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error. After that, the researcher analyzed the possible causes of errors by referring to some theories about the causes of errors.
6. Writing Up the Report
After analyzing the data, the researcher reported the result based on the data analysis.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter deals with the research results and discussion. It discusses the answer to the research questions based on the research results. This chapter is
divided into two parts. The first part is to answer the first research question about what errors made by the fourth semester students of ELESP in forming indirect
speech. The second part is to discuss the answer to the second research question about the possible causes of errors.
A. Students’ Errors in Forming Indirect Speech
In this research, the students’ errors in forming indirect speech were analyzed using error analysis. According to Corder 1974, as stated by Ellis and
Barkhuizen 2005: 57, there are some steps in error analysis. They are collecting sample of learners’ language, identifying errors, describing errors, explaining
errors, and evaluating errors. Students’ errors were found through the step of identifying errors.
The students’ errors in forming indirect speech, which were found in the step of identifying errors, were discussed based on the basic types of indirect
speech. They were errors in indirect statements, indirect WH-questions, indirect yes-no questions, indirect commands, and indirect exclamations. After being
identified, the errors were categorized based on the changes and surface structure taxonomy. The step of categorizing errors is called describing errors.
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1. Errors in Indirect Statements
There were five items of direct statements in the test which were distributed in items 1, 6, 11, 16 and 21. The percentage of the students who made
errors in forming indirect statements was presented in Table 4.1.
Table 4.1: Percentage of Students’ Errors in Forming Indirect Statements Item Number
Number of Students Who Made Errors Percentage
1 6
11 16
21 18
50 12
17 44
27.27 75.75
18.18 25.75
66.66
It is shown in Table 4.1 that most of the students’ answers in forming indirect statements were categorized as errors. The common students’ errors in forming
indirect statement
included errors
in tenses,
pronouns, conjunctions,
demonstratives, and adverbs, there were also errors in special cases. Error in the tense commonly happened because the students did not back
shift the tense which should be back shifted. The error was shown in example [13].
[13] a. Direct Speech “I have something to show to you,” I told her.
b. Indirect Speech I told her that I had something to show to her. c. Incorrect Answer I told her that I have something to show to you.
The tense of the reported clause in example [13] should be back shifted since the reporting clause was in the form of past tense. Thus, the tense should be
