3) The Type of Errors in Writing

The researcher put the theory of type of grammatical errors from surface

strategy taxonomy. It explains the alteration in the sentence that is divided into

four types (omission, addition, missformation, missordering). Sometimes,

students omits necessary item, add unnecessary ones, misform and misorder

them.

1) Omission Errors

An omission is a type of error which is “characterized by the absence

of an item that must appear in a well-formed utterance”. As we know that

morphemes or words can be distinguished into two sides: content words and

grammatical words. Content words are those that carry the bulk of

referential meaning of sentences such as nouns, verbs, adverbs, adjectives so

on. Grammatical words are those little words that play a minor role in

carrying the meaning of a sentence. They conclude gerund and verb (-s, ed,

ing); the article (a, the, an); to be and modal (is, will, can, may, etc); and

preposition (in, on, or, etc). Language learners omit grammatical

morphemes much more frequently than content words. Omission of content

words, although typical in the early stages of L1 acquisition is not common

in sequential L2 acquisition where the students is older and more

cognitively mature. If content words are omitted in L2, It is usually caused

by lack of vocabulary and students usually indicate their awareness of

constituent missing.

e.g.: Helza is doctor. There is missing “a” should be “Helza is a doctor”.

2) Addition Errors

Addition errors are characterized by the presence of an item which

must not appear in a well-formed utterance (Dulay et all 1982:156). It is

usually happened in the later stages of L2 acquisition or studying, when the

student has already acquired some target language rules. There are three

types of addition errors:

i. Double Markings

This error is caused by the failure to delete certain items that

required in some linguistic construction. Then it can be put the

double items in a sentence..

e.g. We didn‟t went home. There is should be “We didn‟t go

home”.

ii. Regularization

Regularization error is a type of errors “in which a marker that is

typically added to a linguistic item is erroneously added to

exceptional items of the given class that do not get a marker”.

e.g. Cows instead of cow. There is regularization error in which

regular plural marker.

iii. Simple Addition

Simple addition error is all addition errors, it most made by

students. It is use of an item which should not be appeared in a

well-formed utterance.

e.g. The fishes doesn‟t live out of water.there is should be “The

fish doesn‟t live out of water”.

3) Miss-formation Errors

According to Dulay, Burt and Krashen (1982: 146-191) Missformation errors are
characterized by the use of the wrong form of the

morphemes or structure. It is happened when the students supplies

something although it is incorrect. There are three types of miss-formation

errors as follows:

i. Regularization Errors

Regularization errors that fall under the miss-formation category

are those in which a regular marker is used in area of an irregular

one.

e.g. His self should be “himself”.

ii. Archi-forms

Archi-forms errors are the selection of one number of a class of

forms to represent others in the class is common characteristic of

all steps of second language acquisition.

e.g. I see her last month. Her walk with my friend. There is should

be “I see her last month. She walks with my friend”.It caused

when the student represents the entire class of subject.

iii. Alternating Forms

Alternating forms error caused by the lack of students‟ vocabulary

and grammar development.

e.g. You seen his clothes last week. There is should be “You saw
his clothes last week”.

4) Miss-ordering Errors

Miss-ordering errors are characterized by the incorrect placement of

a morpheme or team of morphemes in an utterance. It happens

systematically for both L1 and L2 students in constructions that have

already been acquired.

e.g. They don‟t know what is that. There is should be “They don‟t

know what that is”.