I.

The Literary Review

1. Error Analysis
Error Analysis (EA) is the first approach to the study of SLA which includes an internal
focus on learners creative ability to construct language. (Murriel: 2006). According to Ellis,
the procedure for analyzing learner errors after collection of samples includes the following
steps:

Identifying errors
The first step in analyzing learner errors is to identify them. To identify the errors we

have to compare the sentences learners produce with what seem to be the normal or
correct sentences in the target language which correspond with them.

Describing errors
Once all the errors have been identified, they can be described and classified into

types. There are several ways of doing this. One ways is to classify the errors relating to
verbs and then identify the different kinds of errors in our sample. Classifying errors in
these ways can help us to diagnose learners learning problems at any one stage of their
development and also to plot how changes in error patterns occur over time.

Explaining errors
The identification and description of errors are preliminaries to the much more

interesting task of trying to explain why they occur.

Error evaluation
The purpose of error analysis is to help learners learn an L2, there is a need to

evaluate errors. Some errors can be considered more serious than others because they are
more likely to interfere with the intelligibility of what someone says.

2. Regular and irregular verbs

According to full verbs are considered under two heads: Regular verbs and Irregular
verbs. In both types s form and the ing participle form are almost invariably predictable
from the base. Irregular verbs differ from the regular verbs. However, in that the past form
and the ed participle of irregular verbs cannot be producted by general rule form the base.
Regular verbs have only four different forms, those are:
Base

call

like

try

-ing participle

calling

liking

trying

-s form

calls

likes

tries

Past form or ed participle

called

liked

tried

These verbs are called regular because if we know the base form of such a verb, we can
predict all its other forms by rule.
Irregular full verbs are like regular verbs in that their s form and their ing forms are
predictable from the base. But they differ from regular verbs in that either the past inflection,
or the ed participle inflection, or both of these, are irregular. More precisely the major
differences are:
a. Irregular verbs either do not have the regular ed inflection, or else have a variant of that
inflection in which the /d/ is devoiced to /t/ (eg: burn ~ burnt, which occurs alongside the
regular burned)
b. Irregular verbs typically, but not invariably, have variation in their base vowel. The
explanation of this phenomenon, called GRADIATION or in general: choose ~ chose ~
chosen, write ~ wrote ~ written.
c. Irregular verbs have a varying number of distinct forms. Since the s form and the ing
form are predictable for regular and irregular verbs alike, the only forms that need be

listed for irregular verbs are the base form (V), the past (V -ed), and the ed participle
(Ved). These are traditionally known as the PRINCIPAL PARTS of the verb. Most
irregular verbs have, like regular verbs, only one common form for the past and the ed
participle; but there is considerable variation in this respect, as the table shows:

All three forms alike;

V ed = V ed;
V = V ed;
V = V-ed;
All three forms different;
3. Writing

V ed

V-ed

cut
meet
beat
come
speak

cut
met
beat
came
spoke

cut
met
beaten
come
spoken

Writing is one of the manifestations of linguistic competence that are expressed in the
form of written. (Pardiyono:2006). Murriel said that Writing is the most important productive
activity for L2 learners to develop if they will use the language for academic purposes, or in
certain types of service functions (e.g. providing reports to supervisors or clients).
4. Recount text
There are many kinds of text that are learned such as recount, narrative, descriptive, and
report text. Recount text is a kind of text that tell about chronological activities or the
activity happened in the past. (pardiono: 2006)