The Background of Study

4 “ AN ERROR ANALYSIS IN LEARNING DIRECT AND INDIRECT SPEECH OF IMPERATIVE SENTENCES A Case of study at SMK Perwira Jakarta ”

B. The Identification of Problem

Based on the background of the study above, there are many problems that can be identified in this research such as: 1. The problem of changes tenses 2. The problem of changes pronoun 3. The problem of changes adverb 4. The problem of grammatical changes 5. The problem of usingwrong form and usage in direct and indirect speech of imperative 6. Poor vocabularies

C. The Limitation of study

It is important to make limitation in order to clarify the problems. This study focuses on errors in direct and indirect speech of imperative sentence at SMK Perwira Jakarta.

D. The Formulation of problem

Based on the background described above, this study intends to formulate the problems as follows: 1. What are the most common types of errors that students made in direct and indirect speech of imperative sentence? 2. What are the reasons of students’ error? 3. What are the difficulties that caused the students made the errors? 5

E. The Objective the study

Based on the formulation of problem above, the objective of this study as bellow: 1. To get the most common of types of errors made by students at SMK Perwira in direct and indirect speech of imperative sentence. 2. To find out the students cause of errors made by the students. 3. To find out the students difficulties in direct and indirect speech.

F. Significant of study

The result of this study is expected can be benefit for the writer herself particularly to improve her perception of error analysis and for anyone who reads this paper generally. Moreover for the students of English Education, they can read this paper as additional information of error analysis. 6

CHAPTER II THEORETICAL FRAMEWORK

A. Error and Error Analysis

1. Concept of Error Dullay stated “Error are the flawed side of learner side of learner speech of writing”. 1 Its mean that there is something wrong in norms of language performance. But most of the people stil misunderstand about the definitions of both. Depend on the writer opinion, error and mistake are not same. Errors are a noticeable and cannot be self corrected and mistake is the opposite. They are deviations from the adult grammar of native speakers, and reflect the competence in the target language. According to Taylor “The only way we can reasonably determine whether a mistake is slip or a genuine error is reference to the writers semantic and structural intentions”. 2 Making Errors for the learners are a natural and unavoidable part of the process of learning English. Many kinds of errors arise when the learners write because they do not master the English structure well. Also, errors are the inability of the students in using rules of the components and elements of the second language. Brown Said that ”second language learning is a process that is clearly not unlike first language learning in its trial and errors nature”. It means that the learners cannot avoid errors in learning second language. 3 1 Heidi Dullay, Language Two, New York, Oxford University Press,1982,p.139 2 John Norrish, Language Learners and their Errors, The Macmillan Press Limited,1983 ,. p77 3 H.Douglas Brown, Principle of Language Learning and Teaching, London, Longman Inc 2000,p.217 7 So almost the learners must make errors when they are learning English because it is difficult to separate error in the process of learning English. The writer assumed about some problems that the learners are having now and help the teacher to plan remedial work. In addition, the teacher should not see negatively as a sign of failure but see them positively as an indication of what the teacher still needs to teach.So, if the teacher tries to prevent students; errors, the students never finds out what they do not know. 2. Error Analysis Errors Analysis assumed a new role in applied linguistics, it was applied to new issues and questions within second language acquisition research. Thestudy of errors in non-native language performance. It will consider three perspectives reviewing the use of Error Analysis: 1 to account for linguistic competence; 2 to identify learning processes and strategies, and 3 to provied input to language pedagogy. 4 Error is something difficult to avoid for beginner in learning language process, it is natural part of language learning. Learning the second language is a process unlike learning the first language, learner will directly connect with such vocabulary, a new grammatical pattern and foreign pronunciation which different from the first language. Error always occurs although the best effort has been done. Therefore, when they try to speak or write the target language, it is inevitable for them to produce many errors. According to Jack Fisiak “to define „error’ in a formally rigorous and pedagogically insightful way or to systematically account for the occurrence of errors either in linguistic or psychological terms. 5 It is a way of looking at errors made by the learners of the target language. Error analysis is an independent source of v alid data. It provides information on students’ errors, which in turn helps teachers to correct students’ errors, and also improves the 4 http:journals.cambridge.orgactiondisplayAbstract?fromPage=onlineaid=2641948 5 Jack Fisiak, Constrantive Linguistics and the Language Teacher, England, Pentagon Press Ltd, 1981,p.221-222