As it can be known that the words that are spoken, thought or asked in one place by one person may be reported in another place at a different time, and
perhaps by another person. Therefore, they should change the tenses in other word the students reporting uses tenses that relate to the time when they make
the report, not to the time when the authentic words were used, and they need to change the pronoun or speaker in order to make it acceptable and meaningful
within a language. On the contrary, when the students want to report somebody’s word,
thoughts and ideas in Indonesia language, then, the grammatical changes won’t be happened or they do not need to change the tense or pronoun like in English
language. It means there are often grammatical differences between Indonesia and English language. That is why students often do mistake and find difficulty
when they quote direct into indirectreported speech in English. It can be concluded from statement above, that the grammatical changes
which happened when the direct form transformed into indirect form has become one of difficulties that occur when the students learn reported speech. Therefore,
it is important for learner to have a good understanding on it and memorize the rule or form very well.
Based on the description above, the writer would like to conduct the research on the students’ difficulties in learning reported speech. The study is
done in first year students of MA Pembangunan UIN Jakarta. So, the writer would like to discuss it in her “Skripsi” under the title:
“
An Analysis on Students’ Difficulties in Learning Reported Speech at the First Year Students of MA Pembangunan UIN
Jakarta”
B. The Identification of the Problem
Based on the background of the study above, there are many problems that can be identified in this research such as: 1 The students’ difficulties in
learning reported speech. 2 The causes of the difficulties in learning reported
speech which is faced by the first year students of MA Pembangunan UIN Jakarta.
C. The Limitation and Formulation of the Problem 1.
The Limitation of the Problem
Based on the identification of problem above, the writer is going to analyze the students’ difficulties in learning reported speech. Of course, it can
be seen that study is still general and abroad. Therefore, she limits the problem especially on reported question.
2. The Formulation of the Problem
In line with limitation of problem above, the writer formulates the problem of the study as follows: 1What are the difficulties faced by the first
year students in learning reported question? 2Why do the students face difficulties in learning reported of question?
D. The Method of the Study
The writer used the descriptive method in this study. It is a research method where the person doing the research presents in a descriptive manner.
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Its aim is to describe the nature of situation as it exist at the time of the study and to explore the causes of particular phenomena.
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This type of research is also grouping that includes many particular research methodologies and procedures,
such as observations, surveys, self reports and tests.
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E. The Use of the Study
The use of this study is expected to provide a contribution of knowledge for students who still find problem and confuse when learning a reported
question, so they can overcome their difficulties in their learning activity. Then, for the teacher of English language, it is also expected to be useful information,
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www. answers. yahoo. com. 19 September 2010
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www. slideshare.net. com. 19 September 2010
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www. answer. yahoo. com. 19 September 2010
so they will know how far the students comprehend about reported question, the difficulties which are faced by students when they learn this subject matter, and
the causes of those difficulties. Besides, the result of this study will direct the English teacher to do some evaluation and revision in their teaching-learning
activity. It is also expected that both teacher and students will have a good
collaboration to overcome all problems that happen especially in learning reported question. Next, for further researchers: it can be as a reference in
conducting similar study in the next time. Finally, for the writer and other readers who are concerned with this paper, it is as one of resource which can
enhance their perception and knowledge in learning reported question.
F . The Organization of the Study
This “Skripsi” systematically consists of five chapters. Here are the short description of it’s contain:
Chapter one is introduction. It contains of the background of the study,
the identification of the problem, the limitation and formulation of the problem, the method of the study, use of the study and the organization of the study.
Chapter two is theoretical framework. It discusses the concept of
grammar definitions and types of grammar, reported speech meaning, kinds and transformational rules from direct question into reported question, and the
students’ difficulties in learning reported question definition of learning, learning difficulty, and difficulty in the change of tense and pronoun.
Chapter three is research methodology. Research methodology consists
of the purpose of the study, the time and place of study, the population and sample of the study, the instrument of the research, the technique of collecting
data, and the technique of data analysis.
Chapter four is research findings. They consist of data description, data
analysis, and interpretation data.
Last chapter
is conclusion and suggestions.
CHAPTER II THEORETICAL FRAMEWORKS
A. Grammar
1. Definitions of Grammar
Grammar is the natural, inherent meaning-making system of the language, a system that governs the way words come together to form meanings; grammar is
also the study of that system, the various theories or perspective that attempt to understand and describe it.
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According to David Crystal in the Cambridge Encyclopedia of Language, “Grammar is a device of some sort for producing the sentences of the language
under analysis.”
2
David Nunan defined in Second Language Teaching and Learning Grammar as “A description of the structure of a language and the way which
linguistic unit such as words and phrases are combined to produces sentences in the language.”
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1
Craig Hancock, Meaning-Centered Grammar, London: Equinock Publishing ltd, 2005, p. 6.
2
David Crystal, The Cambridge Encyclopedia of Language, New York: Cambridge University Press, 2003, 2
nd
, p. 88.
3
David Nunan, Second Language Teaching and Learning, Boston: Heinle publisher, 1999, p. 97.
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