applied 3

A. Errors
Linguistically, Pit Corder (1973: 290) defines errors as “breaches of the code”. A learner makes errors because of lacking knowledge of the rules of the language being learned, therefore, the utterances or sentences produced are unacceptable.
Errors were therefore predicted to be the result of the persistence of existing mother tongue habits in the new language. Most errors ascribed to interference and consequently a major part of applied linguistic research was devoted to comparing mother tongue and the target language in order to predict or explain the errors made by the learners of any particular language background (Dulay et al, 1982: 139).
In learning a foreign language, learners regularly produce utterances in speech and writing judged by the rules of the second language is erroneous or ill- formed. When a student wants to learn a foreign language, in this case, English, he will learn to speak it. He has to try to speak in the way the native speaker speaks the language (Jones, 1972:2).

B. Error Analysis
Dulay et al (1982: 145) gives a definition that error analysis is an analytical tool, as are the specification or transitional construction, the computation of acquisition orders, and the delineation of special utterance types. Based on analysis as a process, error analysis involves suitable and effective teaching learning strategy, and remedy is needed in certain clearly marked out areas of foreign language.
Language error that is often made by learners must be decreased or completely removed. It can be reached if the complications of language error are discussed seriously or deeply. The discussion of all aspects of errors is called Error Analysis. Error Analysis is an analysis about errors that is usually used by researcher or language teachers and it includes collecting errors sample, identifying errors, classifying errors based on their causes, and evaluating errors. (Ellis, 1987).

C. Errors and Mistake
There is a difference between errors and mistakes. Dulay et al (1982: 139), distinguish that mistakes are caused by factors such as fatigue and inattention (what Chomsky, 1965, called “performance” factors), and errors resulting from lack of knowledge of the rules of the language (what Chomsky, 1965, called “competence” factor). In some of the second language literature, performance errors have been called “mistakes” while the term “errors” was reserved for the systematic deviation due to the learner’s still developing knowledge of the second language rule system (Corder, 1967).
There is an equivalent systematic distinction between errors, typically produced by people who do not yet fully command by some institutionalized language system, and mistakes or lapses, which are not the result of a deficiency in “competence” but the result of some neurophysiologic breakdown or imperfection in the process of encoding and articulating speech.
The errors of performance will characteristically be unsystematic and the errors of competence will be systematic. As Miller (1966) puts it, “it would be meaningless to state rules for making mistakes”. It will be useful therefore hereafter to refer to the systematic errors of the learners.
Mistakes are not significant to the process of language learning. However, the problem of determining what a learner’s mistake is and what a learner’s error is one of some difficulties and invoices as much more sophisticated study and analysis of errors then is usually accorded them.

D. Types of Error
To classify language errors, there are four taxonomies that are important to consider. They are linguistic category, the surface strategy taxonomy, the comparative taxonomy, and the communicative taxonomy (Dulay et al, 1982: 146). In this stage, the researcher will use the surface strategy taxonomy in identifying and describing errors. The surface strategy taxonomy shows the way surface structures are altered. In English as a foreign language for Indonesian learners, they make many pronunciation errors, may omit necessary items, or add unnecessary ones. Based on the surface strategy taxonomy, their pronunciation errors are classified into four, they are:
1. Omission
Omission errors are characterized by the absence of an item that must appear in a well-formed utterance, for example, the word “cough” (ka:f) is pronounced as (ka:).
2. Additions
Additions errors are the opposite of omission. They are characterized by the presence of an item, which must not appear in a well-formed utterance. For example, the word “write” (rait) is pronounced (wrait). It means that there is an error with the presence of “w” which must not appear in well-formed utterance.
3. Misformation
Misformation errors are characterized by the use of the wrong form of the phoneme. Meanwhile in addition errors, the item are not supplied at all, in misformation errors; the learner supplies something, although it is incorrect. For example, the word “author” () is pronounced (autor).
4. Misordering
Misordering errors are characterized by the incorrect placement of a morpheme in an utterance. For example, the word “island” (ailand) is pronounced as (islaind).
1. Errors
Dulay (1982: 138) stated that errors are the flawed side of learners’ speech or writing. They are those parts of conversation that deviate from some selected norm of mature language performance. Further, Corder as stated by Tarigan (1988: 76) explained that errors are caused by competence factors. It means that the students do not acknowledge the linguistic system they use, therefore, it takes them a long time to acknowledge it and errors occur systematically.
Based on the definition above, it can be summarized that errors are the systematic deviations for the learners that are still developing knowledge of the rules of the target language. The learner makes errors because his/her lacks knowledge of the language he/she is learning.
Relating to the previous discussion of errors, it is clear that conducting a research on error analysis is one of the important things. By doing it, we can analyze the students' weaknesses and revise the materials and methods that are not suitable to the learners. So the students can avoid errors.
a. Kinds of Errors
Many linguists classify errors into some typologies. According to Dulay (1982: 164), there are many classifications of errors namely linguistic category, surface strategy, comparative analysis, and communicative effect. Each classification can be seen in the explanation below:
1) Linguistic Category
The linguistic category taxonomies classify errors according to either the language component or the particular linguistic constituent the error effects. Linguistic components include phonology, syntax and morphology, semantic and lexicon, and discourse, while linguistic constituents include the elements that comprise each language component.
2) Surface Category
Surface strategy taxonomy highlights the ways surface structures are altered. It holds much promise to concern with identifying cognitive process and makes us aware of the learners' errors based on some logic. It can be divided into four categories namely omission, addition, misformation, and misordering.
Tarigan (1988: 281) presents four types of errors based on the surface strategy taxonomy. The first type is omission. It is characterized by the absence of one or more items that must appear in a well formed utterance. Many morphemes or words in sentences are a potential candidate for omission. However between content words and function words, the letters are more frequently omitted by language learners. For example, My brother is driver. There is an omission of an article in the sentence.
The second type is addition. It is characterized by the presence of one or more items which must not appear in a well formed phrases or sentences. Such an error usually occurs in the letter stages of L2 acquisition, when the learner has already finished acquiring some rules of the target language. For example, when the student has recognized the pattern of future tense, it is possible that he will say. “He will goes to the party”
The third type is misformation. It is characterized by using the wrong forms of elements in a phrase or sentence. In misformation errors the learners supply something. The fourth type is misordering. Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance.
Further, Dulay (1982: 154-162) states that based on the surface strategy taxonomy, errors are classified into four types:
a) Omission
Omission errors are characterized by the absence of an item that must appear in a well-form utterance. It may the omission of nouns, verbs, adjectives, or adverbs in a sentence. For example:
Mary a president of the new company
The sentence above omits the verb "is", the sentence should be:
Mary is a president of the new company.
b) Addition
Addition errors are the opposite of omissions. They are characterized by the presence of an item which must not appear in a well-form utterance. They usually occur in the later stages of second language acquisition. These errors can be in the form of double markings and regularization.
(1) Double Marking
Double marking is accurately described as the failure to delete certain items which are required in some linguistic contractions but not in others. The examples are given below.
(1) She didn't went to school.
(2) He doesn't knows my name.
Those two examples present double marking for present and past tense. The sentences should be:
(1) He didn't go there. (The marker of past tense is did)
(2) He doesn't know my name. (The marker of present is does)
(2) Regularization
Regularizing errors are those in which a marker that is typically added to exceptional items of the given class that do not take a marker. For example adding s for all of plural such as mans, foots, childs, mouses, etc and adding ed to the verbs of past tense like hitted, and beated.
c) Misformation
Misformation errors are characterized by the use of the wrong form of the morpheme or structure. In misformation errors the learner supplies something although it is incorrect. For example: The dog eated the chicken. A past tense marker was applied by the learner; it was just not the right one.
d) Misordering
Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example: He is all the time late.
Because the interference of their first language the learners may not put the word or the group of words in the right place. So they may make misordering errors. The sentence must be: He is late all the time.


3) Comparative Analysis
The classification of errors in a comparative taxonomy is based on the comparisons between the structure of L2 errors and certain other types of constructions. In this case L2 errors have most frequency been compared to errors made by the children learning the target language as the first language and to the equivalent phrases or sentences in the learners' mother tongue. It can be divided into developmental errors, interlingual errors, ambiguous errors, and unique errors.
a) Developmental Errors
Developmental errors are errors similar to those made by children learning the target language as their first language.
b) Interlingual Errors
Interlingual errors are errors that are similar in structure to semantically equivalent in the learners' native language. It is clearly defined as errors that reflect the native language structure regarded of the internal process or external condition that spawned them. To identify interlingual errors the researcher usually translates the learners' phrases or sentence into the learners' first language to see if similarities exist.
c) Ambiguous Errors
Ambiguous errors are those that be could be classified equally well as developmental and interlingual. That is because these errors reflect the learners' native language structure, and at the same time they are of the type found or children acquiring a first language.

d) Unique Errors
Unique errors are errors that are complete without a grab bag for items that do not fit into any other category. For example, the utterance I do hungry. The speaker used neither her native Spanish structure nor an L2 developmental form such as She hungry where the auxiliary is omitted altogether.
4) Communicative Effect
The communicative effect classification deals with errors from the perspective of their effect on the listener or the reader. It focuses on distinguishing between errors that seem to cause miscommunication and those that do not.

1. Kinds of Errors
There are two kinds of errors, namely intralingual and interlingual errors. The description of each kind of errors is reported as follows:
a. Intralingual Errors.
This study will analyze the column errors in intralingual errors. It is an error reflecting the common characteristic of the rules of language the columns are learning. They are: over generalization, ignorance of rule restriction, incomplete application of rules, false concept hypothesized (Richard, 1977: 174). Those are able to be explained as follows:
1) Over Generalization

It is the use of strategy, which has been provided before in a new situation. Most strategies will be useful in organizing the second language, but others may be caused by similarity in surface will not be applied. The columns create deviation structure based on their experience about the structures in the target language.
For examples:
(1) We are hope it should be We hope.
(2) It is occurs it should be It occurs.
2) Ignorance of Rule Restriction
Closely, related with that of deviation structure is ignorance of suitable rule restrictions. It is applying the rules in the context, which is not accepted in this application. Here are the examples:
(1) The man who I saw him.
(2) We saw him play football and we admired.
In those examples, it can be seen that there are elimination or addition of unnecessary objects.
3) Incomplete Application of Rules
In this category, if it is in structure, deviation describes the development of necessary rules to produce acceptable utterances. For instance, a statement can be used as question by omission of certain point of the sentences or addition of question word into the sentence. For example:
(1) Do you read much?  Yes, I read much.
(2) What was she saying?  She saying she would ask him.
(3) How much does it cost?  It cost one dollar.
4) False Concepts Hypothesized
It is error comprehension that should be studied in the structure of the target language. For example, ‘was’ can be interpreted as a characteristic of past tense, (so, it produces ‘one day it was happened’), and than ‘is may be interpreted as a related with characteristics of present tense (so, the produces is ‘he is peaks Dutch’).
b. Inter lingual Errors
Interlingual errors of syntax and morphology occur in relatively small numbers in the verbal performance of L2 learners. According to (Dulay et. al, 1982: 171), interlingual errors are similar in structure to a semantically equivalent phrases or sentence in the learner’s native language. The interlingual errors are learning activities that produce the patterns in the second language influenced by the first language. Learners make mistake due to the difference of the grammatical system between first language and second language.