an Error analysis in using reported speech of command
AN ERROR ANALYSIS IN USING REPORTED SPEECH OF
COMMAND
(A Case Study at The Tenth Grade Student of MA Ummurrodiyah Tangerang)
By
Didin Muhidin
208014000043
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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By Didin 1uhidin
ｎｉｾＱＮ 208014000043
DEPARTMENT OF E GLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
'SYARIF HIDAYATULLAH' STATE ISLAMIC UNIVERSITY
JAKARTA
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ABSTRACT
ANERROR ANALYSIS IN USING REPORTED SPEECH OF COMMAND A Case Study at X Grade Student of MA Ummurrodiyah Pasar Kemis – Tangerang. Skripsi of English Education at Faculty of Tarbiyah and
Teachers’ of State Islamic University Syarif Hidayatullah Jakarta 2015.
Advisor : 1. Dr. Fahriany, M.Pd. 2. Ummi Kultsum, M.Pd.
Keywords : Error Analysis, Reported Speech of Command
Theresearch was carried out to analyze students’ errors in using reported speech of command. The subjects of this were study 15 students of X grade of MA Ummurrodiyah Pasar Kemis – Tangerang academic years 2014 – 2015.
The method of this research was descriptive qualitative analysis. This research was conducted by following the procedures of error analysis: collecting data, identifying errors, counting errors then describing and interpreting data. The data needed were attained from students’ written test given by their English teacher.
The result of this research was 204 errors and the finding showed that the students made errors in misformation (120 or 58.83 %), omission (42 or 20.59 %), addition (21 or 10.29 %), and misordering (21 or 10.29 %). Based on the research, the researcher concludes that the X grade students of MA Ummurrodiyah Tangerang, most of students made error in reported speech of command when they change the direct into the indirect speech.
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ABSTRAK
ANERROR ANALYSIS IN USING REPORTED SPEECH Of COMMAND A Case Study at X Grade Student of MA Ummurrodiyah Pasar Kemis – Tangerang. Skripsi, pendidikan bahasa inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Isalam Negeri Syarif Hidayatullah Jakarta 2015.
Pembimbing : 1. Dr. Fahriany, M.Pd 2. Ms. Ummi Kultsum, M.Pd
Kata kunci : Analisa kesalahan, Reported Speech of Command
Tujuan penelitianini untuk mengetahui dan menganalisa kesalahan yang dilakukan oleh siswa didalam menggunakan reported speech of command.
Persoalan ini melibatkan 15 siswa kelas X Ummurrodiyah Pasar Kemis – Tangerangacademic years 2014 – 2015.
Metode penelitian ini adalah kualitatif dalam bentuk deskriptif analisis. Penelitian ini diadakan dengan mengikuti prosedur analisis kesalahan: mengumpulkan data, mengidentifikasi kesalahan, kemudian menyebutkan dan menginterpretasikan data. Data yang di perlukan telah tercapai oleh siswa dari tes tertulis yang diberikan oleh guru bahasa inggris.
Hasil dari penelitian terdapat 204 kesalahan dan menunjukan kesalahan siswa dalam misformation (120 or 58.83 %), omission (42 or 20.59 %), addition (21 or 10.29 %), and misordering (21 or 10.29 %). Berdasarkan data yang diperoleh, dapat disimpulkan bahwa siswa kelas X MA Ummurrodiyah Tangerang melakukan kesalahan didalam reported speech of command dalam mengubah dari direct kedalam indirect speech.
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ACKNOWLEDGEMENT ِمــــــــيِحَرلا ِنــــــــَمْحَرلا ِهــــــــَللا ِمــــــــْسِب
In the name of Allah the Beneficent, the Merciful
Praise be to Allah, Lord of the worlds, for His blessing, love, and mercy given to the researcher, so she can complete the last assignment in her study. Peace and blessing be upon our prophet Muhammad SAW., his family, his companion, and his adherences.
In arranging this skripsi, a lot of people had given motivation, support, advice and even remark that helped the researcher. In this opportunity, the researcher would like to express great honor and gratitude to all of them.
First of all, He expresses great honor and sincere appreciation to his supervisors, Dr. Fahriany, M.Pdand Ummi Kultsum, M.Pd. who have the researcher given their suggestions and critical remarks in the process of completing this skripsi.
Then, the researcher would like to those who helped him in finishing the
skripsi, among other:
1. To all lectures at Department of English Education, for their knowledge, motivation, and patient during his study at Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University.
2. Drs. Syauki, M.Pd., the Head of Department of English Education.
3. Mr. Zahril Anasy, M.Hum, the secretary of Department of English Education.
4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University.
5. His deepest gratitude would be liked to express by the researcher to his beloved parents, Mr. Asmunih and Ms. Muawanah, and the whole of his family who had given support.
6. KH. Muhammad Shofa Abdul Rosyid, the Principle and, Fitri Yadi S.Pd., the English Teacher of MA Ummurrodiyah.
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7. All of the researcher friends for their support.
Furthermore, the researcher realizes that this skripsi is not considered ideal without critiques and suggestions. Hence, any critiques and suggestions are always welcomed by the researcher to make it better.
Jakarta, 12 January 2015
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TABLE OF CONTENTS
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... v
LIST OF APPENDICES ... vii
LIST OF TABLE ... viii
CAHPTER I. INTRODUCTION ... 1
A. Background of study ... 1
B. Formulation of the problem ... 4
C. Aim of the research ... 4
D. Significance of the research ... 4
CHAPTER II. THEORETICAL FRAMEWORK ... 5
A. Error ... 5
1. Understanding of error ... 5
2. Types of error ... 6
3. Causes of error ... 10
4. Differences between mistake and error ... 13
B. Error Analysis ... 15
1. Understanding of error analysis ... 15
2. Procedure of error analysis ... 16
3. Goals of error analysis ... 18
C. Grammar ... 19
1. Understanding of grammar ... 19
2. Types of grammar ... 19
D. Reported Speech... 20
1. Definition of reported speech ... 20
2. Kinds of reported speech ... 21
E. Transforming Rule From Direct Command Into Indirect Command ... 25
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CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Time and place of the study ... 27
B. Subject of study ... 27
C. Objective of research... 27
D. Research methodology and design ... 27
E. Research methodology and design ... 27
F. Technique of collecting data ... 28
CHAPTER IV. RESEARCH FINDING ... 29
A. Data description ... 29
B. Data analysis ... 39
1. Types of student’ error ... 39
2. Causes of students’ error ... 40
C. Data interpretation ... 42
CHAPTER V. CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestion ... 43
BIBILIOGRAPHY………... 44
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LIST OF APPENDICES
Instrument 1 (test) ... 46
Instrument 2 (test) ... 47
Answer key ... 48
Hasil wawancara siswa (student 1) ... 49
Hasil wawancara siswa (student 2) ... 50
Hasil wawancara siswa (student 3) ... 51
Hasil wawancara siswa (student 4) ... 52
Hasil wawancara siswa (student 5) ... 53
Hasil wawancara siswa (student 6) ... 54
Hasil wawancara siswa (student 7) ... 56
Hasil wawancara siswa (student 8) ... 57
Hasil wawancara siswa (student 9) ... 58
Hasil wawancara siswa (student 10) ... 59
Hasil wawancara siswa (student 11) ... 60
Hasil wawancara siswa (student 12) ... 61
Hasil wawancara siswa (student 13) ... 62
Hasil wawancara siswa (student 14) ... 63
Hasil wawancara siswa (student 15) ... 64
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LIST OF TABLES
Table 2.1 Category of error ... 17
Table 2.2 Example of direct and indirect speech ... 23
Table 2.3 List of reporting verbs ... 24
Table 2.4 Common expression of time in indirect speech ... 25
Table 4.1 description of students’ error in misformation ... 29
Table 4.2 description of students’ in omission... 33
Table 4.3 description of students’ in addition ... 34
Table 4.4 description of students’ in misordering ... 36
Table 4.5 the recapitulation of error types ... 37
Table 4.6 the recapitulation of causes ... 37
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CHAPTER I
INDRODUCTION
A. Background of Study
Grammar is one of the language components, which is taught to every language learner. Ur says in A Course in Language Teaching: Practice and Theory book ―Grammar is a set of rules that defines how words (parts of words) are combined of changed to form acceptable units of meaning within a language.1 As Eugene states that Grammar is a description of certain organizing aspects of a particular language. Besides grammar, there are other aspects it usually includes phonological (sound), and morphological (word composition).2 It means that grammar includes many aspects of linguistic knowledge; the sound system (phonology), the system of meaning (semantic), the rule of word formation (morphology), the rules of sentence formation (syntax) and the vocabulary. Therefore, Grammar should be taught appropriately because it is the basic of the language. Without knowledge of grammar, the learners will find many problems to build up sentences and to express their ideas in communication among the people.
Talking about grammar, reported speech of command is one of many grammatical categories which is important to be learned by students. It should be learned because it is one of three ways for students to report what other people have said and thought to other people especially when they communicate each other.
The students may commit errors because they set their minds that the target language and their mother tongue are similar. In fact, they are totally different. They often generalize the similarity between to language that is called
‘overgeneralization’. Corder in Masachika states that ―errors are evidence of the
1
Penny Ur, A Course in Language Teaching: Practice and Theory,(Cambridge: Cambridge University press, 1996), p. 87
2
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leaner’s strategies of acquiring the language rather than the sign of inhibition of
interference from NL (Native Language) habits.‖3According to him, learners when learning a foreign language essentially can do errors. It can happen naturally because second language learners are actively engaged in figuring out the rules for the language they are learning.
Based on the statements above, making error is acceptable. As Norrish
states, ―It is natural for students as human being to make errors.‖4
It means that
learners’ errors provide evidence to us that the teacher must have strategies and do
something to avoid students to make error again. The strategy that can prevent the student from making error is error analysis. By using error analysis, the teacher tries to identify, describe and explain the errors made by the students in the test. It
can help the teachers to minimize the students’ error in their learning. Realizing that error is inevitable in learning process, the teachers have to pay attention to
their students’ error. It will help them to avoid their students for making the same error by analyzing the students’ error itself.
According to the explanation above, the researcher understands the important of doing an error analysis. Through error analysis, the most common error that the students make can be identified and the sources of error can be found. By knowing at least the common errors, the students are expected not to commit the same error again in the future.
There are grammatical differences between Indonesia and English language. That is why students often do mistake and error when they quote direct into indirect/reported speech in English. For example, when the students want to report
somebody’s word, thoughts and ideas in Indonesian language, the grammatical
changes will not happen or they do not need to change the tense or pronoun like in English languag8e. In this case, many students still have difficulties in using reported speech of command. They state that they often do mistake whenthey quote the direct into indirect form. Some students still confuse with certain
3
Masacika Ishida, Error Analysis and its Significance in Second Teaching: A Brief Survey of the Theorical Aspect of Error Analysis. 現代英米研究 , 1982, p. 12.
4
John Norrish, Language Learners and Their Errors, (London: MacMillan Press Limited, 1983), p.65.
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grammatical changes that have to be made by them. Sometimes they feel hard to decide what kind of tenses and pronoun that should be used when they quote the word. It can be known that Indonesian language has not a grammatical form like tenses and pronoun.
Therefore, in teaching and learning reported speech of command, errors
cannot be avoided. Error that the students made can be caused by learners’ native language or target language. Brown states that ―Error analysis is the fact that
learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a
surge of study of learner’s errors.‖5
It implies that error analysis is a procedure including observing, analyzing and classifying the errors on the second language rules and disclosing systems controlled by the learners. It is carried out to obtain
information for the teacher about the students’ error and the students’ mastery of
the material.
The problems that the students of X year of MA Ummurrodiyyah Tangerang are usually found in reported speech of commandwas the students often felt bored
and didn’t have more motivation to memorize some vocabularies, rules of tenses,
etc. The problem of teaching grammar especially in reported speech of command was the students confused to use the right vocabularies in tenses, they sometimes forgot the rules. Most of them like listening skill because they like to listen
English songs. They said they didn’t understand well of direct speech because
they felt difficult to distinguish betweendirect and indirect speech.
Based on the description above, the researcher would like to conduct the
research on the students’ errors in using reported speech of command. The study
will be conducted in theX year students of MA Ummurrodiyyah Tangerang So,
the writer would like to discuss it in his ―skripsi” under the title: “An Error
Analysis of Using Reported Speech of Command”
5
H. D. Brown, Principle of Language Learning and Teaching, (New York: Pearson Education, Inc., 2007), 5th edition, p. 259.
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B. Formulation of the Problem
To make the study easy to understand, the researcher formulates the problem as follows:
1. What kinds of errors made by theXyearof MA Ummurrodiyyah Tangerang in learning reported speech of command?
2. Whatare the factors that caused students’ errors in using reported speech of command?
C. Aim of the Research
The aim of the reseharch isto identify the students’ error in using reported speech of command in the X years students ofMAUmmurrodiyyah Tangerang. Besides, it is to know what factors that are causing the students’ errors in using reported speech of command.
D. Significance of the Research
The result of the finding is expected to provide useful information about the common mistekes made by students in learning grammar.For the English teacher, by analyzing the common mistekes made by the students of MA ummurrodiyyah Tangerang,she/hecans inprove the quality of her/his teaching strategies. Finally, it makes the students easy in learning grammar. Moreover, for furter researcher, this
finding can be the basic consideration to enrich the further researcher’s knowledge
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CHAPTER II
THEORETICAL FRAMEWORK
A. ERROR
1. The Undersatanding of Error
When students learn a target language, they usually make errors or mistakes. It happens because sometimes the students interfered by their native language. The different system of the second language and the first language leads them to make the errors. However, it can be used to know the understanding of the students about the rules or system of the language being learned.
Some experts give the understanding of error. According to Brown ―An error is noticeable deviation from the adult grammar of native speaker, reflecting the interlanguage competence of the learner.‖1 It means that an error is something
that can be seen; it shows the learner’s ability.
While Corder in Norrish states, ―Errors are the result of some failure of
performance.‖2
From the statement above; errors are caused by the incorrect form
on the learner’s work.
Hubbard, et.al. also have the same opinion with Corder. According to
them, ―Errors are caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it.3 It means that errors can appear due to the insufficient knowledge or the inappropriate rule about the language being learned.
Norrish has a broader definition than Brown. He states, ―let us call systematic deviation, when a learner has not learnt anything and consistently ‘gets
it wrong’, it is an error.‖4
Norrish considers an error as something which comes up because the learners do not comprehend something and always use the wrong one.
1
H.D Brown, Principle of Language Learning and Teaching, 5th edition (New York: Pearson Education, Inc., 2007), 5th edition, p. 258
2
Carl James, Errors in Language Learning and Use, (New York: Addision Wesley Longman, Inc., 1998), p. 79.
3
Peter Hubbard, et al., A Training Course for TEFL, (New York: Oxford University Press, 1983), p. 134
4
John Norrish, Language Learners and their Errors, (London: Macmillan Press, 1983), p. 7
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Susan and Larry give the similar opinion, they point out, ―it is likely to occur repeatedly and is not recognized by the learner as an error.‖5
They think an error is something that happens regularly and the learners do not realize it.
James makes the development of the understanding of error. He states, ―If the learner is unable or in any way disinclined to make the correction, we assume that
the form of the learner used was the one intended, and that is an error.‖6
It means that the learner cannot give the right form because they think what they use is the correct one.
From all the statements above, the writer summarizes that error is wrong
forms of language performance in students’ work which happens regularly when
they face the same thing. The students have the lack of knowledge of it because they do not realize what they did is an error unless other people explain about it. It makes them cannot correct that error by themselves.
2. Types of Error
Error can be classified into several types. Corder in Ellis distinguishes three types of error according to their systematicity:
a. Pres-systematic errors occur when the learner is unaware of the existence of a particular rule in the target language. These are random.
b. Systematic errors occur when the learner has discovered a rule but it is the wrong one.
c. Post-systematic errors occur when the learner knows the correct target language rule but uses it inconsistently (i.e. makes a mistake).7
From Corder points of view, the writer assumes that these types of error made.
based on the sequences of time how learners learn the language is.
According to Dulay, in the book Language two, he classifies error into four types; error based on linguistic category, error based on surface strategy
5
Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory Course,3rd edition (New York: Routledge, 2008), p. 102.
6
James, op.cit, 1998., p. 78. 7
Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p. 51
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taxonomy, error based on comparative taxonomy, and error based on communicative effect taxonomy.8
a. Error based on linguistic category
The linguistic category taxonomy classifies errors according to either or both the language component and the particular linguistic constituent the error affects. Language components include phonology (spelling), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), discourse (style). Constituents include the elements that comprise each language components. For example;
Morphology : A ant Syntax : He no write
While in constituents, it includes the elements that comprise each language components. For example within syntax, one may ask whether the error is the main or subordinate clause, which constituent is affected.9
b. Error based on surface strategy taxonomy
This type of error which has four subtypes. They are; 1) Omission
It is an error which happens because a learner does not put the needed morphemes in his/her sentence. The morphemes which disappear are from the content morpheme and grammatical morpheme. For example in the sentence;
Content morpheme : (Budi) is a (leader) Grammatical morpheme : Budi (is) (a) leader.
2) Addition
This type of error is contradictive to the previous one. The character of the error is known by the presence of an item, which must not appear in a well-formed utterance. This error usually appears in the later stage of L2
8
Heidi Dullay, et al, Language Two, ( New York: Oxford University Press, 1982) pp. 146—189.
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acquisition, when the learner has already acquired some target language rule.
E.g., ―He doesn’t know my name.‖
3) Misformation
This error is characterized by the use of wrong form of the morpheme or structure. In this error the learner supplies something although it is
incorrect. E.g., ―I see a teeth.‖
4) Misordering
The incorrect placement of a morpheme or a group of morpheme in
an utterance is the character of this error. E.g, ―I don’t know what that is.‖
c. Error based on comparative taxonomy
The classification is made based on the comparisons between the structure of L2 errors and certain other types of construction. To this classification of error, there are four types of error.
1) Development error
Development error is error similar to those made by children
learning the target language as their first language. E.g., ―Mary eat the pineapple.‖
2) Inter lingual error
Inter lingual error is an error similar in structure to a semantically equivalent phrase or sentence in learner’s native language.
3) Ambiguous error
Ambiguous error is error that reflects the learner’s native language
structure. This error could be classified equally as development or
inter lingual error. E.g., ―I no go to school.‖ 4) Other error
Other error is error that caused by the learner’s native language since the learner used it on their second language form. E.g., ―She do hungry.‖
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d. Error based on communicative effect taxonomy
Instead of focusing on aspect of the error themselves, the communicative effect taxonomy concerned with the error from the perspective of their effect on the listener or reader. The focuses are on distinguishing errors that seem to cause miscommunication from those that do not. Error based on communicative effect taxonomy is divided into two parts.
1) Global error
Global error hinders communication; it prevents the learners from comprehending some aspects of messages. For instance, ―we amused that
movie very much.‖
2) Local error
Local error itself does not interfere with understanding of an utterance, usually because there is only a minor violation of one segment
of a sentence. ―I angry‖ will be local error since the meaning is apparent.
According to Ellis in Corder, error fall into four categories, they are omission of some required element; addition of some unnecessary or incorrect element; selection of an incorrect element, and misordering of the elements. Nevertheless, Corder himself adds that this classification is not enough to describe errors. That is why includes the linguistics level of errors under the sub-areas of morphology, syntax, and lexicon.10
Ellis maintains that ―classifying errors in these ways can help us to diagnose learners’ learning problems at any stage of their development and to plot how changes in error patterns occur overtime.‖ This categorization can be
exemplified as follows:
Omission:
Morphological omission * A strange thing happen to me yesterday Syntactical omission * Must say also the names?
Addition:
In morphology * The books is here
10
Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p. 51.
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In syntax * The London
In lexicon * I stayed there during five years ago
Selection:
In morphology * My friend is oldest than me In syntax * I want that he comes here.
Ordering:
In pronunciation * fignisicant for ‘significant’;*prulal for
‘prular’
In morphology * get upping for ‘getting up’ In syntax * he is a dear to me friend.11
As mentioned by some experts above, there are many types of error according to them. The writer decides that the errors generally made by the students based on Ellis’ classifications which are: omission, addition, selection and misordering.
3. Causes of Error
The types of error into tall four causes, they are:
a. Over-generalization
Over generalization is the use of previously learned rules in new situation. Over generalization includes instance where the learner makes a rule on the basis of his experience of other rule in the target language.
For example: Do you go to Bali last Year?
The correct one is: Did you go to Bali last year? b. Ignorance of rule restriction
This type of errors is the result of the failure to observe the restrictions of existing structure, that is, the application rules to context where they do not apply.
For example: The man who I saw him yesterday is my teacher.
The correct one is: The man whom I saw yesterday is my teacher. c. Incomplete application of rules
11Vecide Erdogan, ―Contribution of Error Analysis to Foreign Language Teaching.‖
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This error is the result of the learner’s high motivation to achieve
communicative ability. In achieving this, learner sometimes produces grammatical incorrect sentence.
For example: She go to school every day
The correct one is: She goes to school every day.
d. False concept hypothesized
This error is the result of the faulty comprehension of distinction in the foreign language, sometimes this error is because of the poor gradation of materials of teaching.12
According to Brown there are four causes of errors, they are: a. Interlingual Transfer
Interlingual transfer occurs because the interference of a mother tongue into a target language. Interlingual transfer is significant source of error for all learners. The beginning stage of learning a second language is especially vulnerable to interlingual transfer from the native language.
For example:
- I miss he for I miss him b. Intralingual Transfer
Intralingual transfer is a major factor in second language learning. The early stage of language learning is characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire part of the new system, more intralingual transfer-generalization within the target language is manifested. Negative intralingual transfer, or
overgeneralization has already been illustrated in such utterances as ―he good.‖
c. Context of Learning
Context refers to the classroom with its teacher and its material in the case of school learning. In a classroom context, the teacher pr the textbook can lead the learner to make faulty hypotheses about the language. Students
12
Jack C Richards. Error Analysis Perspectives on Second Language Acquisition.
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often make errors because of a misleading from the teacher, faulty presentation of a structure or word in textbook.
d. Communication of Strategies
Communication strategies were defined and related to learning style. Learners obviously use production strategies in order to enhance getting their message across but at times, these techniques can themselves become a source of error. In other hand, Ellis mentions three sources of error which are known by error of omission, overgeneralization error and transfer error.13 1) Error of Omission. For example, learners leave out the article ‘a’ and ‘the’
and leave the –s of plural nouns.
2) Overgeneralization Error. Learners overgeneralize forms that they find easy to learn and process. (The learner processes new language data in his mind and procedures rules for its production, based on the evidence). For example, the use of ‘eated’ in place of ‘ate.’
3) Transfer Error; reflect learners’ attempts to make use of their L1 knowledge.14
While Hubbard proposed slightly different names; a. A mother-tongue interference
Although young children appear to be able to learn a foreign language quite easily and to reproduce new sound very effectively, older learners experience considerable difficulty. The sound system (phonology) and the grammar of the first language impose themselves on the new language and
this lead to ―foreign‖ pronunciation, faulty grammatical patterns and,
occasionally, to the wrong choice of vocabulary.
b. Overgeneralization
The mentalist theory claims that errors are inevitably because they reflect various stages in the language development of the learner. It claims that the learner process new language data in his mind and produces rules for its
13
H.D. Brown, Principle of Language Learning and Teaching, 5thEdition (New York: Person Education, Inc2007)., p. 223
14
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production, based on the evidence only partial, such us rules may produce incorrect pattern.
c. Errors encouraged by teaching material or method
The teaching material or method can also contribute to the student’s
errors. Unfortunately, these errors are much more difficult to classify, as Pit
Corder admits this: ―… it is, however, not easy to identify such errors except
in conjunction with a close of the materials and teaching technique to which the learner has been exposed. This is probably why so little is known about
them.‖15
The writer concludes that there are three sources of error according to Hubbard et.al. They are mother-tongue interference which actually same with
the ―interlingual‖ term from Brown, overgeneralization which caused by the
insufficient knowledge of the learners about the rule of their target language, andthe last source is errors encouraged by teaching material or method which
similar with what Brown named ―context of learning.‖
The writer summarizes what some experts have explained above. As a whole, there are three main sources of errors. First, error happens because the
influence of the student’s mother language is called interlingual. Second, error happens because the target language itself is called intralingual. Third, error happens because the influence of the process in teaching and learning when the teachers explain the language.
4. Differences Between Mistake and Error
Learning a language is fundamentally process that involves making of mistakes or errors. The mistakes include with vocabulary items, grammatical pattern and sound patterns as well.
Based on Corder in Susan and Larry, ―mistakes are akin to slips of the
tongue. That is, they are to recognize it as mistake and correct it if necessary. An error, on the other hand, is systematic. That is, it is likely to occur
15
Peter Hubbard, etal., A Training Course for TEFL,(New York: Oxford University press, 1983), pp140—144.
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repeatedly and is not recognized by the learner as an error.‖16
It means that an error is something that learner do not realize it and always occur, and mistake is something that learner can correct it if needed because they know where the wrong on their work is.
According to Hubbard et.al, ―Error caused by lack of knowledge about
the target language (English) or by incorrect hypotheses about it; and mistakes caused by temporary lapses of memory, confusion, slip of the tongue and so
on.‖17
Based on the statements above, error can appear due to the insufficient knowledge or the inappropriate rule about the language being learned; while mistake happens because of the learner forget about the rule or their carelessness when do the work.
Furthermore, Brown explains that; A mistake refers to performance
error that is either a random guess or a ―slip‖ in that it is a failure to utilize a knownsystem correctly. All people make mistakes, in both native and second language situation. While error is a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner and an error that reveals of a portion of the learner’s competence in the target language.18
Corder made a distinction between a mistake and error. Whereas a mistake is a random performance slip caused by fatigue, excitement, etc., and therefore can be readily self-corrected, an error is systematic deviation made by learners who have not yet mastered the rules of the L2. A learner cannot self-correct an error because it is a product reflective of his or her current stage of L2 development, or underlying competence.19
Fisiak distinguished between error and mistake as follows: ―mistakes are deviations due to performance factors such as memory limitations (e.g., mistakes in the sequence of tenses and agreement in long sentences), spelling,
16
Gass and Selingker, loc.cit.
17
Hubbard, loc.cit. 18
Brown, op.cit, 2007, p. 257. 19
Diane Larsen-Freeman and Michael H. Long, An Introduction to Second language Acquisition Research, (London: Longman, 1991), p. 59.
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15
pronunciations, fatigue, emotional strain, etc. errors, on the other hand, are
system a given stage of learning.‖20
According to the understanding of mistakes and error above, it can be distinguished the difference between mistakes and errors. Mistakes are unsystematic of production which the students could correct their own mistakes if their attention in focus and they realize what mistakes that they had done. In the opposite, students do not understand that they had done and consistently do the same error. They find it so hard to correct the errors they made. Furthermore, a mistake can be self-corrected by the students but an error cannot be self corrected by the students.
B. Error Analysis
1. Understanding of error analysis
There are many understanding of error analysis that is suggested by some experts. According to Gass and Selingker, ―Error analysis is a type of
linguistic analysis that focuses on the errors learners make.‖21
It means that error analysis is a kind of linguistic analysis that concentrates on the errors made by learners.
Brown states that ―error analysis is the fact that learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of
learner’s errors.‖22
It implies that error analysis is a procedure including observing, analyzing and classifying the errors on the second language rules and disclosing systems controlled by the learners.
Meanwhile, according to James, ―error analysis is the process of
determining the incidence, nature, causes and consequences of unsuccessful
language.‖23
In other words, error analysis is the procedure to decide the occurrence, nature, reasons and results of failed-learning of a language.
20
Jack Fisiak, Constractive Linguistics and the Language Teacher, (New Jersey: Prentice hall,Inc, 1987), p. 205.
21
Gass and Selingker, op.cit, 2008, p. 102 22
Brown, op,cit, 2007, p.259 23
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Based on some definitions above, it can be concluded that error analysis is a type of analysis which includes the process of observing, analyzing and classifying the errors on the second language rules and disclosing systems controlled by the learners. It also can be said as way to investigate the error made by students to get some important data about
students’ difficulty in learning a language. It is believed by knowing more
detail about problems faced by the students and solve it, the teacher will improve their teaching to avoid their students in making the same error again.
2. The Procedure of Error Analysis
There are five steps in conducting an error analysis, they are: 1. Collecting of a sample of learner language
The type of data collected can have a marked effect on the result of an error analysis, as a result of the different production processes which they typically involve. For example, Logoco found differences in the number and type of errors in samples of learner language collected by means of free composition, translation, and picture composition.24
2. Identification of Errors
The definition of ‘error’ is problematic, as James admits. The difficulty
centers on a number of issues. The first is whether grammatically (i.e. well-formedness) or acceptability should serve as criterion. An utterance may be grammatically correct but pragmatically unacceptable. ‘I want to read tour
newspaper’ addressed a complete stranger is grammatical but pragmatically
unacceptable.25
3. Description of Errors
24
Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University Press, 2008), p. 46
25
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17
The description of errors involves a comparison of the learner’s
idiosyncratic utterance with a reconstruction of those utterances in the target language or, more recently, with a baseline corpus of a native-speaker language.26 Ellis also describes the category of errors as seen in the table below:
Table 2.1
The Category of Error
Category Description Example
Omission
The absence of an item that must appear in a well-formed utterance
She sleeping
Addition
The presence of an item that must not appear in well-formed utterance
We didn’t went there
Misinformation
The use of the wrong form of the morpheme or structure
The do dated the chicken
Misordering
The incorrect placement of a morpheme or group of morpheme in an utterance
What daddy is doing?
4. Explanation of Errors
Explanation is concerned with establishing the source of the errors, i.e. accounting for why it was made. This stage is the most important for SLA research as it involves an attempt to establish the processes responsible for L2 acquisition.
5. Evaluating of Errors
Error evaluation involves a consideration of the effect that errors have on the person (s) addressed. This effect can be gauged either the terms of the
addressee’s effective response to the errors. Error evaluation studies
proliferated in the late 1970s and in the 1980s, motivated quite explicitly by a desire to improve language pedagogy.27
26
Ibid. 27
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3. Goals of error analysis
According to Gass and Selingker ―the goal of error analysis is clearly one of pedagogical remediation.‖28
It implies that the aim of analyzing error is evidently educational remediation.
Norrish states that ―Error analysis can give a picture of the type of
difficulty learners are experiencing. If carried out on a large scale such a survey, it can be helpful in drawing up a curriculum.‖29 It means that an error analysis can give useful information about new class. In a class-or country-with different first languages, it can indicate problems common to all and problems to particular groups.
Whereas, Corder in Fisiak’s book makes two different purpose of error analysis: applied and theoretical purpose. The applied purpose of error analysis is yields valuable insights into the nature of the intermediate
‘functional communicative systems’ or languages constructed by them.
Meanwhile, thetheoretical purpose of error analysis is to present insight into
process of acquiring learner’s language.30
The most typical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay states that studying
students’ errors serves two major purposes:
a. It provides data from which inferences about the nature of the language learning process can be made.
b. It indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which
errors types detract most from a learner’s ability to communicate
effectively.
According to Fisiak, there are four goals of error analysis, they are:
28
Gass and Selingker, op.cit 2008, p. 103. 29
Norrish, op.cit, 1998., p. 80. 30
Jack Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon Press, 1981), p. 225.
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19
1. Determining the sequence of presentation of target item in text book and classroom, with the difficult item following the easier one;
2. Deciding the relatives degree of emphasis, explanation and practice require and putting across various items in the target language; 3. Devising remedial lesson and exercise;
4. Selecting items for testing the learners’ proficiency. Shows that there are four goals of error analysis.
C. Grammar
1. Understanding of grammar
Penny Ur notes that ―Grammar is defined as words are put together to
make correct sentences it does not only affect how the units of words are
combined in order to make correct sentences but also affects their meaning.‖31
According to Thornburry ―Grammar is partly the study of what forms (or
structure) are possible in language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence formed
rules that govern how a language’s sentences are formed.‖32
In conclusion, grammar is a field of linguistic that involves all the various things that make up the rules of language.
2. Types of Grammar
Grammar may be separated into two common broad categories:
descriptive and prescriptive. Both views of grammar are in wide use, although in general, linguists tend towards a descriptive approach to grammar, while people are teaching a specific language; English, might tend towards a more perspective approach.33
31
Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge University Press, 1996), p. 75
32
Scott Thornburry, How to Teach Grammar, (London: Longman, 1999), p. 1. 33
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David Crystal lists six types of grammar: descriptive grammar, pedagogical grammar, perspective grammar, reference grammar, theoretical grammar, and traditional grammar.34
Kathryn Riley and Frank Parker state that there are four types of grammar; perspective grammar is primarily interested in constructing rules of usage for the prestige variety of a language, descriptive grammar is primarily interested in describing the basic sentence patterns of all varieties of a language. Then, generative grammar is primarily interested in discovering those principles of sentence formation that are part of the human biological endowment; performance grammar is primarily interested in the effects of context and real-time limitations on language use.35
In the writer’s opinion, grammar can be divided into two main points; descriptive and perspective grammar that can be broken down again into many different points with different point of views.
D. REPORTED SPEECH
1. The Definition of Reported Speech
Reported speech refers to reproducing the idea of anoher person’s
words. Not all of the exact words are used: verb forms and pronoun may change.36
Thompson and Martinet stated in A Practical English Grammar, ―in indirect speech we give the exact meaning of a remark or a speech, without
necessarily using the speaker’s exact words.‖37
Betty schrampfer azar stated in Understanding English Grammar,
―reported speech refers to using a noun clause to report what someone has
said.‖38
34
http://www.IIp.armstrong.edu/5800/types.html. 24 September 2014. 35
Kathryn Riley and Frank Parker, English Grammar: Perspective, Descriptive, Generative, Performance, (Boston: A Pearson Education Company, 1998), p. 3.
36
Betty Schrampfer Azar, Fundamentals of English Grammar, (London: Practice Hall, 1992), 2nd edition, p. 366
37
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21
Reported speech (also called indirect speech) is used to communicate what someone else said, but without using exact words.
From some definitions above, it can be concluded that reported speech
is to qoute somebody’s idea or thoughts without exactly repeating the exact word produced by the speaker.
2. The kinds of Speech
There are two ways of realiting what a person has said: direct and indirect.39
a. Direct Speech
Direct speech conveys exactly what someone has said.40 It is usually found in conversations in book, in plays, and in quotations.41
Example:
She said, ―I want to go the market.‖
Quotation marks are used when we quote direct speech. Single
quotatin marks (―...‖) are more common in British English, and double qoutation marks (―...‖) in American English.42
In direct speech, usually the words qoute introduced by one the words
say or think. It is put before the quotation. In writing, quotation marks (―...‖ or ―...‖) are used. In litetary writing, a large number of other verbs are used (to
add variety and to give additional information); for example, ask, suggest, recommend, remind, etc.
b. Indirect speech
It can be made a speaker’s words or thoughts part of his sentence using conjunction (e.g. that), and changing pronouns, tenses and other words where
38
Betty Schrampfer Azar, Fundamentals of English Grammar Edisi Inggris-Indonesia(Jakarta: Binarupa Aksara, 1993), 2ndedition, p. 275
39
Thompson, PracticalEnglish Grammar, p. 269 40
Martin Parrot, Grammar For English Language Teachers, (Cambridge: Cambridge University Press, 2000), p. 217
41
Thompson, loc. Cit.
42
Micheal Swam, Practical English Usage, (Oxford: Oxford University Press,1995), p. 471
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necessary. This kind of structures called ‘indirect speech’ or ‘reported
speech’.43 Example:
She said that she wanted to go the market.
Commas are not put before that, what, where, etc in indirect speech structure.
Example:
He explained that he never atc meat ____ (not) he explained, that he neveretc meat.
Reported speech is used when it is interested not in the words that someone has chosen, but in the essential information they conveyed. It is often used far fewer words to report this than were originally spoken. Reported speech found in newspaper report, fiction, talking, or writing about conversation, report articles or speeches that have been heard or read.44
When turning direct speech into indirect speech, some chenges are usually necessary. The tenses, pronoun and other words may different from the original sentence.45
If introductory verb which is introduced in indirect speech is a present, present perfect tense, so if someone wants to report the direct speech into indirect speech, the change of tenses will not happen. Or in the other word, there is no change of tenses if someone reports form direct speech into indirect speech.
Example: paul says, ―I’m tryingto get a taxi.‖
Paul says he is trying to get a taxi.
However, if the introductory verb is in he past tense, the tense of indirect speech have then to be changed into corresponding past tense.46
Example:
43
Micheal Swam,Practical English Usage, (Oxford University Press, 1995), p. 501 44
Martin Parrot, loc. Cit.
45
Micheal Swam, practical english usage, (Oxford: Oxford University Press,1995), p. 501-502
46
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23
Table 2.3
The example of direct and indirect speech
Direct Speech Indirect Speech
He said, ―I’m waiting for
Ann‖
He said (that) he was waiting for Ann
―do you knowjhon?‖ He asked if/whether I knew jhon He said―I loveyou‖ He said he loved me
From some examples above it can be seen that, when transforms direct speech into indirect speech, some changes are neede.
For example in the first statement:
Direct speech : he said, ―I’mwaitingfor Ann.‖ Indirect speech : he said that he was waiting for Ann
Tenses of the direct speech is present continuous tense, so when it is transform into indirect speech, the tense of indirect speech is past continuous tense. Pronounof/is changed into he.
Besides, from examples above, it also can be seen that teh most neutal and most common verbs which are used to introduced what are reported are say and tell, and choosing between these verbs often poses a problem to learners.say is never followed by an indirect object (e.g. him, us, them, my sister, etc) whereas it has to use an indirect object after tell. It is better to choose to tellwhen to draw attention specifically to the person who is being addressed.
Example: he said (that) he was ill. He told (thst) he was ill.
Here is a list of reporting verbs which can be used to report what people say.47
47
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Table 2.3
The List of Reporting Verbs
Acknowledge Add Admit Advise A gree Allege Announce Answer Argue Ask Assert Assure Beg Begin Boast Call Claim Command Comment Complain Concede Confess Confirm Contend Continue Convince Cry Declare Decree Demand Deny Describe Direct Discuss Dispute Enquire Explain Forbid Grumble Guarantee Hint Imply Inform Inquire Insist Instruct Invite Maintai Mention Mumble Murmur Muse Mutter Note Notify Object Observe Order Persaude Plead Pledge Pray Predict Proclaim Promise Prophesy Propose Reassure Recall Recite Recommend Record Refuse Remark Remind Repeat Reply Report Request Respond Reveal Rule Say Scream Shout Shriek State Stipulate Storm Suggest Swear Teach Tell Treaten Thunder Urge Vow Wail Warn Whisper Write Yell
The following table is some expressions of time in indirect speech.48
48
A.J Thompson and A.V. Martinet, practical English Usage, (new York: oxford university press, 1986), 4th
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25
Table 1.1
The Common Expressions of Time in Indirect Speech
Direct Indirect
Today Yesterday
The day before yesterday Tomorrow
The day after tomorrow Next week/ year, etc. Last week/ year, etc A year, etc, ago
The day The day before Two days
The next day/ the following day in
two days’ time
The following week/ year, etc The previous week/ year, etc. A yeare before/ the previous year
E. Transformational Rule from Direct Command into Indirect Command.
As mentioned in the previous chapter, the researcher limits the problem only on the reported speech of command. It is used by people when they want report something but he/she not listen what the first speaker ask.
Paul R. Kroeger State in Analyzing Grammar an Introduction,
command is that the hearer (or addressee) is being told to do something. This means that an imperative verb will always have second person actors, which (in most language) will be subject.49 The most common verbs for direct command is said, soasked, and told for indirect command. Indirect command, request, advice are usually expressed by a verb of command/request/advice + object + infinitive. The following verbs can be used: advise, command, order, remind, tell etc, for example he said," Get your coat, tom!” –He told tom to get his coat. Negative commands, request etc. are usually reported by not + to infinitive, for example “ don’t swim out too far, boy,”, I said–I told the boys not to swim out too far.50
49
Paul R. Kroger, Analyzing Grammar an Introduction, (Cambridge University Press), P. 199
50
A. Faidlal Rahman Ali, SE.Par, Fundamentals of English Grammar A Practical Guide, (cetakan pertama 2007). P.412
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As the researcher knows in the reported speech there are many kinds: reported speech of statement, reported speech of question, and reported speech of command, but from this research the researcher talking about reported speech of command. And the reported speech of command has two sections: 1. Positive command
Dalam perintah positif kita tambahkan to di depan kalimat perintahnya, sebagai penghubung atara kalimat pengantar dan perintah yang di laporkan. Kalimat-kalimat pengantar dalam jenis ini ialah: to+infinitive, he asked me, he told me, for example: he asked me “open your book”- he asked me toopen my book
2. Negative command
Dalam perintah negative kita tambahkan not to di depan perintah yang di laporkan, for example: mary told john “don’t wait for me”– mary told me john not to wait for her.51
As it has explained before, there are two sections in reported speech of command; there are positive command and negative command. All of these
commands mean the same thing, so we don’t need to report every word when
we tell another person about it. For positive command we simply use asked me + to + infinitive, for example: she asked me to close the window, and for negative command we simply use asked me + not + to + infinitive, for example: she asked us not to be late.
51
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The method of this research was qualitative. It is often related to the calculation and analysis of the numerical data. Meanwhile, the design of this research is a case study. The student were given essay test, the essay test is about reported speech of command. Then the researcher analyzed students’ test through classifying the errors based on Paul R. Kroeger’ classification; how to change direct speech into indirect speech, and for causes of error the data was analyzed based dullay,burt and kiparsky book to find the causes of error; mother tongue interference, overgeneralization, and error encouraged by teaching material or method. Then data was interpreted and concluded.
B. The Subject of Study
The subject of this study was the tenth grade students of MA Ummurrodiyyah Tangerang. The researcher took one class. The total population is 15 students. Then he randomly selected the students and took 15 of them as the subject of study.
C. The time and Place of the Study
This research had been carried out for 3 (three) months started from July up to December 2014. The place was at grade the tenth class of MA
Ummurrodiyyah Tangerang, academic year 2014/2015.
D. The Research Methodology and Design
The method used in this research was qualitative method. The researcher collected the data by doing library and field research. and also the researcher described the students’ error in testing reported speech of command by using
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E. The Technique of Collecting Data
Technique of collecting data in this research is using qualitative descriptive, and to get data for this paper, the researcher used English Writen Test, and interview. The researcher gave the written test to get the data about the frequency of the error in the transform or change of tense and pronoun in using reported speech of command.
F. The Technique of Data Analysis
The technique of data analysis used by the researcher in this research was descriptive qualitative analysis technique. In this technique he described the errors made by the tenth year students of MA Ummurrodiyyah Tangerang, and describes the causes of why the students make errors in learning reported speech of command. There are some steps to analyze the errors:
The first step in the process of analysis was identification of errors, the second step is the description of errors, the third step is explanation of errors, and the last steps were correction of errors.
In the end, the researcher classified the errors. The technique focused on the data of the errors ‘type based on the surface taxonomy theory (omission, addition, double marking, over regularizing, over generalizing, and misordering).
Besides, to know the percentage of errors made by the students, the researcher used formula:
�
P = Percentage
F = Frequency of error made
N = Number of sample which is observed1
1
Drs. Anas Subadjiono, pengantar statistik pendidikan, (jakarta: PT.Raja Grapindo 2004),pp. 40-41
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CHAPTER IV
RESEARCH FINDING
A. Data Description
In this section, the researcher analyzed each student’s error in using reported speech of command from the test given. The test consists of 20 items of sentence completion test which is focusing on reported speech of command.
To analyze the errors, he used types of error classification based on surface strategy taxonomy (Dullay, Burt and Kiparsky), they are omission, addition (double marking, over-regularization, simple eddition), misformation, and misordering. After identifying error committed by student in the test of reported speech of command, he found four types of errors; they are omission, addition, and misformation, misordering and there are three sources as mother tongue interference, overgeneralization, and error encouraged by teaching material or method.
So the highest and the lowest rates of all error types made in using reported speech of command, the researcher elaborate the frequency and the percentage of the errors types. There are table 4.5 And 4.6 Showing types and sources of error made by students in using reported speech of command, and table showing the frequency and the percentage of the error types as follow:
Table 4.1
Description of Students’ Error in Misformation Item No Number of students’ Error recognition Error classification Error reconstruction Error causes
1 6 She said siti
to come here please
Misformation of verb /said/
She told us to come there
Error encourage by teaching
material or method
8 She asked
siti to come
here please
Misformation of adverb /here/
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2 5 He said not to write anything
Misformation of verb /said/
He told you not to write anything
Error encourage by teaching
material or method
2 He told me
to write anything Misformation of pronoun /me/ overgeneralzation
3 4 He asked me
to pass the ruler for him
Misformation of pronoun /me/
He asked you to pass the ruler for him
Overgeneralization
2 He said
please pass the ruler for
me
Misformation of verb /said/
Error encourage by teaching
material or method
4 8 She said to
you not cheat anymore
Misformation of verb /said/
He told you not to cheat anymore
Error encourage by teaching
material or method
5 6 The teacher
told you to open book page 26
Misformation of pronoun
The teacher told us to open our book page 26
Overgeneralization
4 The teacher
said to us open you book page 26
Misformation of verb /said/
Error encourage by teaching
material or method
6 1 Father asked
me not to smoke too much Misformation of pronoun /me/ Father asked you not to smoke too much
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31
1 He asked
father to
don’t smoke too much
Misformation of negative form /don’t/
7 6 Mother said
to you study hard
Misformation of verb /said/
Mother told you to study hard
Error encourage by teaching
material or method
8 7 He said to
you be careful on the way
Misformation of verb /said/
He told you to be careful on the way
Error encourage by teaching
material or method
9 8 She told you
to put your book on my
desk
Misformation of pronoun /my/
She told you not to put your book on her desk
Overgeneralization
6 She said you
not to put your book on her desk
Misformation of verb /said/
Error encourage by teaching
material or method
10 6 She said to
bring our laptop for computer class tomorrow Misformation of verb /said/
He told us to bring our laptop for computer class tomorrow Error encourage by teaching
material or method
4 He asked
sulam to bring your
laptop for computer Misformation of pronoun /sulam, your/ Overgeneralization
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class tomorrow
14 9 The teacher
told me your
home work
Misformation of pronoun /your/
Overgeneralization
16 5 he asked me
to get in touch with them today
please
Misformation of adverb /today/
He asked me to get intouch with them that day
Overgeneralization
17 8 He asked me
not to leave
your
luggage unattended
Misformation of pronoun
He asked me not to leave my luggage
unattended
Overgeneralization
18 1 He asked me
you not to touch the screen
Misformation of pronoun /you/
He asked me not to touch the screen
Overgeneralization
19 6 He asked me
not to sit on
this chair
Misformation of adverb /this/
He asked me not to sit on that chair
overgeneralization
20 7 He asked me
to do your
assignment by myself
Misformation of pronoun /your/
He asked me to do my
assignment by myself
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33
a) Misformation
All students made errors in misformation with total 120 errors or 58.83%. It happened because students might face difficulties in forming verb, adverb and pronoun.
First students committed errors such misformation of verb. For example *”He saidto you be careful on the way”. The students used saidfor indirect speech of command. In the reported speech of command shouldn’t be usesaidbut they must be useasked or told.
Then, misformation of pronoun, the students used the wrong form for pronoun. For example, “She told you to put your book on my desk”. In indirect
speech of command, the object of pronoun should be changed. So the sentence should be “She told you to put your book on herdesk”.
Also, the students used the wrong form for adverb “She asked Siti to come
here”. In indirect speech of command, the adverb of place or time should be
changed. The sentence should be “She asked Siti to come there”.
Table 4.2
Description of Student’s Error in Omission Item No Number of students Error recognition Error classification Error reconstruction Error causes
1 7 She told (O)
to come here please
Omission of object /us/
She told us to come here.
Mother tongue interference
2 4 He told you
(O) to write anything
Omission of negative form /not/
He told you not to write anything
Overgeneralization
3 3 He asked
(O)to pass the ruler for him
Omission of object /you/
He asked you to pass the ruler for him
Mother tongue interference
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4 8 He told (O)not to cheat anymore Omission of object /you/
He told you not to cheat anymore
Mother tongue interference
5 8 The teacher
told us to open (O)book page 26 Omission of object /our/ The teacher told us to open our book page 26
Mother tongue interference
6 4 Father
asked (O) not to smoke too much Omission of object /you/ Father asked you not to smoke too much
Mother tongue interference
8 2 He told
(O)to be careful on the way
Omission of object /you/
He told you to be careful on the way
Mother tongue interference
9 1 He told you
(O)to put your book on her desk
Omission of negative form /not/
He told you not to put your book on her desk
Overgeneralization
10 5 He asked to
us to bring (O)laptop for computer class tomorrow Omission of object /our/
He asked to us to bring our laptop for computer class tomorrow
Mother tongue interference
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35
b) Omission
There are 15 students made errors in omission with total error 42 or 20.59 %. Most of errors happened because the students haven’t understood yet about how to change direct into indirect speech of command, so there is omission of object. For example,*”she told ____ to come there”, there is omission of object
/us/.It should be *” She told us to come there”, in this item, the first speaker said
“Come here please!”, and when second speaker didn’t understand what the first speaker said, so he ask’” what did she said?”, then the third speaker answer “she told us to come there”.
Table 4.3
Description of Students’ Error in Addition
Item No Number of students’ Error recognition Error classification Error reconstruction Error causes
1 6 She asked
siti to come here please
Addition /please/
She told us to come there
Overgeneralization
2 3 She told
you not to write anything
please
Addition /please/
She told you not to write anything
Overgeneralization
3 3 He asked
you please
to pass the ruler for me
Addition /please/
He asked you to pass the ruler for him
Overgeneralization
5 2 He told
teacher to open your
Addition /please/
The teacher told us to open our book page
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book page 26 please
26
6 1 He asked
not to do
smoke too much
Addition auxiliary /do/
Father asked you not to smoke too much
Overgeneralization
7 1 She said
mother to study hard wahyu Addition of noun /wahyu/ Mother told you to study hard
Overgeneralization
10 1 She said to
bring your laptop for computer class tomorrow please Addition /please/
He told us to bring our laptop for computer class tomorrow
Overgeneralization
16 4 He asked
me to get in touch with them today
please
Addition /please/
He asked me to get in touch with them that day
Overgeneralization
c) Addition
The researcher found 11 students made errors in addition with total 21 or 10.29 %.Most of them did errors in addition in using please.For examples, *”she
told you not to write anything, please!” and “He asked not to do smoke too much”. The first example students rewrite please from direct form in its indirect form, it should be “She told you not to write anything “. And the second example, the students rewrite the auxiliary do which should not be written in the direct form; it should “he asked not to smoke too much”.
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37
Table 4.4
Description of Students’ Error in Misordering No item Number of student Error recognition Error classification Error reconstruction Error causes
4 3 He asked
you to not
cheat anymore
Misordering He asked you not to cheat anymore
Overgeneralization
6 2 Father asked
youto not smoke too much
Misordering Father asked you not to smoke too much
Overgeneralization
1 Father asked
you to don’t smoke too much
Misordering Overgeneralization
17 5 He asked me
to not leave your luggage unattended
Misordering He asked me not to leave your luggage unattended
Overgeneralization
18 5 He asked me
to mustn’t
touch the screen
Misordering He asked me not to touch the screen
Overgeneralization
19 5 He asked me
do not to sit on this chair
Misordering He asked me not to sit on this chair
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d) Misordering
The researcher found 9 students who made errors in misordering with total 21 or 10.29 %. Most of them did errors in the patter placement of indirect negative form.For example *”He asked you to not cheat anymore”. In this
example, the studentsfailed in the placementof to infinitiveto form negative form of reported speech of command. They must put the negative form “not”beforeto
infinitive. The sentence should be “he asked you not tocheat anymore”. Table 4.5
The Recapitulation of Error Types
No Error types Frequency of errors Percentage of errors
1 Misformation 120 58.83 %
2 Omission 42 20.59 %
3 Addition 21 10.29 %
4 Misordering 21 10.29 %
TOTAL 204 100 %
Form table above, it could be known the total frequencies of all errors types made in using reported speech of command are 204 errors. The highest rate of all error types in misformation with the total of errors is 120 or 58.83 %. Next, there are 42 or 20.59 % errors in omission, and 21 or 10.29 % errors in addition, and the last 21 or 10.29 % error in misordering. Then, the frequency and the percentage error causes were causes described into table as follow:
Table 4.6
The Recapitulation of Error Causes
No Error causes Frequency of
causes
Percentage of causes
1 Overgeneralization 30 65.22 %
2 Error encourage by teaching material or
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method
3 Mother tongue interference
7 15.22 %
TOTAL 46 100 %
From the table 4.6 above, it could be known that the total frequencies of all errors causes made in using reported speech of command are 46errors. The highest rate of all error causes is overgeneralization with total error causes is 30 or 65.22 %. Net , there are 9 or 19.56 % error causes in Error encourage by teaching material or method, and 7 or 15.22 % error causes in mother tongue interference .
After finding the frequency and the percentage of error type and error causes, the writer recapitulated students’ error using reported speech of command. The following table briefly recapitulated the students’ error in using reported speech of command.
Table 4.6
The Recapitulation of the Students’ Error Students’
Name
Omission
(15 students)
Addition
(11 students)
Misfomation
(15 students)
Misorderin
(9 students)
Student 1 3 - 12 5
Student 2 4 1 10 -
Student 3 4 1 11 3
Student 4 2 2 14 1
Student 5 1 6 9 3
Student 6 2 1 9 2
Student 7 4 3 7 -
Student 8 3 - 7 -
Student 9 3 1 9 1
Student 10 4 - 6 -
Student 11 3 2 3 -
Student 12 3 2 5 3
Student 13 2 1 7 -
Student 14 3 1 7 3
Student 15 3 - 4 -
(52)
The data in the table 4.6 showed that students of X grade of MA Ummurrodiyah made error in four error types. They are omission, addition, misformation and misordering. The total of all errors made in using reported speech of command from 15 students is 204 errors. They are 42 errors in omission, 21 errors in addition, 120 errors in misformation, and 21 errors in misordering. B. Data Analysis
After describing the error types and error causes into the table description with its frequency and percentage, the researcher would like to analyze those error types made by the students in using reported speech of command and their error causes.
1. Causes of Students’ Errors
Besides discussed type of errors made by student in using reported speech of command, the researcher also discussed causes of error which might cause the students’ errors in using reported speech. Here are the explanations of error causes as follow:
a. Overgeneralization
This is the highest error causes with the total frequency 30 or 65.22 %. Referring to error identification, the researcher found some errors that considered as overgeneralization, such “She told you not to write anything please” and “She told you to put your book on my desk” when the student acquired one
pattern, they will save that pattern on their mind. But, when they use the pattern into new pattern which different with the previews pattern. So it causes errors such the examples above. The students just knew that “please” in direct speech could be used or not, so they conclude that the rule also could be applied in indirect speech.
Referring to the interview result, most of the students tended to add “please” into indirect speech of command, because they only understand the form of direct speech and most of them confused to change direct into indirect speech.
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b. Error Encourage by Teaching Material or Method
Referring to error identification, the researcher found some error that considered as the result of the failure or ineffective of teaching, such as “The teacher said to us open you book page 26”. The students used said in indirect speech of command, it may be caused the teacher gives more emphasized on direct and indirect speech. Also, the teacher may be often explaining that in forming indirect speech is using “said”.
Based on interview result, the student misinterpreted to the teacher explanation, because the teacher gave more emphasized only on direct and indirect speech and there was less explanation of kinds of direct and indirect speech (reported speech of command).
c. Mother tongue interference
In this case, the researcher found some errors considered as Mother tongue interference, such as “Father asked (…...) not to smoke too much”and “He told (…..) to be careful on the way”. From those examples, the students didn’t write
the object of pronoun, because they assumed that the form of direct and indirect speech in English same as the form in Indonesia. In daily conversation in Indonesian language (mother tongue), they don’t use object of pronoun in forming indirect speech of command, such as “ayah meminta jangan merokok terlalu banyak”.
Based on the interview result, most of students equate the rule of the direct and indirect speech of command in English with the rule of direct and indirect speech of command in Indonesian language (mother tongue). Moreover, the writer asked students who were committed errors caused mother tongue interference to change the direct speech (mother said, “Turn on the television”) into indirect speech of command, and most of them answered “mother told, to turn on the television”.
(54)
According dullay, burt and kiparsky, to analyzed the error, the researcher used types of error classification based on surface strategy taxonomy they are omission, addition, misformation, and misordering, and the researcher used the sources of error they are mother tongue interference, overgeneralization, and error encouraged by teaching material or method.
Based on the data analysis, the researcher found four types of errors made by first grade students (class X) of MA Ummurrodiyah, they are omission with the total errors are 42 or 20.59 %, addition with the total errors are 21 or 10.29 %,
misformation with the total errors are 120 or 58.83 %, and misordering with the total errors are 21 or 10.29 %. Besides types of error, he also found three causes of errors. They are overgeneralization with frequency 30 errors or 65.22 %, error encourage by teaching material or method with frequency 9 errors or 19.56 %, and mother tongue interference with frequency 7 errors or 15.22 %.
In this research, the researcher also found that first grade students (class X) of MA Ummurrodiyah are still lack understanding the English grammar, particularly reported speech of command, because in Indonesian language doesn’t have rule reported speech of command, unlike English that having a lot of rules. Therefore, the student tended to commit some errors in using reported speech of command
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CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After having found out the result and analyzed it in the preceding chapter, the researcher concludes that the X grade students of MA Ummurrodiyah committed some errors in using reported speech of command. There were four types of errors students made in using reported speech of command, they were omission, addotion, misformation and misordering. The highest rate of all error types was misformation. Next, omission, so addition, and the last misordering.
Moreover, the errors that were students made in using reported speech of command caused by some sources. They were errors encouraged by teaching materials or method, overgeneralization, and mother tongue interference. The highest rate of all error causes was overgeneralization. Next, error causes in error encourage by teaching material or method and mothertongue interference.
B. Suggestion
Based on the conclusion above and on the effort to prevent from making further errors, the researcher would like to give some suggestions and hopefully they are worthwhile. The suggestions are given as follows:
1. The teacher should give the explanation in details.
2. The teacher should try to use suitable teaching method in line with the material, so that it will not make the student feel bored.
3. The students should be able to learn by themselves and not rely on teacher explanation.
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Appendix 7: HasilWawancara Guru HASIL WAWANCARA GURU
Interviewee : FitriYadi
Jabatan : Guru BahasaInggris Hari/tanggal : 18 November 2014 Tempat : Ruang Guru
1. Sejak kapan bapak mengajar bahasa inggris di sekolah? Sejak tahun 2009
2. Buku apa yan bapak gunakan sebaai bahan materi untuk mangajar bahasa inggris?
Buku paket dan lks
3. Methode apa yang bapak terapkan dalam mengajar pelajaran bahasa inggris khususnya tentang reported speech of command?
Metode task based learning
4. Menurut bapak, mana yang lebih di tekankan dalam mempelajari bahasa inggris (listening, reading, speaking atau writing)?
Saya lebih menekankan speaking
5. Menurut bapak, seberaa pentingnya penajaran rammar untuk siswa? Sangatpenting agar siswa lebih memahami tata bahasa inggris
6. Bagaimana antusias siswa dalam pelajaran bahasa inggris di kelas X?
Sebagian meraka memiliki antusias yang besar karena mereka memang suka dengan pelajaran bahasa inggris
7. Fasilitas penunjang apakah yang tersedia di sekolah inikhususnya untuk mata elajaran bahasa inggris?
Fasilitas yang tersedia disekolah adalah jaringan wifi untuk mempermudah siswa belajar dalam bentuk online dan media belajar bahasa inggris
8. Kendala apa saja yang bapak hadapi ketinga mengajarkan materi grammar dan bagaimana menatasinya?
Ketidak fahaman murid dalam memahami tenses karena perubahan kata seperti eat ate eaten, cara mengatasinya adalah dengan menganjurkan siswa untuk menghafal beberapa kata regular dan iregular
9. Kesalahan apa saja yang di lakukan siswa dalam pelajaran grammar khususnya dalam pelajaranreported speech of command?
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10.Bagaimana cara bapak menoreksi kesalahan-kesalahan an dilakukan siswa dalam proses belajar mengajar di kelas? Yaitu dengan memperlihatkan hasil kerja mereka dan membahasanya bersamasama agar mereka tahu kesalahan apa yang mereka miliki dan bagaimana mengatasi ke sulitan yang mereka miliki.
Interviewer Tangerang, 18 November 2014
Guru Bahasa Inggris
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