be more clarified between error
and mistake, Hubbard et al said “error caused by lack of knowledge about the target language English or by incorrect hypothesis about it, and mistakes caused
by temporary lapses or memory, confusion, slips of the tongue and so on.”
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In his book on mistakes and correction, Julian Edge suggests that we can divide mistake into two broad categories: “slips that is mistakes which
students can correct themselves and which therefore need explanation, and attempts that is when a students tries to say something but does not yet know the
correct way of saying it. “
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From explanation above, it can be concluded that error is systematic and the students cannot self-corrected, because it reflects the students’
competence in the target language. In contrast, a mistake is an error that students can self-correct, because it is only the result of the students’ performance.
3. Cause of Error
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