ERROR ANALYSIS

Written:

1. I Don't Want To Fight No More

(http://twitter.com/#!/ChrisAdiPutra 6634th tweet)

The error that is found in the statement above is Misselection in grammar level. This example is appropriate with James’s example in his
book page 157, that there is a misselected article. In this case, the wrong part is in ‘no’. The word ‘no’ in that sentence gives an awkward
meaning to the whole sentence. There is maybe a misselection word, that the word ‘no’ should be replaced with ‘any’. The words ‘any’ and
‘more’ should be written in one word. It should be anymore.

2. Practicing all three of these activities every day is not only important for a healthy environment, but it can also be fun too.

(http://kids.niehs.nih.gov/recycle.htm)

The error that is found it that statement is overinclusion in grammar level because the conflict of choice is not resolved: the speaker/writer
selects both options, and the result looks like an addition or overinclusion (James 1998:112):

a) Practicing all of these activities

c) Practicing all *three of these
activities every day is not only
b) Practicing these three activities
important for a healthy environment,
but it can also be fun too.

3. The waste we create has to be carefully controlled to be sure that it does not harm your environment and your health.
The error found in to be sure. The error classification is misselection in grammar level. The words ‘to be sure’ give different meaning to
whole sentence. Those words should be “to make sure”

(http://kids.niehs.nih.gov/recycle.htm)

4. The waste we create has to be carefully controlled to be sure that it does not harm your environment and your health.

The other error that is found in that statement is misselection in grammar level. It is found in words ‘your’. Since the main clause use ‘we’ as
the possessive pronoun, the word ‘your’ should be ‘our’.

(http://kids.niehs.nih.gov/recycle.htm)

5. “Simply speaking, waste is anything discarded, rejected, surplused, abandoned, or otherwise released into the environment in a manner
(or quantity) that could have an impact on that environment.”

‘surplused’ word is classified into one of subtypes of misformation in lexis level. As James stated that the misformation are errors that
produce the words that is non-existent in the FL. It is also can be classified into regularization which is one of the subtypes of misformation.
There is no ‘surplused’ word in English. The writer uses ‘surplused’ to indicate the amount of anything which is more than is needed. So, the
word ‘surplused’ should be ‘surplus.

(http://kids.niehs.nih.gov/recycle.htm)

6. Buy *concentrates rather than diluted products-

In this statement, we can find a misselection in grammar level in word ‘concentrates’. This is classified into grammar error, because the word
‘concentrates’ is written in the wrong form which is not appropriate with its function. The function of ‘concentrate’ and ‘dilute’ are the same.
Their function is as adjective. So it should be “Buy concentrated rather than diluted products…”

(http://kids.niehs.nih.gov/recycle.htm)
7. The result is less waste for disposal when it is empty.

Then in the second clause the word ‘waste’ is a kind of misselection and misordering in the level of lexis. As James (1998) stated that The
ordering of the sentence raises an awkward meaning. May be the sentence should be change become “As the result, there will be less waste for
disposal when it is empty.”

(http://kids.niehs.nih.gov/recycle.htm)

8. You can save money and reduce waste by keeping these items longer and repairing them when they break, rather than buying *new ones.

The error that can be found in this statement is in the word ‘break’. The error classification is misselection in grammar level. James
(1998:155) stated that this kind of error included singular, plural, past tense, and progressive –ing. In this case, the error in grammatical
happen in word ‘break’. The word ‘break’ should be changed into ‘broken’ because the word ‘break’ should be in passive form, not ‘break’
because if the ‘break’ is in the active form, the sentence will raise an awkward meaning. So, the statement become “...when they are broken,
rather than buying *new ones.”

(http://kids.niehs.nih.gov/recycle.htm)

9. ...when they break, rather than buying *new ones.

There is an error found in the statement above. It is omission in grammar level. This case is the same with James’s example in his book pg
106, which there is something has not been included that should have been. The omission is found in “rather than buying *new ones”. Before
‘new ones’ should be an article. The appropriate article is ‘the’. So the phrase will be “rather than buying the new ones”

(http://kids.niehs.nih.gov/recycle.htm)

10. Some student may not acquire or earn money by themselves but acquire it from their parents.

(Quoted from an assignment of an ED student in writing class)

The error that we can find in that statement is collocation error in lexes level: collocation. Collocations are the other words any particular word
normally keeps company with (James 1998:152). Based on that statement can be concluded that collocation error is the error in the use of the
other words that keeps company with. The error is found in ‘acquire’ word. ‘Acquire’ is not appropriate to be put in that sentence because the
acquired thing in that sentence is money. Money is never acquired, but get. So the sentence would be correct if the word ‘acquire’ is replaced
by ‘got’. The sentence should be “Some student may not get or earn money by themselves but acquire it from their parents.”
Spoken:

1. “let’s start the lesson.”

(taken from microteaching video on May 24th 2011)

The error that is found on that statement is mispronunciation in substance level. The mispronunciation is found in the word ‘lesson’. The
speaker pronounce the word with /lez.ə n /. The pronunciation is wrong, since the right pronunciation is /ˈles. Ə n/. The error that the speaker
is the changing of consonant ‘s’ into ‘z’. The mispronunciation error here is appropriate with James (1998) who is stated that the
mispronunciation happen because the unavailability of the phoneme in the first language.

2. “Today we are going to learn about invitation letter.”

(taken from microteaching video on May 24th 2011)

The error in that statement is found in word ‘letter’. The classification of the error is mispronunciation in substance level. The speaker
pronounce the word ‘letter’ with /ˈleð.ə r /. The pronunciation of that word is wrong, because the right way to pronounce letter is /ˈlet.ə r / .
The mispronunciation error here is appropriate with James (1998) who is stated that the mispronunciation happen because the unavailability
of the phoneme in the first language.

3. “Who invited you?”

(taken from microteaching video on May 24th 2011)

The error in the statement above is in ‘invited’ word. The error is classified into misselection in Grammar level. Since the statement is in
question form, the word ‘invite’ should not in past or participle form. Although the context of the speaking is talking about past time, the verb
used while asking about past time not the past verb, but the present verb. As stated in the pattern of WH question: Wh (question words)
+Verb 1+Object. So, the sentence should be “Who invite you?”
4. “I will give you five minutes to complete the questions”

(taken from microteaching video on May 24th 2011)

The error that could be found in the statement above is in ‘complete’ words. The classification is Collocation in lexis level. Based on
Cambridge Advanced Learner, the word ‘complete’ means make whole and finish. Since the object that should be completed is the question,
the ‘complete’ word is not appropriate to be used. The question should be answered, not completed. So, the statement above should be “I will
give you five minutes to answer the questions.”

5. “What do you thinks the aim of the paper?”

(Taken from Microteaching Video, recorded on Tuesday, April 26, 2011, 10:33:10 AM)

A misselection in the grammar level is found from the statement above. It is found in “thinks’ words. The statement is in wh question form.
The verb that is used in wh question is verb1 without addition –s or –es. The question should be “What do you think…”

6. “OK, are you done yet?”

(Taken from Microteaching Video, recorded on Tuesday, April 26, 2011, 10:33:10 AM)

The error that is found in the question above is misselection in grammar level. The misselection found in the word ‘are’. It should be ‘have’,
because the question is asked whether the student have finished their work or not. So, the question should be “OK, have you done yet?”

7. “Today we are going to study about a recount text.”

(Taken from Microteaching Video, recorded on Tuesday, May 10, 2011, 1:14:11 PM)

The error in the statement above is collocation in lexis level. It is found in phrase ‘study about’. The word ‘about’ is not appropriate to be used
after study. The word study is followed directly by the subject. So, the statement above should be “Today, we are going to study recount text.”
8. “Who knows what is sequences words?”

(Taken from Microteaching Video, recorded on Tuesday, April 26, 2011, 10:33:10 AM)

The error found in the question above is misselection in the grammar level. It is found in “knows’ words. The statement is in wh question
form. The verb that is used in wh question is verb1 without addition –s or –es. The question should be “Who know…”

9. “Who knows what is sequences words?”

(Taken from Microteaching Video, recorded on Tuesday, April 26, 2011, 10:33:10 AM)

The error found in the question above is misselection in grammatical level. The error is found in ‘is sequences words’. The grammar used is
wrong while asking that question. The word ‘is’ is not appropriate to be used because the object is on plural object (sequences words). So, the
question should be “...what are sequences words?

10. “Who knows what is sequences words?”

(Taken from Microteaching Video, recorded on Tuesday, April 26, 2011, 10:33:10 AM)

The error that is found in the question above is misorder in substance level. As Dulay, Burt and Krashen stated in James (1998) that
misordering is often the result of learners relying on carrying out ‘word-for-word translation of native language surface structures’ when
producing written or spoken utterances in the TL. The words ‘is’ in ‘...what is sequences words?’ should be placed after the word ‘words’,
because the function of that clause is as object of the main question. It is maybe because the speaker directly translates the first language that
is “siapa yang tahu apa itu sequences words” and makes him/her the misordering form of target language question. So the question should be
“Who know what sequences words are?”
WRITTEN FORMS

NO SUBSTANCE TEXT DISCOURSE

Phonology Grammar Lexis Cohesion
Graphology RANK: Clause-Phrase-Word- Sense Relations Collocations Coherence
Spelling Morpheme, Genre-Fidelity
Pronunciation CLASS: Noun, Verb, Felicity
Adjective, Conjunction, etc.
omission • when they break,
rather than buying
*new ones.

Before new should be an

article (a/the)
Over- • Practicing all three of
inclusion these activities every
day is not only
important for a healthy
environment, but it
can also be fun too.

all the three activities should

be ‘all of these three
activities’ or ‘these three
activities’

misselectio • I Don't Want To Fight • The result is less waste

n No More for disposal when it is
empty.
 • The waste we create
has to be carefully
• Simply speaking,
controlled to be sure
that it does not harm waste is anything
your environment and discarded, rejected,
your health. surplused,
abandoned, or
otherwise released into
the environment in a
• Buy *concentrates manner (or quantity)
rather than diluted that could have an
products- impact on that
environment.”

‘Concentrates’ should be
changed into ‘concentrated’ • Some student may not
• You can save money acquire or earn
and reduce waste by money by themselves
keeping these items but acquire it from
longer and repairing their parents.
them when they
break, rather than
buying *new ones

‘break’ should be changed

into ‘broken’
Misorder • The result is less waste
for disposal when it is
empty.

Blend

SPOKEN FORMS

NO SUBSTANCE TEXT DISCOURSE

Phonology Grammar Lexis Cohesion
Graphology RANK: Clause-Phrase-Word- Sense Relations Collocations Coherence
Spelling Morpheme, Genre-Fidelity
Pronunciation CLASS: Noun, Verb, Felicity
Adjective, Conjunction, etc.
omission
Over-
inclusion
misselectio • let’s start the • “Who invited you?” • “I will give you five
n lesson /lez.ə minutes to complete
n /. ‘Invited’ should be change the questions”
become ‘invite’
The lesson’s • “What do you thinks
pronunciation the aim of the paper?” ‘Complete’ should be
should be /ˈles. Ə n/ changed into ‘answer’
‘Thinks’ should be changed
 • “Today we into ‘think’
are going to
learn about • OK, are you done • “Today we are going
invitation yet?” to study about a
letter /ˈleð.ə r recount text.”
The sentence should be
/.” changed into “OK, have you ‘study’ about is not
The letter finished your work?” or appropriately used. It should
pronunciation “OK, have you done with be ‘study recount text’
should be /ˈlet.ə r / your work?”

• “Who knows what is

sequences words?”

‘knows’ should be changed

into ‘know’

• “Who knows what is

sequences words?”

‘is’ should be changed into

‘are’

Misorder • “Who knows what is

sequences words?”

Is should be placed after

‘words’
Blend
 ERROR ANALYSIS

Finding Errors in Spoken and Written Forms

 ARRANGED BY:

HELENA JULIYANTI

(2215081389)

08 DIK A REG

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF JAKARTA

2011