CHAPTER II REVIEW OF RELATED LITERATURE
A. The Theoretical Framework
5. Error
Errors and mistakes are different. Dulay (1982) said that performance factors such as fatigue and inattention usually result in mistakes. Appearance factors such as difficulty and consistency lead to errors. In other words, errors occur due to a lack of knowledge of the English language rules.
James Reason (1990) has extensively analysed human errors and distinguishes between mistakes and slips. Mistake are errors in choosing and objective or specifiying a method of achieiving it whereas slips are errors in carrying out and intended method for reaching an objective.
Making erors or mistake is a normal and natural process for students.
Inflectional Errors
Noun
Verb
S
ES
S
ED
ING
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When learnes could not reply correctly to a certain stimulus in the second language that they study errors will happen.
According to Burt and Krashen‟s (1982), defined errors as the flawed side of learners‟ speech of writing. They are those parts of conversation or composition that deviate from some selected norm of nature language performance. Meanwhile, Erdorgan (2005), mentioned that error analysis, however, deals with the learners performance in term of the cognitive processes they make use of recognizing or coding the input they receive from the target language.
The writer determines from previous descriptions from an expert that error is the natural and spontaneous process from students in learning a new form of a language or second language acquisition, which shows the different abilities in every student.
a. Causes of Errors
According to Norrish (1987), exposed three causes of errors as follows:
1) Carelessness
This is related to the lack of student motivation to learn.
Many teachers recognize that it is not one of the students who lose interest in learning might design or learning materials less suitable for him.
23 2) First Language Interference
Language learning (mother tongue or a foreign language) was a matter of habit information. When someone tries to learn new habits, the old one will interference with the new one.
3) Translation
Probably the most students make errors in translation. This happens because a student translates his first language sentence of idiomatic expression into the target language word by word.
It can be highlighted that Norrish (1987), divided the cause of errors into three categories, those are Carelessness, First Language Interference and Translation, which are from the learners themselves or the teacher, and the method.
b. Error Analysis
In general, every creature called human is inseparable from doing wrong, for example a mistake in the learning process that includes language learning. The error of language itself is something that is normal and common in every language usage, both oral and written.
Error analysis is a type of linguistic analysis that focuses on the errors learners make. According to Khansir (2012), said that error analysis emphasizes the significance of learners' errors in a second language. According to Brown (2007), said that error analysis is an
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error that can be observed, analyzed and classified to utter something of the system operating within the learner, leading to a surge of study of learners" errors. Relate with previous theory, according to Jabeen (2015), suggested that error analysis has an important role in second and foreign language teaching because it will help the teachers teach and give feedback of errors made by the learners.
According to Ananda (2014), error analysis is important for teachers to find students' progress and researchers to become familiar with language learning ideas such as the proper use of objective language. Based on the above definition, it can be said that error analysis is a misunderstanding in students that can be observed and analyzed by the teacher or expert. It is important for students to understand the second language or foreign language to avoid mistakes in the target language.
c. Surface Strategy Taxonomy
A surface of taxonomy highlights the ways surface structures are altered: learners may omit necessary items or add unnecessary ones:
they may miss form items or miss order them. That surface elements of a language are altered in spesific and systematic ways.
Analyzing errors based on surface strategy taxonomy hold so much promise for researcher concerned with identifying cognitive process that underlie the leaners‟reconstruction of the new language. It
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also makes people aware that learners‟ errors are based on some logic;
they are not the result of laziness or sloppy thinking but, the learner use of interim principles to produce a new language. As reported by Dulay et.al (1982), surface strategy taxonomy classifies errors into four, as in table.
26 Table II.1
Surface Strategy Taxonomy
Type of Errors Explanation
1. Omission Absence of an item that must appear in a well a formed sentence
2. Addition
a. Double Marking
b. Regularization
c. Simple Addition
Two items rather than one more marked for the same feature The type of error that related to regular and irregular
An addition of error which is not a double marking or a regularization 3. Misformation
a. Regularization Errors
b. Archi-forms
c. Alternating forms
Misformation category in regular to irregular ones.
The wrong form selected by the learners.
The learner use alternative way of various member of a class with each other.
4. Misordering Incorrect placement of a morpheme or group or morpheme in an utterance Source :Book (Language Two)
27 a. Omission
Omission errors are the characterized by the absence of an item that must appear in a well formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more than others. If content words are omitted in Language second speech, it is usually occasioned by lack of vocabulary, and learners usually indicate their awareness of the missing constituent. It means when the students do not put an important items that should be put in sentence, it can be called omission. In other word that omission, in the student‟s writing, there is an important word which must emerge in content but it omit.
Omission may be caused by students‟ low in vocabulary when they using both either word or phrase.
For example,
He think you are important The sentence should be, He thinks you are important.
The suffix “s” in this case, the student omits in the end of the verb when the sentence should be in present tense rules.
b. Addition
Second type of surface strategy taxonomy is addition which is the learners adds unnecessary items in their word, in order word
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addition is presence of an items which much not appear in a well-formed utterance. According to Suhono (2016), addition occurs because of the failure of the students to know the exception to the general rules and this error might also be due to the student‟s inability to know the appropriate rule for each item. It means, addition is the opposite from omission where is in addition, the students put an item that does not important in their word. Based on Dulay‟s theory in his book, There are three types of addition; double marking, regularization, and simple additions. Therefore, the researcher tries to explain those types:
1) Double Marking
Many additional errors are more accurately described as the failure to delete certain items that are required in some linguistic construction, but not in others. When two items marked for the same feature is called Double marking. Students who have learned the tense form for both auxiliary and verb often place the marker both, as in; “He doesn‟t knows my name”,“We didn‟t went there” Which the correction of the sentence above is “He doesn‟t know my name”, “We didn‟t go there.”
2) Regularization
Regularization errors that fall under the additional categories are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the
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given class that do not take a marker. When students add morpheme to the exceptional word it means that regularization error will occur. For example, the verb „eat‟ does not become
„eated‟ but „ate‟ and noun „sheep‟ it is also „sheep‟ in the plural, not „sheeps„.
3) Simple Addition
Simple addition error is not double marking and nor a regularization, no particular features illustrate simple additions other than those that characterize all addition error. The use of an item that should not appear in a well-formed utterance.
For example:
For me, she is strongers woman than anyone The correct sentence must be:
For me, she is stronger woman than anyone
In this case, the student puts unnecessary items (the suffix –s) in the end of the adjective.
c. Misformation Errors
Sometimes student supplies something in sentence although it is incorrect it is called Misformation or Substitution errors. It characterized by the use of wrong placement of morpheme or structure. Three forms of misformation are regularization, archy, and alternating form.
30 1) Regularization Error
Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, example, runed for run or gooses for geese.
2) Archi-form
The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition it is called archi-form. For example;
“Give me that”, “Me hungry”, “That cat”, “That cats”.
3) Alternating-form
The learner use alternative way of various member of a class with each other. As the student‟s vocabulary and grammar grow, the use of archi-forms often gives way to the fairly free alternation of various members of a class with each other.
For example;
Rina talks to me, he talks about everyting.
The sentence should be,
Rina talks to me, she talks about everyting.
In this case, the student use subject “he” for “Rina”.
31 d. Misordering Errors
Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example, in the utterance:
a) He is all the time late.
b) What Daddy is doing ? c) I don‟t know what is that The correct utterances are:
a) He is late all the time.
b) What is Daddy doing?
c) I don‟t know what that is