The number of studies about learner mistake have been conducted two weeks ago in UNIROW. Such research is done both in native and in foreign language environment to find out difficulties that the learners face in learning or acquiring a language and to help the teacher establishes some solution of the problems to give me some evidences on how the language is acquired and to help curriculum developers in developing pedagogic strategies. In other words errors are significant in teaching and learning. This research require lots of study in different knowledge. Corder (1974:167) notes that learners’ errors are significant in which that provide me evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language. Dulay et.al. (1982:138) states that studying learners’ errors serve two major purposes. (1) It provides data from which inferences about the nature of the language learning process can be made, and (2) it indicates to teachers and curriculum developers which are part of the target language students have not most difficulty in producing correctly and which mistake type distract most from a learner’s ability to communicate effectively.
Corder (1974:25) says that errors are significant in three ways: (1) they tell the teacher how far the learner has progressed, (2) they provide me with evidence of how language is learned or acquired, what strategies or procedures the learner is employing in his discovery of the language, (3) they are a device the learner uses in order to learn.
Causes of Mistakes
The causes of learner’s mistake sometimes are easy to identify. On the contrary, it was confusing because the teacher has already explained more but the learners still make the same mistakes. The mistakes were categorized into two different category, Interlingual mistake and Intralingual mistake.
Interlingual is a system that has a structurally intermediate status between the native language and the target language. In addition, mistakes that happened caused of the interference of mother language. It happened because the features of two language are different. To identify an interlingual errors I usually translate the grammatical form of the learner’s phrase or sentence into the learner’s first language to see if similarities exist.
Interlingual error is errors made by the learners cause of the feature of L2 itself. The learner has tendency to simplify the formations or the rules of the target language. It seems that the learner tends to use the simple rules to generalize the other uses.
This research is the reason why this blog isn’t updated for more than a week. We (I and ‘professor’) were conducting some research in understanding student skill and ability in absorbing the other language other than their primary language at UNIROW. Because I lack of skills, I have to learn many things including Language Psychology and other new knowledge in order to be able to help ‘the professor’. I’m aware of the situation from the beginning if it will be hard but I knew it will going to improve my skills. Let’s learn faster and smarter. Linatul Ainisiyah