Error Analysis and Second Language Acquisition.docx

7/24/2019 Error Analysis and Second Language Acquisition.docx

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1.History-Introduction & theoretical framework /Historical Background

Sri Lankans are well aware that English language education started to decline in this country

with the introduction of the Sinhala Only Act (formally the Official Language Act No. 33 of

19!" was an act #assed in the $arliament of %eylon in 19!. &he act re#laced English as the

official language of %eylon with Sinhala. &hus for the #ast 3 years English has not 'een anofficial language of this country. owe)er* it was made a link language under the 13th

amendment to the constitution in 19+,- 31 long years after the Sinhala only/0 'ill.

&hirteenth Amendment to the %onstitution %ertified on 12th No)em'er* 19+, *an Act to Amend

the %onstitution of &he 4emocratic Socialist 5e#u'lic of Sri Lanka enacted 'y the $arliament of

the 4emocratic Socialist 5e#u'lic of Sri Lanka .According to the Amendment of Article 1+ of

the %onstitution of the 4emocratic Socialist 5e#u'lic of Sri Lanka English shall 'e the link

language.

As far as English language is concerned it is as firmly entrenched in the domains of #ower in Sri

Lanka as it was in 192+. &he ma6or reason for this can 'e understood with reference to the elites

#atronage of English in the name of efficiency* moderni7ation and so on.

8n the 1st century* it is said that things ha)e changed. &oday is su##osed to 'e the era of the

common man. :e see the emergence of a new middle;working class Sri Lanka with e


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Downershi# of the English Language. Since 192* howe)er* the increasing economic #ower of

the ?SA and its unri)alled influence in #o#ular culture has meant that American English has

'ecome the reference #oint for learners of English in #laces like Ba#an and e)en to a certain

e>tent in some Euro#ean countries. =ritish English remains the model in most %ommonwealth

countries where English is learnt as a second language.

2.Error Analysis and econd !anguage Ac"uisition

Error Analysis is one of the ma6or to#ics in the field of second language acistence of the #articular system or rule in English language. &he learners

errors ha)e long 'een interested for second and foreign language researchers. &he 'asic task of

error analysis is to descri'e how learning occurs 'y e>amining the learners out#ut and this

includes his;her correct and incorrect utterances. &here are two ma6or a##roaches to the study of

learners errors* namely contrasti)e analysis and error analysis. Error analysis cannot 'e studied

#ro#erly without touching u#on the notion of contrasti)e analysis. %ontrasti)e analysis and error

analysis ha)e 'een commonly recogni7ed as 'ranches of A##lied Linguistic Science. &his #a#er

e>amines in detail the three most influential error theoriesF %ontrasti)e analysis* Error analysis

and 8nterlanguage theory. %order (19,+" maintains that interlanguage can 'e seen as a

restructuring or a recreating continuum and* therefore- e)aluates their role in second language

ac


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.aryanto* &oni. GG,.Irammatical Error Analysis in Students 5ecount &e>ts.&he %ase of the

&welfth Jear Students of SHA N 1 Slawi in the Academic Jear of GG!;GG,. A Kinal $ro6ect

.Su'mitted in #artial fulfillment of the re#lanation should 'e gi)en to the students in order to make the students

more interested in learning English* es#ecially the grammar. &he grammar elements should 'e

e>#licitly taught with adeercises. &he students should 'e gi)en more e>ercises in

a##lying grammar not only 'y gi)ing them the theory of grammar. &he correct uses of the )er'

(when to use #ast and #resent" forms should 'e e>#lained to the students a##lying a method.&he

communicati)e language teaching method should 'e a##lied es#ecially when teaching English

grammar.Hore writing e>ercises should 'e gi)en to the students in writing class.

3. Error Analysis for students of A##lied Linguistics a #ro6ect su'mitted 'y Sid @arim Eddine

Student Hentourie ?ni)ersity

&he errors should not 'e detected and descri'ed from a linguistic )iew* 'ut also the

#sychological reasons for their occurrences should 'e understood. &he diagnoses and treatment

of errors must 'e done. %orrection of errors is as im#ortant as identification and descri#tion ofthem.


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%A$&E5 ONE8N&5O4?%&8ON

8ntroduction is the first and foremost #art of any research re#ort. 8t consists of general

'ackground* literature re)iew* o'6ecti)es and significance of the study.

1.1

Ieneral =ackground

Language is a )ery im#ortant means of communication among human 'eings.One can

communicate his or her ideas* emotions* desires* 'eliefs or feelings toanother as they share the

common code that makes u# the language. No dou't*there are many other means of

communication used 'y human 'eings e.g.gestures* nods* winks* shorthand* Horse code* =raille

al#ha'et* flags* sirens*ma#s* acting* miming* etc. =ut all these systems of communication

aree>tremely limited or they too* in turn* de#end u#on language. &hey are not sofle>i'le*com#rehensi)e* #erfect and e>tensi)e as language is. Language is soim#ortant a form of

communication 'etween humans that it is difficult to think of a society without language.

Language is something that we ne)er think of 'ut use all the time. According to Sa#ir (191"*

Language is #rimarily humanand noninstincti)e method of communicating ideas* emotions and

desires 'ymeans of a system of )oluntarily #roduced sym'ols0 (as cited in Bindal M Syal*1999* #.

2". 8n the scheme of things* all humans are 'lessed with language andit is the s#ecific #ro#erty of

humans only.8t is 'ecause of the use of language only that humans are called talkinganimals

(omo lo


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:riting is one of the two most common channels of communication* the other'eing s#eech. 8t is

an acti)ity of rendering the s#oken language into its gra#hicform. &o #ression of ideas in a consecuti)e way according to thegra#hic

con)entions of the language.:riting is a #roducti)e skill which needs #ro#er handling of the

mechanicsin)ol)ed in it like s#elling and #unctuation. 8t is a skill in which we #roduce

ase


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!

Sometimes* when we find an a##roach to a su'6ect through 'rainstorming* freewriting unlocks a

wealth of ideas to #ursue. eaton (19++* #. 13" says* &hewriting skills are com#le> and

sometimes difficult to teach* recluding all irrele)antinformation-

stylistic skillsF the a'ility to mani#ulate sentences and #aragra#hs* anduse language effecti)ely-

6udgement skillsF the a'ility to write in a##ro#riate manner for a#articular #ur#ose with a

#articular audience in mind* together with ana'ility to select* organi7e and order rele)ant

information.A #iece of writing should* in one hand* 'e so constructed that one sentenceleads on

naturally to the ne>t and there should 'e a regular #rogression of thought. &he logical senserelation 'etween le>ical items or sentences in a te>tis sim#ly referred to as coherence. On the

other hand* there are intrate>tualrelations of a grammatical and le>ical kind which knit the #arts

of a te>ttogether to con)ey the meaning of the te>t as a whole. &his is technically calledcohesion

in writing. &hus* writing a free com#osition is not merely the transferof ideas from mind to

#a#er. 8t is more a #rocess of generating meaning andrefining ideas.

,

1.1.1.3

Errors in Kree :riting

Errors are the systematic and regular mistakes committed 'y the secondlanguage learners at

com#etence le)el due to linguistic reason. E)ery secondlanguage learner commits errors at any

le)el or area of language. At the 'asicle)el* if the teacher makes corrections on the studentCs

writing* the #age maye)en 'e co)ered with red 'lots. And this is where* some teachers think* the


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real#ro'lem 'egins. Ne)ertheless* this is not a #ro'lem actually 'ut a #art of solution. &o commit

errors is often a first ste# towards learning the correctform since those errors indicate the sign of

successi)e learning in any course of instruction. &he making of errors is a strategy em#loyed 'y

children in learninga new thing (here* a second language". 8f they are made aware of such errors*

itser)es as a feed'ack for the language learners. &he study of errors is im#erati)efor the language

teachers too to know how much the learners ha)e learned andconseem#lify* under grammatical errors they may commit errors in agreement*tense*

as#ect* num'er* #re#osition* article* transformation and so on and soforth.

+

1.1. Agreement in English

A )er' must agree with its su'6ect in #erson and num'er. Host mistakes aremade 'ecause of

ones failure to catch singular su'6ect with a singular )er'* ora #lural su'6ect with a #lural )er'.

8n many English sentences su'6ect)er' num'er agreement is straightforwardand

noncontro)ersial. owe)er* it is


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Some #ro#er noun su'6ects that end in

s

such as names of courses*diseases* #laces* as well as 'ook and film titles and the word

news* takesingular )er'sF:ales is a 'eautiful region.Hathematics is a difficult su'6ect.Heasles often

has side effects.&he news was )ery good.

19

:e take only the systematic errors into account 'ecause the errors in the firstand the last stage

are not technically included under error due to the regularityof errors and correcta'le 'y the

learner himself* res#ecti)ely.

1.1.+.3

E>#lanation of Errors

&his ste# is concerned with determining the causes or sources of errors.According to %order

(19,3* #. +"* this stage of EA is distinct from the earlierstage in that whereas the earlier stage is

confined to linguistic acti)ities* thisstage comes under the sco#e of #sycholinguistics. ere we

are mainlyconcerned with in)estigating why and how the learner comes u# with the#articular

erroneous e>#ression in other words with finding out the factorscausing learning #ro'lems.

&he errors on the 'asis of their sources can 'e classified 'roadly into two ty#esas followsF

a" 8nterlingual errors

Errors due to mother tongue interference in learning the target language are theerrors due to L

1


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interference. Such errors are termed as interlingual errors.&hus* such errors are the ones that

ha)e resulted in from the transfer of rulesfrom the mother tongue. Hany errors 'ear a strong

resem'lance to thecharacteristic of the mother tongue* indeed many erroneous utterances read

likewordforword translations. &his o'ser)ation has lead to the widely acce#tedtheory of

transfer* which states that a leaner of a second language transfers intohis #erformance in the

second language the ha'its of his mother tongue(%order* 19,3* #.!!".&hus* interlingual errorsare those which are attri'uted to the nati)e language.Kor e>am#le* a Ne#ali learner of English

may #ronounce Dschool as

;8skuFl;

instead of ;skulF1; and uses D

skin shoes

instead of Dleather shoes due to L

1

G

interference. &his is 'ecause there is no ;sk; cluster in Ne#ali and there isdistinction 'etween

Dskin and Dleather in English le>ical system 'ut we ha)eonly one le>ical item Dchhala to

re#resent the same semantic field.

'"

8ntralingual errors

Not all errors resulting from the learning #rocess are related to the nature of themother tongue.

8ntralingual errors do not reflect the structures of mother tongue'ut are faulty generali7ations of

the rules of target language. 8ntralingual errorsare those errors which result from faulty or #artial

learning of the targetlanguage* rather than from language transfer. &hey may 'e caused 'y

theinfluence of one target language item u#on another. Kor e>am#le* a learner may#roduce S

he is dances

'ased on the 'lend of the English structures Dshe isdancing and Dshe dances. &here are )ariouse>#lanations for intralingualerrors. Some of them are gi)en 'elowF

i. O)ergenerali7ation

&he learners* ha)ing found a rule that a##ears to work well in one ormore conte>ts* may a##ly it

in the conte>ts where it is not a##lica'le. Asa result* they commit errors in language. Such errors

are the result of faulty generali7ation a'out the rules of L


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. &hus* such errors arecommitted due to o)ergenerali7ation. Kor e>am#le*#osure to thelanguage is limited and he;she has

insufficient data from which he;shecan deri)e more com#le> rules.All of the students left. All the

students left.Some of the students left. Some the students

left.None of the students left.

None the students

left.

iii" y#ercorrection

Sometimes* what a learner has learned correctly is corrected in a wrongway due to latter

learning* which in turn results into a de)iant utterance.&hus* the wrong way of making correction

is called hy#ercorrection. Kore>am#le* there is a #ro'a'ility of saying Donty one for Dele)en due

too)er em#hasis gi)en while teaching twenty one* thirty one etc.* if thechild is #resented with the

cardinal num'ers 1 to G for the first time andG to 1GG after some inter)al of time. Similarly*

such erroneouse>#ressions are re#eatedly found. 8

li)es

in @athmandu. She


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cans

dance well.

3G

1.% ignificance of the tudy

&o understand others writing and to write something e>#ressi)ely* it isim#erati)e to ha)e the

knowledge of grammar* mechanics and organi7ationalas#ects of writing. :hile reading or

writing* the significance of such elementscan ne)er 'e ignored. Otherwise* we cannot

com#rehend the message whilereading and con)ey the right information while writing. As a

corollary* whatought to 'e done remain undone. &herefore* the study of such as#ects of writing

will 'e


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econdary ources of ,ata

&he secondary sources of this study were )arious 'ooks on grammar andwriting skills* different

6ournals* research works and other documents related tothis study* which ha)e 'een mentioned in

5eferences0. Hore #articularly* thefollowing 'ooks were consultedF%elceHurcia M LarsenKreeman (19+3"- Narayanswami (1992"-Strong M Lester (199!"- and &urton (GG,".

2.2

#oulation of the tudy

&he total #o#ulation of this study consisted of the students of Irade Eightstudying in different

English medium schools of =hakta#ur district.

2.0

amling #rocedure

Ki)e English medium schools of =hakta#ur district were selected con)enientlyand the sam#le

was selected using dis#ro#ortionate stratified random sam#ling#rocedure. 8n this study* the

sam#le consisted of +G students who were studyingin the selected fi)e schools. Krom each of the

fi)e schools* 1! studentsconsisting of e


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letter to your friend descri'ing your school"and essay writing (:rite an essay on &he $erson 8

Like Host".

2.

#rocess of ,ata ollection

At first* 8 #re#ared the test items to administer them on the sam#le that wasselected. 8 )isited the

selected schools #ersonally and sought #ermission fromthe authority to administer the test on the

students. After getting consent fromthe authority* 8 esta'lished a good ra##ort with the students

and sam#led there


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&he sam#le si7e was limited to +G students of grade eight* 1! from eachschool consisting of

ees.i).

&he study was limited to the following grammatical areas * mechanics andorgani7ational as#ects

of writing F Agreement $re#osition Article %a#itali7ation %ohesion coherence

a

. Errors in su'6ect)er' agreement and o'6ect)er' agreement werelooked o)er while analy7ing

the errors in agreement.

4.

Errors due to addition* omission and su'stitution were looked o)erwhile analy7ing the errors in

#re#osition and article.

c.

Other category in the descri#tion of the errors in ca#itali7ation includedthose letters and words

other than sentence initials* #ronoun 8* and#ro#er noun;ad6ecti)e.

d.

Errors in cohesion were descri'ed under alliday and asans fi)elinguistic mechanisms

of cohesion (i.e. cohesi)e de)ices"* )i7. reference*su'stitution* elli#sis* con6unction and le>ical

cohesion.

e.

Only three ty#es of orders* )i7. chronological* s#atial (s#acial" andlogical* were looked o)er

while descri'ing the errors in maintainingcoherence.). &he only tool for collecting #rimary data

was a set of test items consistingof three test items for free writing* )i7. #aragra#h writing* letter

writing andessay writing

HA#'E( 'H(EEAA!I A, I'E(#(E'A'I* *5 ,A'A

&his #art is the core of the study which deals with the #resentation* analysisand inter#retation of

the data. &he errors committed 'y eighth graders inagreement* #re#osition* article* ca#itali7ation*

cohesion and coherence are dealtwith here. And the analysis and inter#retation of the data has

'een carried outusing descri#ti)e and sim#le statistical tools like #ercentage. &he collecteddataha)e 'een analy7ed and descri'ed under the following su'headingsFErrors in each item*

School wise errors in total*School wise errors in each item*Errors in agreement*Errors in

#re#osition*Errors in article*Errors in ca#itali7ation*Errors in cohesion* andErrors in

coherence.

0.1 Errors in Each Item


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&a'le No. &otal Errors in Each 8tem

S . N o . I t e m

Errors inagreementErrors in#re#ositionErrors inarticleErrors inca#itali7ationErrors

incohesionErrors incoherence&otal errorsNo. No. No. No. No. No.

No. 1. 8 ,, +.! 13G 13.9 12G 1.G !! +.2 1!! 1,.+1 13 1!.293 .2!. 88 19 1.+3 1!G 1.91 1! 1.9 9 3.+1

!, 1. G 1!.31 139 33.+23. 888 3,, .3G 129 1G.GG 191 1.+ 29

1!.,1 + 1+.93 2 1!.2 129G 2G.,G&otal !13 1!.,2 239 11.99 2+, 13.3G +1G

.1 ,1 19. 9, 1!.31 3!!1 1GG

2G

?nder the second item* they committed 9(12.3!"* 3+(1+.+1"* !(1.+,"*3(1,.33"*

23(1.9"* and 31(1.32" errors in agreement* #re#osition*article* ca#itali7ation* cohesion

and coherence* res#ecti)ely. 8n this item* theycommitted the highest num'er of errors in cohesionand the lowest num'er of errors in the use of articles.Similarly* under the third item* they

committed 2,(19.1G"* 33(13.2"*31(1.!G"* 23(1,.2+"* 1(G.,3"* and 21(1!.9,"

errors in agreement*#re#osition* article* ca#itali7ation* cohesion and coherence* res#ecti)ely.

Likethe second item* they committed the highest num'er of errors in cohesion andthe lowest

num'er of errors in the use of articles in this item too.8n total* the students committed

9G(12.+3"* 9(1.!"* +(12.GG"*1G,(1,.!3"* 1,(G.9"* and 1G3(1!.9," errors in

agreement* #re#osition*article* ca#itali7ation* cohesion and coherence* res#ecti)ely. &he data

showedthat they committed the highest num'er of errors in cohesion and the lowestnum'er of

errors in the use of articles.

0.0.2 Errors ommitted 4y the tudents of BA+

&a'le No. !

Errors %ommitted 'y the Students of =SAH

S . N o .


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I t e m


incohesionErrors incoherence&otalerrors

No. No. No. No. No. No. No.

1.

8

9 2.9 3 1,.29 3! 19.!, 39 1.31 39 1.31 + 1.3G 1+3 !.2+

.

88

1 2.++ 2G 1!.! 9 11.,9 , 9., G G.3 23 1,.2+ 2! 3.!G

3.

888

+ .12 9.2 2G 1., G.99 G 19.G+ 32 1.9+ ! 3,.9

&otal

,9 11.23 9, 12.G2 1G 1.G 1!! 2.G 139 G.11 1G 1.G !91 1GG

&he ta'le gi)en a'o)e #resents the item wise errors in agreement* #re#osition*article*

ca#itali7ation* cohesion and coherence committed 'y the students of

21

=SAH. &he students committed 1+3(!.2+" errors in the first item. ?nderthis item* they

committed 9(2.9"* 3(1,.29"* 3!(19.!,"* 39(1.31"*39(1.31"* and +(1.3G" errors

in agreement* #re#osition* article*ca#itali7ation* cohesion and coherence* res#ecti)ely. 8n this

item* theycommitted the highest num'er of errors in ca#itali7ation and the lowest num'erof

errors in agreement.Similarly* they committed 2!(3.!G" errors in the second item. ?nder

thisitem* they committed 1(2.++"* 2G(1!.!"* 9(11.,9"* ,(9.,"*G(G.3"* and


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23(1,.2+" errors in agreement* #re#osition* article*ca#itali7ation* cohesion and coherence*

res#ecti)ely. 8n this item* theycommitted the highest num'er of errors in ca#itali7ation and the

lowest num'erof errors in agreement.Likewise* they committed !(3,.9" errors in the third

item. ?nder thisitem* they committed +(.12"* (9.2"* 2G(1.,"*

(G.99"*G(19.G+"* and 32(1.9+" errors in agreement* #re#osition* article*ca#itali7ation*

cohesion and coherence* res#ecti)ely. ?nlike the first andsecond items* they committed thehighest num'er of errors in agreement andthe lowest num'er of errors in the use of #re#osition in

the third item.8n total* the students committed ,9(11.23"* 9,(12.G2"*

1G(1.G"*1!!(2.G"* 139(G.11"* and 1G(1.G" errors in agreement*

#re#osition*article* ca#itali7ation* cohesion and coherence* res#ecti)ely. &he data showedthat

they committed the highest num'er of errors in ca#itali7ation and thelowest num'er of errors in

agreement.

2

0.0.0 Errors ommitted 4y the tudents of unshine chool

&a'le No. ,

Errors %ommitted 'y the Students of Sunshine School

S . N o .

I t e m




1.

8

11.,G 11.,G 3G 1.9! !, 3.!2 2 1.,, 3 1.3 1++ !.93

.

88

3! 1,.12 12 !.!, 31 12.,! 9 +.G9 2G 19.G 3G 12.9 1G 3G.G9

3.

888

1G3 32.33 ! +.!, 22 12.!, 2, 1.!! 22 12.!, 3! 1 3GG 2.9+

&otal


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1!1 3.G, ! +.++ 1G 1.G2 1,3 2.,+ 1G+ 1.2, +9 1.,! !9+ 1GG

&he ta'le gi)en a'o)e #resents the item wise errors in agreement* #re#osition*article*

ca#itali7ation* cohesion and coherence committed 'y the students of Sunshine School. &he

students committed 1++(!.93" errors in the first item.?nder this item* they committed

(11.,G"* (11.,G"* 3G(1.9!"*!,(3.!2"* 2(1.,,"* and 3(1.3" errors in

agreement* #re#osition*article* ca#itali7ation* cohesion and coherence* res#ecti)ely. 8n this item*

theycommitted the highest num'er of errors in ca#itali7ation and the lowest num'erof errors in

agreement and #re#osition.Similarly* they committed 1G(3G.G9" errors in the second item.

?nder thisitem* they committed 3!(1,.12"* 12(!.!,"* 31(12.,!"* 9(+.G9"*2G(19.G"*

and 3G(12.9" errors in agreement* #re#osition* article*ca#itali7ation* cohesion and coherence*

res#ecti)ely. 8n this item* theycommitted the highest num'er of errors in ca#itali7ation and the

lowest num'erof errors in #re#ositions.Likewise* they committed 3GG(2.9+" errors in the third

item. ?nder thisitem* they committed1G3 (32.33"* !(+.!,"* 22(12.!,"*

2,(1.!!"*22(12.!,"* and 3!(1.GG" errors in agreement* #re#osition* article

ca#itali7ation* cohesion and coherence* res#ecti)ely. &he data showed that theycommitted thehighest num'er of errors in agreement and the lowest num'er of errors in the use of #re#osition

in the third item.8n total* the students committed 1!1(3.G,"* !(+.++"*

1G(1.G2"*1,3(2.,+"* 1G+(1.2,"* and +9(1.,!" errors in agreement*

#re#osition*article* ca#itali7ation* cohesion and coherence* res#ecti)ely. &he data showedthat

they committed the highest num'er of errors in ca#itali7ation and thelowest num'er of errors in

the use of #re#osition.

0.0.% Errors ommitted 4y the tudents of (ain4ow chool

&a'le No. +

Errors %ommitted 'y the Students of 5ain'ow School

S . N o .

I t e m




1.

8

1G .1 3G 1.! 3 1!.!, ! 9.1, 32 1,.,1 3G 1.! 19 3.++

.

88


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3G 1G.9 32 1.21 2G 12.!G !G 1.9G !! 2.G+ 22 1!.G! ,2 32.G+

3.

888

9G !.!3 9 +.+ 3 1G.3! 2! 13.!1 !9 G.21 !9 G.21 33+ 2.G2&otal

13G 1!.1, 93 11., 1G, 13.31 1! G.1 1!9 1.G 123 1,.,+ +G2 1GG

&he ta'le #resents the item wise errors in agreement* #re#osition* article*ca#itali7ation* cohesion

and coherence committed 'y the students of 5ain'owSchool. &he students committed

19(3.++" errors in the first item. ?nderthis item* they

committed 1G(.1"* 3G(1.!"* 3(1!.!,"* !(9.1,"*32(1,.,1"* and 3G(1.!"

errors in agreement* #re#osition* article*ca#itali7ation* cohesion and coherence* res#ecti)ely. 8n

this item* theycommitted the highest num'er of errors in ca#itali7ation and the lowest num'erof

errors in agreement

G

Some ty#ical e>am#les of erroneous sentences under this category wereF1.

Last month* we went to

6

cy'er and #layed a game.(omission-A'hishek* E)erest".

:e ha)e

a

lots of facilities.(addition- $olistha* E)erest"3.

e wants to 'ecome

6

%harter Account.(omission- =inaya* =SAH"2.


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8m trying to 'e

a

o'edient student.(su'stitution- Anu#* =SAH".

8 am

6

student of Sunshine.(omission- Alina* Sunshine"!.

8 am

the

student of class eight.(su'stitution- Lisha* Sunshine",.

8 am

a

eldest daughter in my family.(su'stitution- Sa#ana* 5ain'ow"+.

8 like one #erson who is

a

kindhearted.(addition- Anish* 5ain'ow"9.

&his is

6

)ery good school. (omission- Amin* Little :orld"1G.

8 want to 'e

the

great #erson.(su'stitution- 4ee#ak* Little :orld"

0.%.% Errors in aitali7ation


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&a'le No. 13

Errors in %a#itali7ation

S . N o .School4escri#tion of Errors&otal

ErrorsSentenceinitial$ronoun 8 $ro#ernoun;ad6ecti)eOthercategoryNo. No.

No. No. No. 1. E)erest 3 1.29 32 31.,+ G 2!.,3 1G, 13.1. =SAH 9 .2 1 G.!G 1

.G! 131 ,+.9 1!! G.293. Sunshine 1+ 1G.2G 2 31. 1G1 +.3+ 1,3 1.3!2. 5ain'ow

1.23 1.2!! 2G.,2 !9 2.9 1! G.GG. Little:orld31 1.31 G.G9 2.2

,+ 3+.!1 G 2.92&otal 1G! 13.G92 G.29,1 33.2! 29 .9! +1G 1GG

&he ta'le #resents the descri#tion of errors in ca#itali7ation. &he studentscommitted

1G!(13.G9"* 2(G.29"* ,1(33.2!"* and 29(.9!" errors insentence initials* #ronoun 8*

#ro#er noun;ad6ecti)e and other category*

1

res#ecti)ely. &he students of E)erest School committed 1G,(13.1" errors inca#itali7ation.

Hore #articularly* 3(1.29"* 32(31.,+"* and G(2!.,3"errors were committed in sentence

initials* #ro#er noun;ad6ecti)e and othercategory* res#ecti)ely. Not a single error was recogni7ed

in #ronoun 8.Similarly* the students of =SAH committed 1!!(G.29" errors inca#itali7ation.

Out of which* they committed 9(.2"* 1(G.!G"* (1.G!"*and 131(,+.9" errors in

sentence initials* #ronoun 8* #ro#er noun;ad6ecti)eand other category* res#ecti)ely. Likewise* the

students of Sunshine Schoolcommitted 1,3(1.3!" errors in ca#itali7ation. $articularly*

1+(1G.2G"*2(31."* and 1G1(+.3+" errors were committed in sentence initials*#ro#er

noun;ad6ecti)e and other category* res#ecti)ely. Not a single error wasrecogni7ed in #ronoun 8.


22/78

8n the same way* the students of 5ain'ow Schoolcommitted 1!(G.GG" errors in ca#itali7ation.

$recisely* they committed(1.23"* (1.2"* !!(2G.,2"* and !9(2.9" errors in sentence

initials*#ronoun 8* #ro#er noun;ad6ecti)e and other category* res#ecti)ely. And thestudents of

Little :orld committed G(2.92" errors in ca#itali7ation.$articularly* they committed

31(1.3"* 1(G.G"* 9(2.2"* and,+(3+.!1" errors in sentence initials* #ronoun 8* #ro#er

noun;ad6ecti)e andother category* res#ecti)ely.Some ty#ical e>am#les of erroneous sentencesunder this category wereF1.

None is 'est for me 'ut

n

a'in sir.($ro#er noun- Archana* E)erest".

s

he did not take care of us.(Sentence initial- Shree6an* E)erest"3.

And

i

used to 'ecome angry.($ronoun 8- Hanisha* =SAH"2.

is wal

8

ing

tyle is )ery uni


23/78

other is )ery nice and

reat.(Other category- Sneha* Sunshine",.

Hy schools name is 5ain'ow

e

nglish

s

chool.($ro#er noun-San6u*5ain'ow"

+.

:ith them

i

'ecome ha##y.($ronoun 8- Sandhya* 5ain'ow"9.

Hy fa)ourite fruits are

+

ango*

A

##le* etc.(Other category- Anita* Little:orld"1G.

h

e is good at reading and writing.(Sentence initial- 5a6an* Little :orld"

0.%. Errors in ohesion

&a'le No. 12


24/78

Errors in %ohesion

S . N o .

School

%ohesi)e 4e)ices&otalErrors

5eference

Su'stitution Elli#sis %on6unctionLe>ical%ohesionNo. No. No. No. No. No. 1.

E)erest

+ .G 13 1G.2 1

11.+1 33 .9+ 3+ 9.9 1, 1,.,!. =SAH 31 .3G 9 !.2+ 1 1G.,9 3+ ,.32 2! 33.G9 139 19.

223.

Sunshine

G.3, ! .! ! .! 3! 33.33 3+ 3.1+ 1G+ 1.1G2.

5ain'ow

3! 1.3G 11 !.1 , 2.12 ! 33.12 9 32.91 1!9 3.!2.

Little:orld

3! G.93 + 2.! 9 .3 G 9.G, !9 2G.1 1, 2.G!

&otal

13 1.2G 2, !., ,., 13 9.,9 G 32.9, ,1 1GG

&he ta'le #resents the descri#tion of errors in cohesion under different cohesi)ede)ices. &he

students committed 13(1.2G"* 2,(!.,"* (,.,"*13(9.,9"* and G(32.9," errors

under reference* su'stitution* elli#sis*con6unction and le>ical cohesion* res#ecti)ely. &he students

of E)erest Schoolcommitted 1,(1,.,!" errors in cohesion. Out of which*

+(.G"*13(1G.2"* 1(11.+1"* 33(.9+"* and 3+(9.9" errors were committedunder

reference* su'stitution* elli#sis* con6unction and le>ical cohesion*res#ecti)ely. Similarly* the

students of =SAH committed 139(19.22" incohesion. Hore #articularly* 31(.3G"*

9(!.2+"* 1(1G.,9"* 3+(,.32"*and 2!(33.G9" errors were committed under reference*

su'stitution* elli#sis*con6unction and le>ical cohesion* res#ecti)ely. Likewise the studentsof Sunshine School committed 1G+(1.1G" in maintaining cohesion. Out of which* (G.3,"*

!(.!"* !(.!"* 3!(33.33"* and 3+(3.1+" errors


25/78

3

were committed under reference* su'stitution* elli#sis* con6unction and le>icalcohesion*

res#ecti)ely. 8n the same way* the students of 5ain'ow Schoolcommitted 1!9(3.!2" in

cohesion. $recisely* 3!(1.3G"* 11(!.1"*,(2.12"* !(33.12"* and 9(32.91" errors were

committed underreference* su'stitution* elli#sis* con6unction and le>ical cohesion*

res#ecti)ely.And finally* the students of Little :orld School committed 1,(2.G!" errorsin

cohesion. $articularly* 3!(G.93"* +(2.!"* 9(.3"* G(9.G,"* and!9(2G.1" errors

were committed under reference* su'stitution* elli#sis*con6unction and le>ical cohesion*

res#ecti)ely.Some ty#ical e>am#les of erroneous sentences under this category wereF1.

E)erest always does

his

'est to achie)e success.( 5eference- Aastha*E)erest".

8

lea$e

in central #art of Ne#al.(Le>ical cohesion- Sushan* E)erest"3.

e left the school and

so I


26/78

. (Elli#sis- $ra6wol*=SAH"2.

8 am

doinga descri#tion of my school. (Le>ical- Helina* =SAH".

5odrick is a ty#e of #erson

that

is )ery sim#le and good mannered.(5eference- =i'ek* Sunshine"!.

:ho could 'e my 'est friend 'ut 5u#ak

could 4e

. (Su'stitution- Niro6*Sunshine",.

+y

mommy always cares us. (5eference- $ramila* 5ain'ow"+.

8 ho#e

6

you get this *youll 'ecome ha##y.( %on6unction- Sandhya*5ain'ow"9.

e was not good.

And

he #assed the e>am.(%on6unction- Amin* Little:orld"1G.

8

stay

in =hakta#ur. (Le>ical cohesion- Aaistha* Little world"


27/78

2

0.%.3 Errors in oherence

&a'le No. 1

Errors in %oherence

S . N o .

SchoolErrors in maintaining

&otal Errors%hronological order S#atial order Logical orderNo. No. No. No.

1.

E)erest

! .+3 ! .+3 91 ++.32 1G3 1,.

.

=SAH 1! 1.2 9 +., +G ,!.19 1G 1,.9

3.

Sunshine

+ +.99 , ,.+! ,2 +3.1 +9 12.91

2.

5ain'ow

1! 11.19 + .9 119 +3. 123 3.9

.

Little :orld 19 1.1G 1 ,.!2 1! +G.! 1, !.3G&otal ! 1G.+9 2 ,.G3 29G +.G+ 9, 1GG

&he ta'le #resents the descri#tion of errors in coherence. &he studentscommitted !(1G.+9"*

2(,.G3" and 29G(+.G+" errors in maintainingchronological order* s#atial order and logical

order* res#ecti)ely. &he studentsof E)erest School committed 1G3(1,." errors in coherence intotal.$articularly* !(.+3"* !(.+3" and 91(++.32" errors were committed inmaintaining

chronological order* s#atial order and logical order* res#ecti)ely.Similarly* the students of =SAH

committed 1G(1,.9" errors in coherencein total. Out of which* 1!(1.2"* 9(+.," and

+G(,!.19" errors werecommitted in maintaining chronological order* s#atial order and logical

order*res#ecti)ely. Likewise the students of Sunshine School committed +9(12.91"errors in

coherence in total. $recisely* +(+.99"* ,(,.+!" and ,2(+3.1"errors were committed in

maintaining chronological order* s#atial order andlogical order* res#ecti)ely. 8n the same way* the


28/78

students of 5ain'ow Schoolcommitted 123(3.9" errors in coherence in total. Hore

#articularly*1!(11.19"* +(.9" and 119(+3." errors were committed in

maintainingchronological order* s#atial order and logical order* res#ecti)ely. And finally*the

students of Little :orld School committed 1,(!.3G" errors incoherence in total. Out of

which* 19(1.1G"* 1(,.!2" and 1!(+G.!"

errors were committed in maintaining chronological order* s#atial order andlogical order*

res#ecti)ely.Some ty#ical e>am#les of erroneous sentences under this category wereF1.

8m a 'oy reading in class eight.

Hy name is Sumin. 8m 1 years old

. 8read


29/78

(Logical order- Sulochana* =SAH".

8 get u# at si> oclock and read u# to eight oclock.

8 ha)e my 'reakfast at se)en.(%hronological order- Sony* Sunshine"!.

8t lies in 4udh#ati. 8t is near the 'us sto#. 8t is situated in =hakta#ur.

(S#atial order- @alyan* Sunshine",.

i* Anu6P ow are youQ

8 am s#ending my days ha##ily

. Are you fineQ(Logical order- Sameer* 5ain'ow"+.

8 am a male se>. 8 read in class eight in Little :orld School.( Logicalorder- San6ay* 5ain'ow"9.

8n e)ery classroom* there are some #osters and a 'lack'oard. &here is acanteen. And twel)e sets

of desk'enches are there in the class. (S#atial-$riya* Little :orld"1G.

&here is one room for accountant* and one for the $rinci#al. &heteachers are )ery nice here.

&here are two classroom 'locks. (S#atialorder- 5itu* Little :orld"

HA#'E( 5*9(5I,I A, (E*++E,A'I*

%.1 5indings

&he researcher carried out a rigorous analysis of the errors in agreement*#re#osition* article*

ca#itali7ation* cohesion and coherence in free writing tomeet his o'6ecti)es and to make his

study #recise. Krom the recognition*analysis and inter#retation of the errors committed 'y the

eighth graders inwriting free com#osition* the researcher came u# with the following findingsF1.

&he students committed 3!!1 errors in total. &hey committed93(.2!" errors in the first

item* i.e. in #aragra#h writing*139(33.+2" errors in the second item* i.e. in letter writing*

and129G(2G.,G" errors in the third item* i.e. in essay writing. ence theycommitted the highest

num'er of errors in writing an essay and thelowest num'er of errors in writing a #aragra#h

which seems natural..


30/78

&he students committed !13(1!.,"* 239(11.99"* 2+,(13.3G"*+1G(.1"* ,1(19.3"*

and 9,(1!.31" errors in agreement*#re#osition* article* ca#itali7ation* cohesion and coherence*

res#ecti)ely.&hey committed the highest num'er of errors in ca#itali7ation and thelowest num'er

of errors in the use of #re#osition. &hus* ca#itali7ationwas found to 'e most #ro'lematic for the

students.3.

&he students committed 2,,(,,.+1" and 13!(.19" errors insu'6ect)er' agreement and

o'6ect)er' agreement* res#ecti)ely. &hussu'6ect)er' agreement was found to 'e more

#ro'lematic for them.

,

2.

5egarding the use of #re#osition* the students committed 1G2(3.!9"*G3(2!.2" and

13(3G.G," errors due to addition* omission andsu'stitution* res#ecti)ely. 8t showed that they

committed the highestnum'er of errors due to omission and the lowest num'er of errors due

toaddition..

5egarding the use of article* the students committed 1G,(1.9+"*+(,.9G" and 9+(G.1"

errors due to addition* omission andsu'stitution* res#ecti)ely. 8t showed that they committed thehighestnum'er of errors due to omission and the lowest num'er of errors due tosu'stitution.!.

8n case of ca#itali7ation* the students committed 1G!(13.G9"*2(G.29"* ,1(33.2!"* and

29(.9!" errors in sentence initials*#ronoun 8* #ro#er noun;ad6ecti)e and other category*

res#ecti)ely. &heycommitted the highest num'er of errors in other category and the

lowestnum'er of errors in writing #ronoun 8.,.

:hile maintaining cohesion* the students committed 13(1.2G"*2,(!.,"* (,.,"*

13(9.,9"* and G(32.9," errors underreference* su'stitution* elli#sis* con6unction and

le>ical cohesion*res#ecti)ely. 8t showed that they committed the highest num'er of errorsunder

le>ical cohesion and the lowest num'er of errors undersu'stitution.+.

&o take the case of coherence* the students committed !(1G.+9"*2(,.G3" and 29G(+.G+"

errors in maintaining chronological order*s#atial order and logical order* res#ecti)ely. &hey


31/78

committed the highestnum'er of errors while maintaining logical order and the lowest num'erof

errors while maintaining s#atial order

%.2 (ecommendations

On the 'asis of the findings of the study* the following recommendations ha)e'een made for

#edagogical im#lications.1.

&he students should 'e #ro)ided with the format* structures* model* and'rainstorming e>ercise

while teaching #aragra#h* letter* essay and suchother free writing skill de)elo#ing tasks. Am#le

#ractice should 'e doneon generating rele)ant ideas and organi7ing those ideas in a

conse#licitlytaught to the students. So* su'6ect)er' agreement should'e taught 'yrelating the form of )er' to the num'er of su'6ect (may it 'e gerund ortoinfiniti)e"

and o'6ect)er' agreement 'y relating the form of )er' tothe num'er of o'6ect. S#ecial attention

should 'e #aid while teachingsu'6ect)er' agreement and constant #ractice should 'e #ro)ided in

theclassroom.3.

Sufficient e>#osure should 'e #ro)ided regarding the use of #re#ositionsand articles. &he

students should 'e e>#osed to enough e>am#les thatcontain the rules of #re#ositions and articles.

E>#licit reteaching of thelikely areas where the errors in #re#ositions and articles due to

addition*omission and su'stitution are occurred is needed.2.

S#ecial attention should 'e #aid while teaching ca#itali7ation. &heinformation on

?$$E5 %ASE

and

lower case

should 'e #ro)ided. Ande>#licit teaching of the most likely areas of errors in

ca#itali7ationshould 'e carried out. &hey should 'e made familiar with the 'asicca#itali7ation

rules in a com#rehensi)e way..

&he students should 'e #ro)ided with am#le e>ercises on reference(#ronoun"* elli#tical

sentences* con6unctions* etc. to maintain cohesion


32/78

9

in a #iece of writing. 8t is 'etter to teach #ronoun in com'ination withmasculine* feminine* and

neuter gender rather than teaching in isolation.!.

%oherence should 'e taught with the hel# of guided writing e>ercises.Such e>ercises like

ordering the sentences of a story* descri#tion of a#lace* narration of some e)ents should 'e gi)en

to #ractice coherence.,.

Hore #ractice e>ercises on each of the #ro'lematic areas should 'e#ro)ided.+.

&he students should 'e encouraged to write free com#ositions and toself correct and #eer correct*

and finally* the teacher should look o)erthe sam#les selected from their writings. And he;she

should reteach theareas of grammar* mechanics* and;or organi7ation style where they

ha)ecommitted the most errors. &his leads to continuous reduction of thenum'er of errors they

commit in each of the areas.


33/78

A%@NO:LE4IHEN&S

8 am grateful to Allah the Almighty* the Host Herciful (the eternally'esought of all for 'lessing"*

who has led me to the com#letion of this final#ro6ect entitled

Irammatical Error Analysis in Students 5ecount &e>ts(&he %ase of the &welfth Jear Students

of SHA N 1 Slawi* &egal in the AcademicJear of GG!;GG,.

Hy first res#ect and thank go to 4ra. 6. 4wi 5ukmini* H.$d.* my firstad)isor and 5udiartono* S.S.* H.$d.* my second ad)isor for their in)alua'leassistance* guidance and )alua'le

suggestions during the writing of this final#ro6ect.Hy ne>t dee#ly grateful go to my 'elo)ed

#arents* Sanyoto* A. Hd* Sri8ndah* =eni and Adhi for their lo)e and #atience in waiting for my

graduation.Ireat thanks also goes to %arol* my hum'le one* your understandings andsu##orts are

essential. &o my friends Ad6i* eru and all of my friends in =eswan46arum G;G! who ha)e

gi)en their wonderful su##orts. Ianesha S


34/78

)

A=S&5A%& aryanto* &oni. GG,.

Irammatical Error Analysis in Students 5ecount &e>ts.&he %ase of the &welfth Jear Students ofSHA N 1 Slawi in the Academic Jear of GG!;GG,. A Kinal $ro6ect.

Learning English 'ecomes more and more im#ortant nowadays since weknow that English is one

of the international languages which can 'e used tocommunicate around the world. 8n 8ndonesia*

English is learnt as a foreignlanguage. Learning a different language is sometimes difficult since

the targetlanguage has different elements com#ared to the nati)e language. &hesedifferences

sometimes cause students to make errors when using it.&his final #ro6ect #rimarily deals with

grammatical error analysis. 8tdescri'es the grammatical errors on recount te>ts made 'y the

twelfth yearstudents of SHA N 1 Slawi in the academic year of GG!;GG,. 8 use the#eriences

)i

'AB!E *5 *'E'

A%@NO:LE4IHEN&S ................................................................................. i)A=S&5A%& .....

.................................................................................................. )&A=LE OK %ON&EN&S .............

...................................................................... )iL8S&

OK A$$EN48%ES .................................................................................... )iii

I I'(*,9'I*

.........................................................................................

11.1 Ieneral =ackground of the Study ................................................................ 11. 5easons for

%hoosing the &o#ic .................................................................. 1.3 Statement of the $ro'lem ......

....................................................................... !1.2 O'6ecti)es of the Study .....................................

........................................... !1. Significance of the Study ..............................................................


35/78

............... !1.! 4efinition of Error ....................................................................................... ,1., O

utline of the 5e#ort .................................................................................... ,

II (E:IE) *5 'HE (E!A'E, !I'E(A'9(E

.......................................

+.1 Irammar ...................................................................................................... +. :riting ......................................................................................................... 9.3 5ecount

&e>t................................................................................................. 13.2 Errors and

Histakes ..................................................................................... 12.2.1

Errors ......................................................................................................... 1.2.

Histakes .................................................................................................... 1!. Sources of

Errors .......................................................................................... 1!.! Irammatical

Errors ...................................................................................... 1+

)ii., Error Analysis .............................................................................................. G

III (EEA(H +E'H*,

......................................................................... 3.1 5esearch A##roachF %ase

Study .................................................................. 3. 5esearch

$rocedure ...................................................................................... 33.3 5esearch

8nstrument ..................................................................................... 33.2 4ata

%ollection ............................................................................................. 23. $artici#ants of the

Study .............................................................................. 23.! $rocedure of

8n)estigations ......................................................................... 2

I: 5I,I A, ,I9I*

................................................................ +2.1

Kindings ........................................................................................................ +2.

4iscussion .................................................................................................... 31

: *!9I* A, #E,A*IA! I+#!IA'I*

..................... 2!.1

%onclusion ................................................................................................... 2!. $edagogical

8m#lications ............................................................................. 2,5EKE5EN%ES ..........................

......................................................................... 29A$$EN48%ES ....................................................

............................................... 1

)iii

!I' *5 A##E,IEAendi;


36/78

1 5esearch A##ro)al Letter ............................................................................... Students 5ec

ount &e>ts ................................................................................. 3

1.2

(easons for hoosing the 'oic

$eo#le tend to ac


37/78

Irammar isone im#ortant as#ect that should 'e mastered in order to make a well

structuredwriting. =ut* writing in different language is not always as easy as writing in ourown

language since there are some different rules in the writing systems and thesedifferences

sometimes make us make errors. &hat is why- 8 choose to analy7e thegrammatical errors in

writing.&his study #rimarily deals with the students English grammar mastery*s#ecifically in

writing. &herefore* the main reasons for choosing this to#ic are the

!!differences 'etween 8ndonesian and English* and the students difficulties inwriting a good

English com#osition.

1.0

tatement of the #ro4lem

&he #ro'lems to sol)e areF(1"

:hat kind of grammatical errors are faced 'y the twelfth year students of SHA N 1 Slawi

in writing recountQ("

:hat are the #ossi'le causes of those errorsQ

1.%

*4


38/78

ignificance of the tudy

&he significance of this study can 'e classified into two #arts* for theteachers and the students.

Kor the teacher 'y reading the result of this study theycan find new methods to antici#ate the

making of the errors and to im#ro)e theirteaching a'ility. Kor the students* 'y reading the resultof this study they canim#ro)e their a'ility in writing es#ecially in writing recount.

,,

1.3

,efinition of Error

Krom the result of this study* it can 'e concluded that error is the failure touse the grammatical

system correctly made 'y the students which is caused 'y thelack of students com#etence.

1.=

*utline of the (eort

&his final #ro6ect consists of fi)e cha#ters. &he first cha#ter descri'es thegeneral 'ackground of

the study* reasons for choosing to#ic* statement of the#ro'lem* o'6ecti)es of the study*

significance of the study and the outline of thestudy.&he second cha#ter is the re)iew of the

related literature consists of thedefinition of grammar* writing* recount* errors and mistake* error

analysis* and thesources of errors.&he third cha#ter tells a'out the method of in)estigation

consists of research design* #artici#ants of the study* role of the researcher* ty#es of the

data*#rocedure of collecting data* and the #rocedure of analy7ing the data.&he ne>t cha#ter

discusses the grammatical errors in writing made 'y thestudents* the error analysis* and

the #ossi'le causes of errors.&he last cha#ter concludes what the grammatical errors are made 'ythestudents* the #ossi'le causes of errors and the suggestions that are e>#lained 'asedon the

errors made


39/78

+

HA#'E( II(E:IE) *5 'HE (E!A'E, !I'E(A'9(E

8n this cha#ter 8 will e>#lain what grammar is* writing* recount te>t and itsle>icogrammatical

features* the differences of errors and mistakes* sources of errors* grammatical errors* and what

error analysis is.

2.1 rammar

&he word grammar has se)eral meanings and there is no uni)ersallyacce#ted definition.

4ifferent e>#erts define the term grammar differently. &hereis no fi>ed definition of

grammar.Leech (19+F 3" defined grammar as something in reference to themechanism

according to which language works when it is used to communicatewith other #eo#le.armer(GG1F 1" defines grammar as the descri#tion of the ways inwhich words can change their forms

and can 'e com'ined into sentences in thatlanguage.Ierot M :ignell (1992F " state that

grammar is a theory of a language* of how language is #ut together and how it works.a)ing

known the definition of grammar* it is not hard for us tounderstand why grammar is useful and

im#ortant. :ithout knowing the grammarof a language* one can not 'e said to ha)e learned the

language. =esides* it seems

99im#ossi'le to learn a language without learning the grammar 'ecause it tells himhow to use

the language.$eo#le learn how to construct a good message 'ased on the rules they ha)eknown

and try to con)ey the message to the others. &hese rules are termed asgrammar.&he mechanism

of grammar cannot 'e seen concretely* 'ecause it is rathera'stractly re#resented in the human

mind* 'ut we know it is there 'ecause itworks. One way of descri'ing this mechanism is 'y

means of a set of rules whichallow us to #ut words together in certain ways which do not allow

others. &hemeaning of a message con)eyed 'y language has to 'e con)erted into words

#uttogether according to grammatical rules and these words are then con)eyed 'ysounds.

2.2 )riting

&here is no #articular definition a'out writing stated 'y an author or alinguist. L. Strauss in B.

artley* et al (19!F !!" stated that writing might* that isto say* 'e regarded as a form of

artificial memory* whose de)elo#ment should 'eaccom#anied 'y a dee#er knowledge of the #ast

and* therefore* 'y a greater a'ilityto organi7e the #resent and the future.08n fact* there are some

acts of writing which can 'e used as the 'asis forconcei)ing the meaning of writing. &hose acts

of writing are in line with thede)elo#ment of learning to write through which a student should

#ass.


40/78

1G1G:riting in)ol)es more than 6ust #roducing words and sentences. &o 'ea'le to #roduce a#iece of writing* we should 'e a'le to write a connected series of words and sentences which are

grammatically and logically linked* so that the#ur#ose we ha)e in our mind will suit the intended

readers. 8n this way* it is meantthat the style of language used in a #iece of writing designed for

layman and#eo#le li)ing in the )illage* for e>am#le should 'e different from the one designedfor

educated #eo#le such as students* teachers* doctors* #rofessors* etc. &herefore*in #resenting a

#iece of discourse we should consider the correctness of form* thea##ro#riateness of style* and

the unity of to#ic (armer* GG2F ".:hereas discourse* as e>#lained 'y %andlin (199,F )iii" is a

means of talking and writing a'out and acting u#on worlds* a means which 'oth constructsand is

constructed 'y asset of social #ractices within these worlds* and in so doing'oth re#roduces and

constructs afresh #articular socialdiscursi)e #ractices*constrained or encouraged 'y more macromo)ements in the o)erarching socialformation. :hether style is feature of literary com#osition

which 'elongs to formand e>#ression rather than to the su'stance of the thought or matter

e>#ressed andalso a manner of discourse or tone of s#eaking* ado#ted in addressing others or

inordinary con)ersation.:riting should 'e done with the understanding from the #ast time in

orderto inform and e>#ress what had ha##ened. 8t should 'e wellorgani7ed in order to'e

understanda'le for the readers (armer* GG2F 3".

11testing* the learner slowly and tediously succeeds in esta'lishing closer and

closera##ro>imation to the system used 'y nati)e s#eakers of the language.0&he students get

#ro'lems in learning English 'ecause there are manydifferences 'etween 8ndonesian and English

in terms of grammar* )oca'ulary* etc.As Lado (19,," said* errors made indication of the

difficulties the learnerhad with certain as#ects of language.0 &he study of learners errors has

'een a#rimary focus of foreign language research. 8t is called Error Analysis.As ?'ol (19++F +"

said* Error analysis is a systematic descri#tion ande>#lanation of errors made 'y learners or

users in their oral or written #roductionon the &L. 8t means that error analysis is concerned with

the e>#lanation of theoccurrence error and the #roduction of their oral or written e>#ression

differs fromthat of nati)e s#eaker or &L norm. &he error analysis mo)ement is characteri7edas anattem#t to account for learners error that could not 'e e>#lained or#redicted 'y contrasti)e

analysis. Error analysis has made a significantcontri'ution to the theoretical consciousness

raising a##lied linguistics andlanguage #ractitioners. Error analysis #ro)ided a methodological

for in)estigatingthe learner language.According to %order as cited 'y 5ichards (19,2" noted that

errors could'e significant in three waysF they #ro)ided the teacher with information a'outhow

much the learner had learnt* they #ro)ided the researcher with of e)idence of how language was

learnt* they ser)ed as de)ices 'y which the learner disco)eredthe rules of the &L.0


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HA#'E( III(EEA(H +E'H*,

8n this research* two ste#s of data in)estigation were a##lied* namely-collecting the data and

analy7ing the students writing.

0.1

(esearch Aroach > ase tudy

Jin in Nunan (199F ,!" stated that a case study is an em#irical ent- whenthe 'oundaries 'etween

#henomenon and conte>t are not clearly e)ident- and inwhich multi#le sources of e)idence are

used.8n addition* Herriam in Nunan (199F ,," stated that the


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other schools mastery of recount writing. 8t isonly rele)ant to the twelfth year students of SHA

N 1 Slawi in the academic year of GG!;GG, and their mastery of recount writing.

0.2

(esearch #rocedure

8n conducting this research 8 came to the field* e>#lained what is recountto refresh the students

understanding a'out recount itself* got them writing arecount* analy7ed and descri'ed the errors

made 'y the students.

0.0

(esearch Instrument

&he instrument of this research is the free recount writing made 'y thestudents which 8 a##lied asthe data to 'e analy7ed and descri'ed the errors made 'y the students

33

d. :e ought to stand in line* 'ecause there were many #atients.e. :e went to my aunts home to

ha)e a rest.

=esides the infiniti)e forms* )er' grou#s could also 'e in the form of linking )er's (to 'e". Krank

(19,F 2+" stated that linking )er's are )er's of incom#lete #redication- it merely announces that

the real #redicate follows. &hecom#lement is usually an

ad6ecti)e

or a

noun.

(3"

a.

&hat the good and ha##y month.


43/78

'. 8 )ery ama7ed that Jogyakarta is 'eautiful.c. 8t still )ery natural.d. :e so tired* and we

decided to go home earlier than the #lan.e. 8t usually called Hetikan in my )illage.

8n fi)e sentences a'o)e* the students failed to #ut the linking )er's. 8nsentences a* '* and e* for

instance* the student failed to recogni7e the #assi)e formof the )er'. As we know in #assi)e form

there should 'e

to 'eR)er'3

. :hether insentences c* and d- they failed to #ut the linking )er's 'efore a noun and

anad6ecti)e.&he sentences should ha)e 'eenF(2"

a.

&hat was a good and ha##y month.

'. 8 was )ery ama7ed 'y the 'eauty of Jogyakarta.c. 8t was still )ery natural.d. :e were so tired*

and we decided to go home earlier than the #lan.e. 8t was called Hetikan in my )illage.

32Still in relation to linking )er's* the students also failed to recogni7e thecorrect form of

to 'e

used in their sentences. &he errors are as followsF("

a.

=ecause my grandfathers house has located near the Hintaragamountain.

'. 8t has a small house 'ut clean.c. &he house is the 'iggest house that 8 ha)e e)er stayed.d. 8

know that there are no my aunt and my 'rother 'eside me.e. 8 were at Bog6akarta 6ust days

'ecause 8 still had many im#ortant acti)ities in Slawi.

Since recount functions to tell our #ast e>#eriences* normally we use #asttense. ere the studentsalso failed to recogni7e the #ast form of

to 'e

should 'eused.&he sentences should ha)e 'eenF(!"


44/78

a.

=ecause my grandfathers house was located near the Hintaragamountain.

'. 8t was a small house 'ut clean.c. &he house was the 'iggest house that 8 had e)er stayed.d. 8knew that my aunt and my 'rother were not 'eside me.e. 8 was in Bog6akarta 6ust for two days

only 'ecause 8 still had manyim#ortant acti)ities in Slawi.

As 8 stated a'o)e* in writing recount we usually use #ast tense since it istells a'out #ast

e>#eriences. 8n the sentences 'elow* the students failed to #ut the)er's in the #ast form ()er'".

&he errors are as followsF

3(,"

a.

&he doctor e>amined my ears and say that my mem'rane tym#ani0(hear tool to catch the

sound" ha)e 'roken and wounded.

'. 8 ha)e an unforgetta'le e>#erience and it ha##ened when 8 was inelementary school.c. 8n

the twenty third day* it means the last day we studied together* washold a farewell #arty.d. On

the way* the rain falled.e. 8 only know there were many 'ats in e)ery room in the second floor

'ecause the floor had 'een used for nothing. f. 8t looks 'eautiful.

8n sentences a* '* c* e* and f the students failed to recogni7e the #ast formof the )er's. &hey still

used the sim#le form of the )er's. &his is incorrect since intelling their #ast e>#eriences they

should use the #ast form of the )er's ()er'". 8nsentence d* the student also failed to recogni7e

the #ast form of the )er'. 8nsteadof using the #ast form* she added the )er' with

ed

. &his is wrong since the )er'is the irregular one. She can not add

ed

. She 6ust generali7ed that the #ast formsof the )er's are always added 'y

ed

.&he sentences should ha)e 'eenF(+"


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a.

&he doctor e>amined my ears and said that my tym#hani mem'rane0(hearing tools to catch the

sound" had 'roken and wounded.

'. 8 had an unforgetta'le e>#erience and it ha##ened when 8 was in theelementary school.

3+s#ell the correct form of the )er'. =ut* here 8 6ust analy7ed students failure inrecogni7ing the

correct form of the )er'.&he sentences should ha)e 'eenF(1"

a.

$eo#le still stayed in tents* 'ecause their house was 'eing re'uilt.

'. At last* my #lan with her succeeded.

2.

Errors in su4


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a'o)e* in writing a recount we should use #ast tense since ittells a'out #ast e>#eriences. 8n #ast

tense there is an agreement 'etween su'6ectand )er' in this case

to 'e

. Kor third #erson singular su'6ect we should use

was

*and for the other forms of su'6ect we should use

were

.&he students made some errors in this area. &hey are as followsF(13" a.

:e were )ery confused 'ecause the walls were glass walls and the housewere dark.'. :e ought

to stand in line 'ecause there was many #atients in there.

39

c. On the way to the ri)er* the sight was )ery 'eautiful. So did in the ri)er.

8n sentences a and '* the students failed to make the agreement 'etweensu'6ect and )er'. 8nstead

of using

was

for third #erson singular su'6ect they use

were

and )ice )ersa. 8n sentence c the student also failed to make agreement'etween su'6ect and )er'.

ere she failed in relating the idea from the #re)ioussentence.&he sentences should ha)e 'eenF

(12" a.

:e were

)ery

confused 'ecause the walls were glass and the house wasdark.'. :e ought to stand in line

'ecause there were many #atients there.c. On the way to the ri)er* the sight was )ery 'eautiful.

So was in the ri)er.


47/78

0.

Errors in the use of articles

&he use of articles is also determined 'y the noun whether it is counta'leor uncounta'le andwhether it is singular or #lural. &here are two kinds of article-they are definite article (the" and

indefinite articles (a; an". :e use definite article(the" if the noun has 'een mentioned 'efore or if

the noun has 'een familiar.

'he

de)elo#ed historically from a word meaning

this

and still retains some of the'asic meanings of the #ointing demonstrati)e.

'he

ser)es to

#articulari7e a noun.8t hel#s to distinguish the known from the unknown. 8t may narrow down a

class*or it may e)en limit the class to one.:hile* we use indefinite article (a; an" if the noun has

not 'een mentioned'efore. &he use of indefinite article also takes into account whether the noun

is

2Gcounta'le or not and whether it is singular or #lural. 8f the noun is counta'le*singular and has

not 'een mentioned 'efore* the indefinite article must 'e used.&hus* to 'e a'le to use an article

#ro#erly* the students ha)e to 'e sensiti)ein differentiating the use of definite article* indefinite

article and e)en using noarticle at all. 8f they are not a'le to differentiate them* they will make

errors asfollowsF(1" a.

On Saturday* 8 )isited $angandaran 'each. &he condition of society wasstill same.'. =esidethat* we could see many of the 'ig trees in there.c. 8t was the one and only house with two

floors and the 'iggest officialhouse on $angkah sugar factory.d. &here was a in)ited guest* so 8

could came late.e. 8n twenty third day* it means the last day we studied together* hold a farewell.

8n sentences a* c* d* and e the students failed to use the definite article(the". ere they omit the

definite article. 8n sentences a and c a'o)e they failed inrecogni7ing the re#eated su'6ect whether


48/78

in sentences '* d and e* they failed torecogni7e something familiar.&he sentences should ha)e

'eenF(1!" a.

On Saturday* 8 )isited $angandaran 'each. &he condition of society wasstill the same.'. =esides*

we could see many 'ig trees there.

22

d. $eo#le still stayed in tents* 'ecause their houses were 'eing re'uilt.e. &he ne>t day we went to

the garden and took some mangoes. f. &he mangoes were so sweet.

3.

Errors in the use of ronouns

$ronoun is used to su'stitute nouns. 8t has many ty#es- they are #ersonal*refle>i)e* indefinite*

relati)e* interrogati)e* demonstrati)e* and e>#leti)e#ronouns.&he students made errors in this

area. &hey are as followsF(1" a.

She wanted to ha)e a )acation in &egal in grandmothers house.

'. After ac


49/78

8n sentence a and ' the student failed to recogni7e the #ossessi)e #ronoun.8n sentence c* the

student failed to recogni7e the #ersonal #ronoun. And insentence d* the students failed to

recogni7e the correct form of demonstrati)e#ronoun.&he sentences should ha)e 'eenF(" a.

She wanted to ha)e )acation in &egal in her grandmothers house.

'. After 'eing ac


50/78

%on6unctions are used to connect words. &hey connect not only words* 'utalso #hrases and

clauses. &he rules in using them are the same with their rules in8ndonesian. 4es#ite the same

rules* the students still make errors in this area.&he errors are as followsF(3"

a.

=ut caused 8 thought it 6ust took a moment* so 8 said O@.

'. Ne>t when we throughed the traffic light* the red 'la7ed.c. =esides that

* most of them li)e in one #lace or ne)er mo)ed to another city.

8n the three sentences a'o)e* the students seem confused in failed torecogni7e the correct form of

the con6unctions. &hey 6ust added them with

ed

* 6ust like what we do when we form the #ast form of )er's. &hey generali7ed whatwe do in

making #ast )er' form to what we do with con6unctions.&he sentences should ha)e 'eenF(2"

a.

=ut* 'ecause 8 thought it 6ust took a moment* 8 said O@.

'. Ne>t* when we #assed the traffic light* the red 'la7ed.c. =esides

* most of them li)e in one #lace or ne)er mo)ed to another city.

&he conclusion of the analysis will 'e #resented in the ne>t cha#ter.

2!

HA#'E( :*!9I* A, #E,A*IA! I+#!IA'I*


51/78

After conducting the research* doing the analysis* and #resenting theresults* the conclusion and

suggestion or #edagogical im#lications of this studywill 'e #resented in this last cha#ter.

.1 onclusion

(1" =ased on the finding of the analysis* it shows that the students made a total of 3 errors

which consists of 13 or ! errors in using )er' forms* 3 or 1.3 errors in agreement 'etween

su'6ect and )er'* 1G or 2.3 errors in the useof article* 3G or 1.+ errors in the use of

#re#osition* 1 or .1 errors in#lurali7ation* 3 or 9.+ errors in the use of #ronoun* and 2 or

1., errors inthe use of con6unction.

(" According to the findings* it can 'e concluded that the students ha)e notmastered the use of

)er' grou#s. :e can see it from the num'er of the errorsmade. Although they had 'een taught

a'out it 'efore* they were still confusedwhich one to use when making a grammatical sentence.

8t could 'e 'ecause in'ahasa 8ndonesia we do not ha)e the )er' con6ugations. :e do not ha)e

timesignaling in e>#ressing ideas. &hey are unfamiliar to this form and 'ecauseEnglish is still

foreign for them. And those are the #ossi'le causes of theirerrors.

2,2,&he students were still confused in making the agreement 'etween su'6ect and)er'. 8tcould 'e 'ecause in 'ahasa 8ndonesia there is no agreement 'etweensu'6ect and )er'.&he

students were still confused in differentiating whether to use the definiteor indefinite articles. 8t

could 'e 'ecause in 8ndonesian language grammarthere is no definite article used.&he students

still confused in deciding #re#osition which #re#osition should'e used* whether to use in* on* or

at.&he students o)ergenerali7ed the #lurali7ing of nouns. &hey 6ust added the s; es without

considering that there are some irregular forms of nouns#lurali7ation.&he students still confused

in deciding which #ronoun should 'e used tosu'stitute nouns* whether it is #ersonal* relati)e*

#ossessi)e* or demonstrati)e#ronouns.&he students a##lied rules in forming #ast time )er' to

con6unctions.Krom the e>#lanations a'o)e* 8 can conclude that the students still confused

indealing with English grammar systems.

.2 #edagogical Imlications

=ased on the findings* 8 would like to offer some #edagogical im#licationsto 'e considered in

teaching to im#ro)e the students writing a'ility.


52/78

2,2,&he students were still confused in making the agreement 'etween su'6ect and)er'. 8t

could 'e 'ecause in 'ahasa 8ndonesia there is no agreement 'etweensu'6ect and )er'.&he

students were still confused in differentiating whether to use the definiteor indefinite articles. 8t

could 'e 'ecause in 8ndonesian language grammarthere is no definite article used.&he students

still confused in deciding #re#osition which #re#osition should'e used* whether to use in* on* or

at.&he students o)ergenerali7ed the #lurali7ing of nouns. &hey 6ust added the s; es withoutconsidering that there are some irregular forms of nouns#lurali7ation.&he students still confused

in deciding which #ronoun should 'e used tosu'stitute nouns* whether it is #ersonal* relati)e*

#ossessi)e* or demonstrati)e#ronouns.&he students a##lied rules in forming #ast time )er' to

con6unctions.Krom the e>#lanations a'o)e* 8 can conclude that the students still confused

indealing with English grammar systems.

.2 #edagogical Imlications

=ased on the findings* 8 would like to offer some #edagogical im#licationsto 'e considered in

teaching to im#ro)e the students writing a'ility.

2+2+(1"

8n teaching English related to its grammar* the teacher should gi)e more easilyunderstood

e>#lanation in order to make the students more interested inlearning English* es#ecially the

grammar.("

&he teacher teaches the grammar elements e>#licitly with adeercises.(3"

&he teacher should gi)e more e>ercises in a##lying grammar not only 'ygi)ing the theory

of grammar. =ecause* 'ased on the results the students seemnot


53/78

&he teacher could also a##ly the communicati)e language teaching methodes#ecially when

he;she teaches English grammar.(!"

8n writing class* the teacher should gi)e more writing e>ercises to the students.So that* they will

'e familiar to English writing forms.

ontri4ution of Error Analysis to 5oreign !anguage 'eaching

A4stract>

8t is ine)ita'le that learners make mistakes in the #rocess of foreign language learning.owe)er*

what is


54/78

Kor years* there ha)e 'een many studies on the #rocess of first language ac


55/78

suggested. Error analysis* on the other hand* deals with the learners #erformance in terms of the

cogniti)e #rocesses they make use of in recogni7ing or coding thein#ut they recei)e from the

target language. &herefore* a #rimary focus of error analysis is onthe e)idence that learners

errors #ro)ide with an understanding of the underlying #rocess of second language ac


56/78

of some unnecessary or incorrect element

-

selectionof an incorrectelement- and

misordering

of the elements. Ne)ertheless* %order himself adds that thisclassification is not enough to

descri'e errors. &hat is why he includes the linguistics le)el of the errors under the su'areas of

mor#hology* synta>* and le>icon (%order* 19,3". Ellis (199,"maintains that classifying errors in

these ways can hel# us to diagnose learners learning #ro'lems at any stage of their de)elo#ment

and to #lot how changes in error #atterns occur o)er time.0 &his categori7ation can 'e

e>em#lified as followsF

Omission

>

Hor#hological omissionF A strange thing ha##en to me yesterday.Syntactical omissionF Hust say

also the namesQ

Addition

>

8n mor#hologyF &he 'ook

s

is here.8n synta>F &he London8n le>iconF

8 stayed there during fi)e years ago

Selection

>

8n mor#hologyF Hy friend is old

est


57/78

than me.8n synta>F 8 want that he comes here.

Ordering

>8n #ronunciationF fignisicant for Dsignificant- #rulal for D#lural8n mor#hologyF get u##ing for

Dgetting u#8n synta>F e is a dear to me friend.8n le>iconF key car for Dcar keyAn error may

)ary in magnitude. 8t can include a #honeme* a mor#heme* a word* asentence or e)en a

#aragra#h. 4ue to this fact* errors may also 'e )iewed as 'eing either

global

or

local

.

Ilo'al errors hinder communication. &hey #re)ent the message from 'eingcom#rehended as in

the e>am#le 'elowF 8 like 'us 'ut my mother said so not that we must 'e late for school.On the

other hand* local errors do not #re)ent the message from 'eing understood 'ecause there is

usually a minor )iolation of one segment of a sentence that allows thehearer to guess the

intended meaning as followsF 8f 8 hear from her* 8 would let you know.&he final grou# is the two

related dimensions of error*

domain

and

extent

.

4omain is the rank of linguistic unit from #honeme to discourse that must 'e taken as conte>t in

order for theerror to 'e understood* and e>tent is the rank of linguistic unit that would ha)e to 'e

deleted*re#laced* su##lied or reordered in order to re#air the sentence. &his suggestion

'y Lennon(cited in =rown* GGG" is #arallel with %orders other categori7ation of

overtly

andcovertly

(19,3". O)ert errors are un


58/78

ources of Errors>

As there are many descri#tions for different kinds of errors* it is ine)ita'le to mo)efurther and

ask for the sources of errors. 8t has 'een indicated in the first #art of the study thaterrors were

assumed as 'eing the only result of interference of the first language ha'its to thelearning of

second language. owe)er* with the field of error analysis* it has 'een understoodthat the nature

of errors im#licates the e>istence of other reasons for errors to occur. &hen* thesources of

errors can 'e categori7ed within two domainsF (i" interlingual transfer* and (ii"intralingual

transfer.utyt

Interlingual Transfer :

8nterlingual transfer is a significant source for language learners.

Dictionary of Language Teaching and Applied Linguistics

(199" defines interlingual errors as 'eing

theresult of language transfer* which is caused 'y the learners first language.

owe)er* thisshould not 'e confused with 'eha)iouristic a##roach of language

transfer. Error analysis doesnot regard them as the #ersistence of old ha'its* 'ut rather

as signs that the learner isinternali7ing and in)estigating the system of the new language.

8nterlingual errors may occur at different le)els such as transfer of #honological*

mor#hological* grammatical and le>icasemantic elements of the nati)e language into

the target language. &hese different le)els can 'e e>#lained with some #ossi'le errors

of &urkish students.

At #honological le)el* the soundsthat do not occur in &urkish cause the students to

mis#ronounce some sounds. &hey attem#t to #ronounce D

th

?

of Dthank you asDt of

Dtea- or

@

th

?

of Dthey as Dd of Ddean. Or else* since&urkish does not let two

consonants together at the 'eginning of a word* learners tend to #lacea )owel 'etween


59/78

them as in the e>am#le of Dsitation* instead of Dstation.

At mor#hologicalle)el* &urkish students tend to omit the #lural suffi> at the end of

the word as &urkish doesnot #ut it in ad6ecti)al #hrases indicating num'ers as in the

following e>am#les

&hree 'ook

Intralingual Transfer and Developmental Errors:

8nterferences from the students own language is not the only reason for committingerrors. As

Ellis (199," states* some errors seem to 'e uni)ersal* reflecting learners attem#ts tomake the

task of learning and using the target language sim#ler. ?se of #ast tense suffi> Dedfor all )er'sis an e>am#le of sim#lification and o)er generali7ation. &hese errors are commonin the s#eech of

second language learners* irres#ecti)e of their mother tongue. 8ntralingualerrors result

from faulty or #artial learning of the target language rather than languagetransfer. &hey may 'e

caused 'y the influence of one target language item u#on another. Kor e>am#le* learners attem#t

to use two tense markers at the same time in one sentence sincethey ha)e not mastered the

language yet. :hen they sayF e is comes here0* it is 'ecause thesingularity of the third #erson

re


60/78

teachingtechni


61/78

students* then identifies the #ro'lem* and #uts itright in the most efficient way. %order (19,3"

states that knowledge of 'eing wrong is only astarting #oint. Skill in correction seems to lie in

determining the necessary data to #resent tothe learner and what statements* descri#ti)e or

com#arati)e* to make a'out it. Since noteacher has time to deal with all the errors of the students*

a hierarchy should 'e esta'lishedfor the correction of errors according to nature and significance

of errors. 8n such a hierarchy* #riority should 'e gi)en to errors which may affect communicationand causemisunderstanding. 8f a teacher knows a'out all these items* he can direct himself

accordingly.Kor e>am#le* =rown (GGG" suggests that local errors as in the following e>am#le

usuallyneed not 'e corrected as the message is clear and correction might interru#t a learner in

theflow of #roducti)e communicationF 8 ga)e

she

a #resent. On the other hand* glo'al errorsneed to 'e treated in some way since the message is

not com#rehended clearlyF 4addy my car ha##y tomorrow 'uy.Errors in #lurali7ation* use of

articles* tenses* etc. are less im#ortant than errors regardingword order* the choice of #lacement

and a##ro#riate connectors in terms of thecom#rehensi'ility of the sentence. &herefore* it isim#lied that #riority in error correctionshould 'e gi)en to glo'al errors in order to de)elo# the

students communication skills. &heknowledge of error analysis ena'les the teacher to monitor

the students errors in this frameand take #recautions where needed. 4ifferent kinds of tasks may

re


62/78

useful for learning.

Cognitivecode learning

F Histakes should 'e corrected whene)er they occur to #re)ent them occurring again.

Interlanguage

F Histakesare im#ortant #art of learning. %orrecting them is a way of

'ringing the learnersinterlanguage closer to the target language.

Communicative approach

F Not all mistakes needto 'e corrected. Kocus should 'e on

message rather than mistakes.

!onitor theory

F %orrection does not contri'ute to language learning.

:hat %order #oints out 'elow summari7es the )iew of error correction in language

teaching (19,3"F

Languagelearning is not #arrot learning- we do not Dlearn or D#ractice e>am#les.

&hey are the datafrom which we induce the system of the language. Skill in

correction of errors lies in thedirection of e>#loiting the incorrect forms #roduced 'y

the learner in a controlled fashion.

onclusion>

&his study has 'een de)oted to introduce what error analysis is and what sort of relationshi# it

has with language teaching* and what contri'ution it #ro)ides for language teaching studies. &he

aims of the studies regarding error analysis can 'e summari7ed as followsFT Error analysis

identifies the strategies that language learners use.T 8t looks for the answer of the t item or not.Studying the

learner language in terms of the errors is something that teachers ha)e always done for )ery

#ractical reasons. &hrough the results of tests and e>aminations* the errors that learners make are

a ma6or element in the feed'ack system of the teachinglearning #rocess. Kor this reason* it is

im#ortant that the teacher should 'e a'le to not only detect and descri'e the errors from a

linguistic )iew* 'ut also understand the #sychological reasons for their occurrences. &herefore*


63/78

the diagnoses and treatment of errors is one of the fundamental skills of the teacher. %orrection

of errors is as im#ortant as identification and descri#tion of them. 8n fact* the last two are

#reliminary for error treatment.&he sources and the sorts of the errors are determiners for the sort

of feed'ack. 8n conclusion*the ine)ita'le e>istence of errors has led researchers to study on them

and find out the naturalste#s for language learning. Kindings of error analysis function as

facilitator in languageteaching in many ways only if the teacher is aware of them and a'leto make use of them inthe teaching #rocess a##ro#riately.

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