Conclusions CONCLUSIONS AND SUGGESTIONS
Success of teaching reported speech in which students master this material should get much attention from the lecturers. It is because by learning reported
speech, students will master not only the reported speech itself but also the other components of reported speech such as tenses, pronouns, adverbial time and
place, modals , etc.
The lecturers should give a lot of exercises of reported speech to the students. For example, the lecturers can ask students to practice reported speech orally with
their friends frequently. Although it is in Structure classes, the lecturers should invite students to practice speaking more. This way can help students mastering
reported speech not only written but also spoken. However, the lecturers should always monitor the students if they make errors. Although errors are tolerated,
they should be corrected immediately in order to avoid students forming the habit in making errors of reported speech.
Based on the researcher’s own experience when she learnt reported speech in semester IV, the way the lecturer gave the exercise of reported speech to the
students could be adopted by the other lecturers since it is considered as a good way to practice reported speech. The way of giving the exercise was the lecturer
gave the students a written dialogue. Then she asked students to paraphrase the dialogue using reported speech. Next, the lecturer and the students discussed it
together. Beside those suggestions, this study provides the other teaching suggestions
that can be applied in the class. First, the lecturers can involve themselves in the students’ activity, in which they make the reported speech first, and then they ask
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students to turn it into the direct speech or vice versa. This can be done with exclamation, imperative, question, etc.
Example: Lecturer: ‘Paul, tell Maria that you want to borrow her dictionary.’
Paul to Maria: ‘May I borrow your dictionary, Maria?’ Maria: ‘Sure.’
Second, the lecturers make some direct speech written in small papers. Then, they distribute them to the students. Next, they ask students to read the direct
speech one by one and ask another student to convert it into reported speech. Example:
Anthony reading from his paper: ‘I’m ready to leave.’ Lecturer: ‘What did he say, Andy?’
Andy: ‘Anthony said that he was ready to leave.’ Third, the lecturers ask students to make a group of three. Then, each group
should make a dialogue with the situation that the first student say something to the second, but he or she does not hear it. The third student asks the second what
the first has said. The lecturers can involve in this activity. Example:
Susan: ‘Stop bothering me, Jim?’ Jim to Alex: ‘What did she say?’
Alex: ‘She asked you to stop bothering her.’ Fourth, the lecturers can get the class to practice the appropriate changes in
time, place, and person by manipulation of the situation. Example:
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Direct speech: John: ‘I’m leaving this house for good today.’ Reported speech:
by John – somewhere else – same day: I said I’m leaving that house for good today.
by Susan – somewhere else – a later day: John said that he was leaving that house for good that day.
by Joe – same place – a later day: John said that he was leaving this house for good that day.
by John – same place – same day: I said I’m leaving this house for good today. Those four teaching suggestions are proposed by Celce-Murcia and Larsen-
Freeman 1983. Hopefully, the teaching suggestions given by this study and proposed by Celce-Murcia and Larsen-Freeman can help the lecturers teaching
reported speech much better to the students so that errors can be minimised and students master this material.