Data Interpretation RESEARCH FINDINGS

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. BIBLIOGRAPHY Allen, W. Stannard, Living English Structure, London, Longman Group Limited, 1974 Azhar, Betty Schrampfer, Understanding and Using English Grammar, Jakarta, Binarupa Aksara , 1993 Brown, H.Douglas, Principle of Language Learning and Teaching 4 th Edition, London, Longman Inc 2000 Celce, Marianne and Diane Larsen, The Grammar Book an ESLEFL Teacher’s Course 2 nd ed, New York: Heinle Publisher, 1999 Corder,S.Pit,Technique in Applied linguistic, London, Oxford University Press, 1974 Creswell JohnW., Educational Research; Planning, Conducting and Evaluating Quantitative and Qualitative Research 4 th Edition, Boston, Pearson Educational, Inc, 2012 Dixson Robert,J,. M.A. Everyday English, Florida, Gents Publishing Company, Inc, 1957 Dullay, Heidi, Language Two, New York, Walton Street: Oxford University Press, 1982 Ellis, Rod, The Study of Second Language, Oxford: University Press,1995 Frank, Marcella, Modern English, New York, Prentice-Hall, INC, 1972 Fisiak, Jack, Constrantive Linguistics and the Language Teacher, Great Britain, Pentagon Press Ltd, 1981 Glass Susan M.and Larry Selinker, Second Language Acquisition, New York, Lawrence Erlbaum Associates, Inc, 2008 Hansen Barbara and Rebecca McDaniel, Simplified Sentence Skills, Illinois, NTC Publishing Group, 1998 Hakim Lukman, M.A, A Concise English Grammar, Jakarta, SENTRA MEDIA, 2007 James Carl, Error in Language Learning and Use, New York,Longman Inc, 1998 Murphy Raymond,ENGLISH GRAMMAR IN USE, New York, Cambridge University Press, 2004 Norrish John, Language Learners and their Errors, London and Basingstoke, The Macmillan Press Limited, 1983 Robinett Betty Wallace Jacquelyn Schachter, Second Language Learning, Michigan, the University of Michigan Press and simultaneously, 1983 Swan Michael, Practical English Usage,Great Clarendon Street, Oxford University Press, OX26DP,2006 Thompson. A.J and A.V.Martinet, A Practical English Usage, New York: Oxford University Press, 1986 WilsonGeorge,E,. Julia M. Burk, Let’s Write English, New York:American Book Company, 1980 http:www.timothyjpmason.comWebPagesLangTeachLicenceCMOldLectures L7_Interlanguage.htmInterlanguage http:www.englishforums.comcontentlessonsindirect-reported-and-direct- speech.htm http:www.edufind.comenglishgrammarreported_speech_questions_forms.php http:journals.English20Training20Center2020Error20Analysis.htm http:journals.cambridge.orgactiondisplayAbstract?fromPage=onlineaid=26 41948 http:www.punctuationtips.netwhy-is-grammar-so-important