41
This are the chart of Part B, frequency of error made in the changes of pronoun. In here we can see the graphic of students errors made still high.
FIGURE 4.4 Frequency of error made in the changes of pronoun.
This inaccuracy was caused by the incomplete application of rules, first language interference, translation, and lack of attention. For examples
Part A no 1, Jack shouted Get your backpack and lunch → Jack told his
brother to get his backpack and lunch . Some of them answer with “Jack told
his brother get his backpack and lunch ” they miss to put to-infinitive.
The mother tongue of the writer influences how the writer constructs or translates English sentences without concerning the grammatical rules in
English. For examples in test part A no 2, Jack said Dont make me late again.
→ Jack told his brother not to make him late again. Some students
answer it with “Jack told his brother to not make him late”.
The writer can conclude that most of the first year students of SMK Perwira still were hard to change quoted commands to-infinitive clauses with
the suitable tenses and pronouns in the right form in converting direct speech into reported speech of imperative sentence. Then from observation and
interview can be seen that internal and external factors are influenced the students’ error in learning direct and indirect speech of imperative sentence.
2 4
6 8
10 12
14 16
18 20
Y o
u r
b e
come my
m e
b e
com e
h e
r
Y o
u r
b e
come my
Y o
u r
b e
come my
m e
b e
com e
h im
Y o
u r
b e
come my
My b
e com
e h
e r
m e
b e
com e
h im
Mr.al i
b e
com e
h im
Me b
e com
e h
e r
Item Number Frequency of Error made
Percentage
42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis and interpretation, it can be concluded that the errors in the students test at first grade of students at SMK Perwira
Ulujami Jakarta. In part A, there are 53 who made error in the change quoted
commands to-infinitive clauses with the suitable tenses in transformation direct speech into reported speech of imperative sentence, its means that 47
can answer it well. In part B, 30 who made error in the change of pronouns in the
transformation direct and indirect of imperative sentences, it means that 70 can answer it well. And, it also shows that the range of their percentage is not
too broad. However, the higher errors in learning reported speech of imperative sentence are in the change quoted commands to-infinitive clauses
with the suitable tenses and pronouns. It can be explained that the students made errors because of this
inaccuracy caused by the incomplete application of rules, first language interference, and lack of attention. The mother tongue of the writer influences
how the writer constructs English sentences without concerning the grammatical rules in English.
43
B. Suggestion
Based on the conclusion above, the writer would like to give some suggestions as follows:
1. The Students
a. It is necessary for the students to do more experiences in reported
speech of imperative. The students need to be careful when they read and answer the test
b. The students should understand how to change the direct speech
into reported speech of imperative sentence and memorize the rule for the sequence of tense and pronoun in transformation.
2. The Teacher and Other researchers
a. The teacher needs to raise her voice when she teaches in classroom
who sit in the rear. It can make the students give more attention about the material that the teacher give.
b. The teacher should give more exercise and explanation about
reported speech of imperative sentence to the students especially who got low scores.
c. Other researchers are able to use this paper for their reference in
order tomake a better research in other fields of study.
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