RESUME PAPER

TYPES OF ERRORS ANALYSIS IN SECOND LANGUAGE

Lecturer of Second Language Acquisition:

Iwan Fauzi, S.Pd., M.A.

Arranged by Members of Group 7:

-Anggre Oktarind (AAA 118 005) -Tiara Dwi Saputri (AAA 118 025)
-Kusnul Khotimah (AAA 118 018) -Wahyu Lestari (AAA 118 002)
-Sella (AAA 118 008 ) -Yolanda Amelia (AAA 118
004)

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF PALANGKA RAYA
2020

PREPACE

First at all, give thanks for God’s love and grace for us. Thank God for helping us and
give us chance to finish this assignment on time. We would like to say thank you to Sir Iwan
Fauzi, S.Pd., M.A.as the lecturer that always teaches us and give much knowledge about how to
acquire English as our Second Language in his class.

This assignment is one of group task that composed of Second Language Acquisition
Course about Types of Errors Analysis. The writers realized this assignment is not perfect but we
hope this can be useful for us. Critics and suggestion is needed here to make this assignment be
better.

Hopefully, we as students of English Education Study Program can explore our English
skills into the positive transfer of language.

Palangka Raya, May 1st 2020

The Writers
 CHAPTER I. INTRODUCTION

1.1 BACKGROUND OF STUDY

Corder (1967, as cited in Nzama, 2010, p.11) states that errors are visible proof that
learning is taking place. He has emphasized that errors, if studied systematically, can provide
significant insights into how a language is actually learn by a foreigner. In his view, errors
provide feedback; they tell the teachers something about the effectiveness of his teaching. The
process of language learning is the time when the language learners make errors, as pointed out
by Dulay et al, (1982, p.138) “People cannot learn language without first systematically
committing error.” The production of errors is only a subject of the overall performance of the
learner. Error analysis became distinguished from contrastive analysis by its examination of
errors attributable to all possible sources, not just those resulting from negative transfer of the
native language.

1.1 IDENTIFICATION OF THE PROBLEM

1) Is there any type of error in second language learning?
2) Which form of sentence that can be classified as an error?
3) What are the steps needed while analyzing a type of error in second language
learning?

1.2 THE AIM OF THE RESEARCH

1) Knowing the definition of error analysis in second language learning;
2) Expanding knowledge about the types of errors in second language learning;
3) Improving the ability to identify and classify the types of errors in second language;
4) Criticize the steps in conducting error analysis;

CHAPTER II. CONTENT

2.1 DEFINITION OF ERROR ANALYSIS

According to Richards in Emmaryana (2010; 5), error analysis is an activity to reveal
errors found in writing and speaking. Error analysis also is a study of errors made by the second
and foreign language learners. Error analysis is a theory developed by the researchers to dig and
acknowledge the learners’ problems in learning second language. Error analysis was an
alternative to contrastive analysis. It showed that contrastive analysis was unable to predict a
great majority or errors although it has more valuable aspects that have been incorporate into the
study of language transfer. A key finding of error analysis is that many errors are made by
learners making faulty interference about the rules of the new language.

2.2 TYPES OF ERRORS IN SECOND LANGUAGE LEARNING

2.2.1 Errors of Omission

2.2.2 Errors of Addition
Addition is any usage of unnecessary items in the sentences. Addition is indicated by the
presence of an ‘unwanted’ item in sentences. The unwanted items do not appear in a well-formed
utterance. This happens when the learners overuse certain grammatical rules of the target
language.

Identification of error : I buy sugars.

Error classification : Addition error of object (noun).
Explanation of rule : “Sugar” is uncountable noun and does not require the
plural marker –s. So, the correct word is “sugar” without –s.
2.2.3 Errors of Wrong Combination
Wrong combination is a type of errors analysis in second language learning which means
any wrong form of certain morphemes or structures. The errors of wrong combination are
indicated by the usage of certain morphemes or structures which should not match with another.
This usually occurred because the lack of learners’ information or knowledge of the usage of to
be, pronoun, and also the sentences construction according to its tense form.
Identification of error : She are smart.
Error classification : Wrong combination of Subject and Verb (to be).
Explanation of rule : ‘She’ refers to the person being spoken of or a third-
person pronoun. We use subject pronoun ‘she’ to talk about people who identify
as female. So, singular subject ‘she’ must take a singular verb (to be) ‘is’.

2.2.4 Errors of Inappropriate Construction

Errors in inappropriate or misinformation errors is characterized by the use of the wrong
form of the morpheme or structure. This error has thre subtypes, namely:
1. Regularization
A regular marker is used in place of an irregular one. For example, She runned so
fast. The correct form of this sentence is She ran so fast.
2. Archi-Forms
The selection of one member of a class of forms to represent others in class is
often made by the learners. The form chosen by the learners is called as archi-forms. For
example, a learner may temporarily select just one of the English demonstrative adjective
this, that, these, and those. For example (Dulay, 1982, p.161):
That dog
That dogs
3. Alternating Form
Having his vocabulary and grammar grow and by using archi-forms, the learner
can choose various members of class as an alternative to choose with each other. Thus,
finding demonstratives is a need, as an example: Those dog, This cats.
2.2.5 Errors of Misordering / Inversion
Misordering is any incorrect placement of certain morphemes in sentences. Misordering
or Inversion happens when the format incorrect or different from the format in English.

Identification of error : I don’t know why are we taught this.

Error classification : Misordering/Inversion of subject and verb
 Explanation of rule : Subject-verb inversion (why are we taught) in the
interrogative but inversion ruled out in the form of statement (why we are). So,
the correct sentence is I don’t know why we are taught this.

2.3 STEPS IN CONDUCTING ERROR ANALYSIS

CHAPTER III. CLOSING

3.1 CONCLUSION

REFERENCES

Brown, H. D. (2006). Principles of Language Learning and Teaching. (5 th edition). Library of

Congress Cataloging in Publication Data. Retrieved April 31st, 2020 from http://angol.uni-
miskolc.hu/wp-content/media/2016/10/Principles_of_language_learning.pdf

Limengka, P. E., and Kuntjara, E. H. (2012). Types of Grammatical Errors in the Essay Written
by Fourth-Semester Students of English Department. Kata Kita 1 (1), pp. 230-238.
Retrieved April 31st, 2020 from
http://repository.petra.ac.id/16035/1/Publikasi1_88011_752.pdf

Agustina, V., and Junining, E. (2016). Error Analysis in the Travel Writing Made by the
Students of English Study Program. Journal of English Education and Linguistics
Studies 2 (1). Retrieved April 31st, 2020 from https://doi.org/10.30762/jeels.v2i1.41