An Analysis On Students’ Errors In Learning Reported Speech Of Statements (A Case Study At The First Year Students Of Smk Bintang Nusantara Pondok Aren)
(A Case Study at the First Year Students of SMK Bintang Nusantara Pondok Aren)
By:
Evan Andri Prima Amadea
106014000379
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF
TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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Learning Reported Speech of Statements (A Case Study at the First Year Students of SMK Bintang Nusantara Pondok Aren),‘Skripsi’, Department of English Education, Faculty of Tarbiyah andTeachers’ Training, ‘Syarif Hidayatullah’ State Islamic UniversityJakarta, 2013.
Advisor : Drs. Nasifuddin Djalil, M. Ag.
Key word : Error Analysis – Reported Speech of Statements
This research aimed to analyze the errors made by the first year students of SMK Bintang Nusantara Pondok Aren in learning reported speech of statements. More specifically, it aimed to find out the most common types of errors made by the students. Descriptive analysis technique was used in this research to analyze the data by using formula:
P = F X 100%. The data was taken from the students’ test.
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The finding of the research stated that the first year students of SMK Bintang Nusantara Pondok Aren still made errors in learning reported speech of statements, especially when they were asked to transform direct statements into indirect/reported statements whether in tense forms or pronoun forms.
Based on the data, the most frequent of error made by the students wasin regularization which consisted of 45 or 34.6% errors. After regularization, over-generalization was in the second position. It was 36 or 27.7% errors made by the students. Alternating form was one of errors which made by the students, it consisted of 35 or 26.9% errors. It was followed by omission; it was 10 or 7.7% errors. While in simple addition error, there were 3 or 2.3% errors. In misordering area was 1 or 0.8 error made by the student. There was no error made by the students in double marking.
After analyzing the errors made by the students. It could be interpreted that the errors were caused by interlingual transfer and intralingual transfer. Errors which are caused by interlingual transfer are 33.33% and errors which are caused by intralingual transfer are 66.7%.
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ABSTRAK
Amadea, Evan Andri Prima, 2013, An Analysis on Students’ Errors in Learning Reported Speech of Statements (A Case Study at the First Year Students of SMK Bintang Nusantara Pondok Aren), Skripsi’, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,UIN Syarif Hidayatullah Jakarta, 2013.
Pembimbing : Drs. Nasifuddin Djalil, M. Ag.
Kata kunci : Analisa Kesalahan – Reported Speech of Statements
Penelitian ini bertujuan untuk menganalisa kesalahan yang dilakukan oleh para siwa kelas 1 SMK Bintang Nusantara Pondok Aren dalam mempelajari
reported speech of statements. Secara lebih spesifik, penelitian ini bertujuan untuk menemukan tipe-tipe kesalahan yang dilakuakan oleh para siswa. Teknik analisa deskripsi digunakan dalam penelitian ini untuk menganalisa data dengan mengguanakan rumus:
P = F X 100 %. Data diambil dari tes para siswa.
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Hasil penelitian menyebutkan bahwa para siswa kelas 1 SMK Bintan Nusantara Pondok Aren masih membuat kesalahan dalam mempelajari reported speech of statements, khususnya ketika mereka diminta untuk mengubah bentuk dari kalimat langsung menjadi kalimat tak langsung baik dalam bentuk tenses
ataupun dalam bentuk kata ganti.
Berdasarkan data, kesalahan siswa yang paling sering muncul adalah
regularization yang berisi 45 atau 34.6% kesalahan. Setelah regularization, over-generalization menempati posisi ke dua, yaitu 36 atau 27.7% kesalahan yang dilakukan oleh para siswa. Alternating form juga merupakan salah satu kesalahan yang dilakukan oleh para siswa, yaitu terdiri dari 35 atau 26.9% kesalahan. Kemudian diikuti omission; yaitu berisi 10 atau 7.7% kesalahan. Sementara dalam kesalahan simple addtitionada 3 atau 2.3% kesalahan. Dalam area misordering
terdapat 1 atau 0.8% kesalahan yang dilakukan oleh siswa. Tidak ada kesalahan yang dilakukan oleh para siswa dalam double marking.
Setelah menganalisa kesalahan yang dilakukan oleh para siswa. Dapat diinterpretasikan bahwa kesalahan-kesalahan yang diakukan oleh para siswa ialah disebabkan interlingual transfer dan Intralingual transfer. Kesalahan-kesalahan yang disebabkan oleh interlingual transfer adalah sebesar 33.3% dan kesalahan-kesalahan yang disebabkan oleh intralingual transfer adalah sebesar 66.7%.
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Praise be to Allah, the Cherisher and Sustainer of the Worlds
Great praise is only for Allah, God of all his creation in the universe.May Allah’s peace and blessing be upon his final prophet Muhammad that He, Allah’s apostle, is most adoration under Allah’s mercies which were given in a prestigious mandatory on a true religion and its tents.
The researcher deeply expresses thanks to his advisor, Drs. Nasifuddin Djalil, M. Ag for his guidance in development during the “skripsi” writing. There are many constructive corrections, suggestions, and comments which the researcher has got from him.
Hesends words of regards to his beloved father, Muhammad Nasir Yunus, SE and his beloved mother, Dalila Ismail A. Md, and also his siblings, Favian Fitria Resha Amadea, S. Kom, Giovani Aprilia Amadea, and Hazsofia Nur Afifah. They give many things as in learning a lot of aspects in life in order to be better with their abundant loves and cares including their helps during “skripsi” writing until the writer could finish the undergraduate study (S1) at Faculty of Tarbiyah and Teacher Training of Syarif Hidayatullah State Islamic University Jakarta on the writer’s major in English Education.
Alhamdulillah, he has finished this skripsi. Absolutely it is not only an effort by himself, there many people who help him. In this occasion, he presents great honor to:
1. All the honorable lecturers of English Education Department, for giving new knowledge, advices and experiences.
2. The chairman of English Education Department, Drs. Syauki, M. Pd and his secretary, Zaharil Anasy, M. Hum for their outstanding dedication.
3. The dean of Faculty of Tarbiyah and Teachers’ Training, Dra. Nurlena Rifa’i, MA, Ph. D and all his staffs who have already given attentions to their students for the sake of fulfilling teaching competence.
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4. Drs. Sadiyanto the headmaster of SMK Bintang Nusantara, for his permission to hold the research and to the teachers, especially to the English teachers and the counseling teacher who is so kind to share their information, ideas and experiences.
5. All of Class B 2006 members who always give their support, prayer and motivation to him to finish this skripsi.
6. Sri Supiati, S. Si, Nopriandi S. Pd, Muhajar, Muhammad Iqbal Rosyadi, and Muchammad Yusuf, S. Pd for as many kindness to share ideas and time to accompany him in finishing this „skripsi’.
The words are not enough to say any appreciations for their help and contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, he realizes that the skripsi is far from being perfect. It is a pleasure for him to receive constructive critiques and suggestions from the readers.
Jakarta, December 2013
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ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... v
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation and Formulation of the Problem ... 4
1. Limitation of The Problem ... 4
2. Formulation of the Problem ... 4
D. Objective of the Study ... 5
E. Significance of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK A. Grammar ... 6
1. Definition of Grammar ... 6
B. Reported Speech ... 7
1. The Kinds of Speech ... 7
a. Direct Speech ... 7
b. Indirect Speech ... 8
2. The Transformational Rules from Direct Statement into Reported Speech of statement ... 9
C. The Students’ Errors in Learning Reported Speech of Statements ... 15
1. The Definitions of Error ... 15
2. The Difference between Error and Mistake ... 16
3. The Causes of Error ... 17
4. The Types of Error ... 18
5. The Procedures of Error Analysis ... 21
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CHAPTER III : RESEARCH METHODOLOGY
A. Place and Time of the Study ... 23
B. Data Source ... 23
C. Method of the Study ... 23
D. Technique of Data Collecting ... 24
E. Instrument of the Research ... 24
F. Technique of Data Analysis ... 24
CHAPTER IV : RESEARCH FINDINGS A. Data Description ... 26
1. Data for Types of Error ... 26
2. Data for Causes of Error... 28
B. Data Analysis ... 29
1. Analysis Data for Types of Error ... 29
2. Analysis Data for Causes of Error ... 39
C. Data Interpretation ... 39
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 41
B. Suggestion ... 41
BIBLIOGRAPHY ... 43
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Table 2.3 The Changes of Tenses ... 13
Table 2.4 The Changes of Time/Place Expression ... 14
Table 4.1 Area Tested of Changing Tenses and Pronoun ... 26
Table 4.2 The Recapitulation of Students’ Error... 27
Table 4.3 Error in Omission ... 29
Table 4.4 Error in Simple Addition ... 30
Table 4.5 Error in Regularization Error ... 30
Table 4.6 Error in Over-Generalization ... 33
Table 4.7 Error in Alternating Form ... 34
Table 4.8 Error in Misordering ... 36
Table 4.9 The Percentage of Students’ Error ... 37
Table 4.10 Error Types Classification and Its Percentage ... 38
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LIST OF APPENDICES
1. Test Instrument ... 45
2. Answer Key ... 47
3. Interview Guidelines ... 48
4. Surat Pengajuan Judul Skripsi ... 52
5. Surat Bimbingan Skripsi ... 53
6. Surat Permohonan Izin Penelitian ... 54
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1 A. Backround of Study
In social life, language is not only used as a tool to communicate and interact between two people or more at a language area. Moreover, through language, people can express their ideas, thoughts, and feelings about knowledge, technology, art, culture of many things in the world. So language is very important for people to communicate to express what they are thinking and feeling about to other one in order that the listener can achieve the purpose of the speaker in communicating.
Nowadays, the existences of English language are not strange anymore in the world. It has become the popular language which is learnt by most people in many areas of the globe. English is an international language.1 It has important roles in some fields of human life such as: technology, economic, politic, and also educational field.
People who want to learn English will face four certain major language skills. Those are listening, speaking, reading and writing. Besides them, they also have to learn the language components which consist of grammar, vocabulary, and pronunciation in order to help them in mastering the four language skills above. One of the language components that has important role and should be learned by the students is grammar. Grammar will be needed by the students to communicate clearly and properly with others, either in written language or spoken language.
Penny Ur said, “Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning.”2
According to the statement above, it could be
1
Christopher Brumfit, English for International Communication, (London: Pergamon Press, 1982), p. 1.
2
Penny Ur, Grammar Practice Activities; a practical guide for teachers, (New York: Cambridge University Press, 2004), p.4.
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understood that grammar is a study about how the language is manipulated and how to combine one word to other words to become a longer unit of meaning. In another book, A Course in Language Teaching Practice and Theory,Penny Ur stated, “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.”3
From the statements above, it could be comprehended that by mastering grammar, students will not only able to speak or write correctly, but also to make communication effectively with others. Someone who has mastered grammar properly will be different from a speaker who speaks English without good grammar comprehension. Someone who speaks or writes English properly or with good structure of sentences will be more acceptable and effective in his/her interaction in all aspects of his/her life because he/she does not only produce words, but also makes listeners and readers reach his/her meaning easily either in oral or written English.
In daily life, people usually meet a moment where they are required to report a message or statement from a speaker to another one. Insensibly, people have used an item of grammar which is called as reported speech. So it could be understood that reported speech has important role because sometime people will use it either in writing or daily conversation. It is as Marianne Celce Murcia and Diane Larsen Freeman stated in The Grammar Book an
ESL/EFL Teacher’s Course, “Indirect reported speech plays an important role in everyday conversation”.4
Reported speech will make a conversation more interactive because by learning it, students can give information that he/she has, to other one by orienting to the information, not to the exact sentence either as statements, questions, or commands. Unfortunately, there are many differences between Indonesian language and English especially in grammar aspects. Different
3
Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge University Press, 1996), p. 75.
4
Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book an ESL/EFL Teacher’s Course, (New York: Heinle Publisher, 1999), 2nd ed, p. 687.
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process that is happened when students want to report someone’s statement, question or command from direct into indirect speech, the students have to make certain grammatical changes in order to speak properly in English, so Indonesian students may make some errors when learning reported speech. It is as Llewelyn and Menezes stated in Matriculation English, “When turning the direct into indirect speech form, certain grammatical changes have to be made”.5
In English language, when a speaker would like to report what he/she has listened from someone’s words either in statement, question or command form, the speaker should make some transformation such as tenses, pronoun and adverb of time because when the speaker is making reported speech; it will be a different time with the time when the source speaker said. Also he/she should change the pronoun of source speaker in order to make conversation acceptable and meaningful.
In Indonesian language, Indonesian students usually report statements which they listened without any transformation either in tenses, pronoun, or adverb of time. Because of this difference, the students will face some difficulties to change from direct speech into indirect/reported speech and make some errors either in written or spoken language.
Based on the description above, the writer is interested in writing about
“AN ANALYSIS ON STUDENTS’ ERRORS IN LEARNING
REPORTED SPEECH OF STATEMENT” (A case study at the First Year
Students of SMK Bintang Nusantara Pondok Aren). The writer chooses the title because there are a lot of students who faces difficulties so they sometimes make errors in changing from direct into indirect speech of statement either in spoken or written language. By identifying and analyzing the errors, the writer hopes it can make teaching and learning activities get better.
5
Llewlyn Tipping and Menezes, Matriculation English, (London: Macmillan, 1937), 2nd ed, p. 106.
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B. 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 make errors when they transform some tenses such as Simple Present, Present Continuous, Present Perfect, Present Perfect Continuous, Simple Past, Past Continuous, Past Perfect, Past Perfect Continuous, Simple Future, and Future Continuous from direct speech into reported speech either in statement, command or question form. (2) The causes of the errors in learning reported speech of statement which are made by the first year students of SMK Bintang Nusantara Pondok Aren.
C. Limitation and Formulation of the Problem 1. Limitation of the Problem
The writer limits this study on the analysis of the errors made by the first year students of SMK Bintang Nusantara Pondok Aren. The problems are limited into some points: (1) Transformation of some tenses such as Simple Present Tense, Present Continuous Tense, Present Perfect Tense, Simple Past tense, and Simple Future Tense, and also adverbs of time and pronouns from direct speech into reported speech of statement. (2) Errors made by the students based on types of error of surface strategy taxonomy. (3) The Causes of error based on Douglas Brown theory.
2. Formulation of the Problem
Based on the limitation above, the problem is formulated as: “Do the students make some errors in learning reported speech of statement?”. This question can be formulated into more specific questions as follow:
1. What are errors made by the first year students of SMK Bintang Nusantara Pondok Aren in learning reported speech of statement?
2. Why do the first year students of SMK Bintang Nusantara Pondok Aren make some errors in learning reported speech of statement?
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D. Objective of the Study
This has two purposes, as follow:
1. To identify the errors made by the first year students of SMK Bintang Nusantara Pondok Aren in learning reported speech of statement.
2. To find out the reason why the students made the errors.
E.
Significance of the StudyThe result of this study is expected to provide useful information about some errors made by the students of the first year students of SMK Bintang Nusantara Pondok Aren in Learning Reported Speech of Statement to English teacher and further researcher.
For English teacher, this study is expected to give much contribution in English teaching activities. Hopefully, the teacher will know how far the students’ comprehension toward reported speech of statement, some errors that made by the students in learning reported speech of statement, and the causes why the students made those errors. From these results, the teacher will know what area that the students still have weakness in learning reported speech of statement, so he/she can more concern to prevent the students from making same errors. Also the teacher can make evaluation and revision in teaching-learning activity and the teacher can try other approaches and techniques in English teaching,
For further researchers, this study can be basic information for their research especially about learning reported speech of statement.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Grammar
1. Definition 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.1 Whereas Harmer defines grammar as the description of the ways in which words can change their forms and can be combined into sentences in that language.2
William says that grammar is the description that represents our ability to speak in a certain way.3 It explains that grammar can be a standard of people’s knowledge in interaction with other people. In short, by grammar, people can decide whether a person is educated or not.
Veit defines grammar as what enables someone of understand every word he is reading, and to speak and write words and sentences of his own.4 So, from this definition, grammar will be a guide in order that every word becomes meaningfully and understandable.
In Cambridge dictionary, grammar is defined as the study or use of the rules about how words change their form and combine with other words to make sentences.5
Meanwhile in Oxford dictionary, the meaning of grammar is the rules in the language for the changing the form of words and combining them into
1
Craig Hancock, Meaning-Centered Grammar an Introductory Text, (London: Equinox Publishing Ltd), p. 6.
4
Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education Limited, 2001), 3rd ed, p. 1.
5
J. M William, The New English. (New York: The Free Press. A Division of the Macmillan Company, 1970), p. 13.
4
Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 1.
5
Cambridge University, Cambridge Advanced Learner’s Dictionary, (Cambridge University Press), 3rd ed, p. 626.
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sentences.6
Cook and Suter state that grammar used a writer description of the rules of the language and a set of rules by which people speak and write.7
Moreover, Burton says that grammar is not a collection of hard and fast rules. It is more flexible and, therefore, more useful than the rule itself.8
From several definitions above, it can be concluded that grammar is the study about rules how words change their form and are combined into good sentences. It becomes a guide in order that every word can be understandable, and also grammar can represent someone’s knowledge in interaction with other people.
B. Reported Speech
1. The Kinds of Speech
When reporting someone’s words or thoughts, there are two ways that can be used; by quoting the exact words or thoughts of a speaker which is called as direct speech or by quoting the speaker’s words or thoughts but not all of that speaker’s exact words or thoughts which is called as indirect speech or reported speech.
a. Direct Speech
Direct speech (or quoted speech) quotes the exact words or thoughts of a speaker.9
Quoted speech refers to reproducing a speaker’s exact words. Quotation marks are used.10
In direct speech people repeat the original speaker’s exact word: He said, „I have lost my umbrella.’
6
A. S Hornby, Oxford Advanced Learner’s Dictionary, Editor Jonathan Crowther (Oxford University Press), 5th ed, p. 517.
7
Stanley J. Cook and Richard W. Stanley and Suter, The Scope of Grammar (New York: Mc. Graw-Hill Book Company, 1986), p. 2.
8
S. H Burton, Mastering English Language, (London: Longman, 1982), p. 1.
9
Jay Maurer, Focus on Grammar; An Advance Course for Reference and Practice, (New York: Pearson Education, 2000),2nd ed, p. 451.
10
Betty Schrampfer Azar, Fundamentals of English Grammar, (New Jersey: Prentice-Hall, 1985), p. 290
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Remarks thus repeated are placed between inverted commas, and a comma or colon is placed immediately before the remark. Direct speech is found in conversation in books, in plays, and in quotations.11
In direct speech, quotation marks surround the quotation. The reporting verb, such as said, told, or responded, is followed by a comma if it introduces the quotation. Quotation marks come after a final period, question mark, or exclamation point. Examples: “Taylor said, “Mom, I want to keep going to public school.” (statement). Marie asked Chuck, “Can we afford to send Taylor to a private school?” (question). Taylor said to Chuck and Marie, “I won’t go!” (exclamation)”12
If reporting statement comes after the quotation, a comma follows the last word of the quotation, and the second set of quotation marks comes after comma. A period ends the sentence. Example: ““I don’t want to go to a private school,” Taylor said”.13
It uses quotation marks when it quotes direct speech. Single quotation marks („...’) are more common in British English, and double quotation marks (“...”) in American English.14
From explanations above, it can be concluded that direct speech (or quoted speech) is a way to represent someone’s words or thoughts by quoting the exact words or thoughts that is indicated by single quotation marks („…’) or double quotation marks (“…”) surround the quotation. Direct speech can be started by reporting statement which is followed by comma and the quotation which is surrounded by quotation marks. On the other way, reporting statement comes after the quotation, a comma follows the last word of the quotation, and the second set of quotation marks comes after comma.
b. Indirect Speech
Indirect speech (or reported speech) reports the words or thoughts
11
A. J Thompson and A. V Martinet, A Practical English Grammar, (New York: Oxford University Press, 1986), 4th ed, p. 269.
12
Maurer, loc. cit. 13
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of a speaker and contains most but not all of that speaker’s exact words or thoughts.15
Reported speech refers to reproducing the idea of a speaker’s words. Not all of the speaker’s exact words are used: verb forms and pronouns may change. Quotation marks are not used.16
In Cambridge dictionary, Reported Speech is defined as the act of reporting something that was said, but not using exactly the same words.17
A.J. Thompson and A.V. 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. Example: “He said (that) he had lost his umbrella”.18
Michael Swan stated in Practical English Usage that reported speech was to quote somebody’s words or thoughts without quoting the exact words that had been used and connected it more closely to our own sentence.19
The report of one speaker or writer on the words said, written, or thought by someone else.20
From several definitions above, it can be comprehended that reported speech is a way to report someone’s words or thoughts without quoting the exact words that he/she said.
2. The Transformational Rules from Direct Statement into Reported Speech of Statement
As mentioned in chapter one, the study is limited only in reported statement. Reported Speech (also called Indirect Speech) is used to communicate what someone else said, but without using the exact words. A
14
Michael Swan, Practical English Usage, (Oxford University Press, 1980), p. 471.
16
Maurer, loc. cit. 17
Azar, loc, cit.
15
Cambridge University, op. cit,, p. 735.
18
Martinet, loc. cit. 19
Swan, op. cit., p. 533.
20
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few changes are necessary; often a pronoun has to be changed and the verb is usually moved back a tense, where possible.21
In indirect speech there are no quotation marks. The first word of the indirect speech is not capitalized, and the reporting statement is not followed by a comma. Note that indirect speech is presented as a noun clause and can be introduced by the word that. That issometimes omitted in conversation and informal writing. Examples: “Taylor said (that) he wanted to keep going to public school. Taylor told his mother (that) he wanted to keep going to public school. Taylor told Chuck and Marie (that) he wouldn’t go.”22
There is no comma after say in indirect speech, that can usually be omitted after say and tell + object. But it should be kept after other verbs:
complain, explain, object, point out, protest, etc.23
To indicate that is quoting or reporting what someone has said or thought by using a reporting verb, every reporting clause contains a reporting verb. Here is a list of reporting verbs which can be used to report what people say:
Table 2.1
The List of Reporting Verbs
Acknowledge Add Admit Advise Agree Announce Answer Argue Ask Assert Assure Concede Confess Confirm Continue Convince Cry Declare Demand Deny Describe Direct Imply Inform Inquire Insists Instruct Invite Maintain Mention Mumble Murmur Mutter Predict Proclaim Promise Prophesy Propose Reassure Recall Recite Recommend Record Refuse Say Scream Shout Shriek State Stipulate Suggest Swear Teach Tell Threaten 21
http://www.usingenglish.com/glossary/reported-speech.html, April 30, 2013.
22
Maurer, op. cit., p. 452
23
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Beg Begin Boast Call Complain Discuss Dispute Enquire Explain Note Notify Object observe Order Remark Remind Repeat Reply Report Request Urge Vow Wail Warn yell
It is taken from Collins Cobuild Grammar which is written by John Sinclair.24
The following are the sequence changes of formulation of reported speech of statement:
a. Changing all pronouns and possessive adjectives to adjust in reported statement
All pronouns are changed to show the correct relationship between the original information and the reported information. Usually, the first pronoun is changed into the third pronoun. Third person pronouns must show clearly whom they refers to.25
Pronouns and possessive adjectives usually change from first or second to third person except when the speaker is reporting his own words:26
Examples:
He said, „I’ve forgotten the combination of my safe’ = He said that he had forgotten the combination of his safe. I said, „I like my new house =
I said that I liked my new house. (speaker reporting his own words)
Here is some common change in pronouns and possessive adjectives:
24
John Sinclair, Collins Cobuild Grammar, (London: Harper Collins, 1990), p. 314.
25
Linton stone, Cambridge Proficiency English, (London: The Macmillan Press Limited, 1967), p. 131.
26
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Table 2.2
The Changes in Pronouns and Possessive Adjectives
It is taken from Grammar for English Language Teacher which is written by Martin Parrot. 27
Then, pronouns and possessive adjectives, of the 1st and 2nd persons, are all turned into the 3rd persons in the indirect form, as follows:28
a. I, you, (singular) my, your become he, she, his, her, their. b. We, you (plural), our, your become they, their.
b. Changing the verb tenses if the reporting verbs are in the past.
When the verb in the main clause is in the past, the verb in the noun clause is often shifted to one of the past tenses.29 People do not normally use the same tenses as someone’s original speech, because they are not talking in the same time as the speaker was.
27
Martin Parrot, Grammar for English Language Teacher, (London: Cambridge University Press, 2000), p. 223.
28
Llewelyn Tipping and Menezes, Matriculation English, (London: Macmillan, 1937), 2nd ed, p. 108.
29
Werner, Patricia K, John P. Nelson, Mosaic 2 Grammar, (New York: Mc Graw-Hill Contemporary, 2002),4th ed, p. 212.
Direct Pronouns Indirect Pronouns
I He or she
Me Him or her
My His or her
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Table 2.3
The Changes of Tenses
Direct Speech Indirect Speech
Simple present
„I never eat meat,’ he
explained
Present continuous
„I’m waiting for Ann,’ he said
Present perfect
„I have found a flat,’ he said Present perfect continuous He said, „I’ve been waiting for ages’
Simple past
„I took it home with me,’ she said
Future
He said, „I will/shall be in Paris on Monday’
Future continuous
„I will/shall be using the car myself on the 24th,’ she said But note, conditional
I said, „I would/should like to see it’
Simple past
= He explained that he never ate meat.
Past continuous
= He said (that) he was waiting for Ann.
Past perfect
= He said (that) he had found a flat.
Past perfect continuous
= He said he had been waiting for ages.
Past perfect
= She said she had taken it home with her.
Conditional
= he said he would be in Paris on Monday.
Conditional continuous
= She said she’d be using the car herself on the 24th.
Conditional
= I said I would/should like to see it.
It is taken from Grammar for English Language Teacher which is written by Martin Parrot.30
If someone is reporting something and he/she is feeling that it is true, it does not need changing tenses of the verb.
30
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“Tom said, “New York is bigger than London.” (Direct)
Tom said (that) New York is (or was) bigger than London. (Indirect)”31
If reporting verbs of direct speech are in the present, present perfect, and future tense, it does not make any changes in noun clause, or the tense used are usually same as the speaker’s exact words. When the reporting verb is simple present, present perfect, or future, the noun clause verb is not changed.32
She says, “I watch TV everyday.” (Direct)
She says that she watches TV everyday. (Indirect)
c. Changing the time expressions and other expressions.
Table 2.4
The Changes of Time/Place Expression
It is taken from Grammar for English Language Teacher which is written by Martin Parrot.33
31
Raymond Murphy, English Grammar in Use: A Self-Study Reference and Practice Book for Intermediate Students, (Cambridge: Cambridge University Press, 1986), p. 96.
32
Azar, op. cit., p. 254.
33
Martinet, op. cit., p. 274.
Direct Indirect
Today Yesterday
The day before yesterday Tomorrow
The day after tomorrow Next week/year etc.
Last week/year etc. A year ago etc.
That day The day before Two days before
The next day/the following day In two days’ time
The following week/year etc. The previous week/year etc. A year before/the previous year
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Examples:
„I saw her the day before yesterday,’ he said = He said he’d seen
her two days before.
„I’ll do it tomorrow,’ he promised = he promised that he would do
it the next day.
„I’m starting the day after tomorrow, mother,’ he said = He told
his mother that he was starting in two days’ time.
She said, „My father died a year ago’ = She said that her father
had died a year before/the previous year.34
Here can become there but only when it is clear what place is meant:
At the station he said, „I’ll be here again tomorrow’ = He said that he’d be there again next day.
Usually here has to be replaced by some phrase:
„She said, „You can sit here, Tom’ =
She told Tom that he could sit beside her etc.
But He said, „Come here, boys’ would normally be reported: He called the boys.35
C. The Students’ Errors in Learning Reported Speech of Statements 1. The Definitions of Error
There are some definitions of error which are explained by some experts. Errors can be defined as an indicator of learning failure as William T. Littlewood saw errors as the signs of learning failure.36 David Crystal has same opinion that “Error produced by someone learning a language, especially foreign language”.37
34 Ibid. 35
Ibid., p. 275.
36
William T. Littlewood, Foreign and Second Language Learning: Language-acquisition research and its implications for the classroom, (Cambridge University Press, 1988), p. 22.
37
David Crystal, An Encyclopedic Dictionary of Language and Languages, (Oxford: Blackwell, 1992), p. 125.
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16
According to Jeremy Harmer, errors are part of the student’s inter lingua that is the version of the language which a learner has at anyone stage of development, and which is continually reshaped as he or she aims toward full mastery.38
Meanwhile, Douglas Brown who pays attention on the interlingua competence of the learner, states that an error is noticeable deviation from the adult grammar of a native speaker, reflecting the interlingua competence of the learner.39
From all definitions above, it can be comprehended that error is a deviation that produced by foreign language learner which is caused by low interlingua competence of the learner.
2. The Difference between Error and Mistake
At this term, it is important to distinguish between error and mistake. H. Douglas Brown said a mistake refers to a performance error that is either a random guess or slip; it is a failure to utilize a known system correctly. An error is a noticeable deviation from the adult grammar of a native speaker, reflecting the Interlingua competence of the learner.”40
In same book, Edge distinguishes between error and mistake in simple statement. He states that a slip or mistake is what a learner can self-correct and error is what a learner can not self corrected.41
Meanwhile, James defines errors as a systematic mistakes due to lack of language competence, while mistakes refer to performance errors because of a random guess or slip. Error can not be self corrected; mistakes can be self-corrected if the deviation is pointed out to the speaker.42
38
Jeremy Harmer, The Practice of English Language Teaching, (New York: Pearson Education Limited, 2001), p. 34.
39
H. Douglas Brown, Principle of Language and Teaching, 4th ed., (New York: A Pearson Education Company, 2000), p. 215.
40
Ibid., p. 205.
41
Ibid., p. 217.
42 Ibid.
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From the statement above, it can be elaborated that error and mistake are different. The difference is in making correctness. Error is a moment when a learner can not self-correct because of low interlingua competence the learner, whereas mistake is a moment when a learner can self-correct if the deviation which he/she made is pointed out.
3. The Causes of Error
There are many causes of error which are produced by language learners. One case when a learner thinks that his/her native language is similar with the target language. He/she will produce sentence in target language but under interference of his/her native language, so the sentence may produce ambiguity in meaning. The experts call this cause of error as overgeneralization.
Besides interference of native language toward the target language, one may becomes a cause of error is when a learner produces target language before learning the grammatical form of it. The learner will also make errors if the target language is complicated. It means that target language has various grammar based on time and function, whereas the native language doesn’t adopt differentiation of grammar like that.
Brown divides causes of errors such as: a. Interlingual Transfer
Interlingual transfer is a significant source of error for all learners. The beginning stages of learning a second language are especially vulnerable to interlingual transfer from native language or interference. In early stages, before the system of the second language is familiar, native language is the only previous linguistic upon which learner draw. For example English learner says “sheep” for “ship” or the book of jack instead of „Jack’s book” b. Intralingual Transfer
Intralingual transfer is a major part in second language learning. Once learners have begun to acquire parts of new system, more and more intralingual transfer within the target language is manifested such as past tense form of verb following a modal, present tense –s on a verb following a modal, -ing on a verb following a modal, are
(for be) following will, past tense form of a verb following do, -ing
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18
present tense –s on a verb following be, present tense form of a verb following be.
c. Context of Learning
Context refers to the classroom with its teacher and its material in the case of school learning or the social situation in the case of untutored second language learning. Students often make error because of a misleading explanation from the teacher, faulty of presentation of a structure or word in a textbook, or even because of a pattern that was memorized in a drill but improperly contextualized. For example two vocabulary items presented contiguously; point at and point out might in later recall confused simply because of the contiguity of presentation.
d. Communication Strategies
Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to enhance getting their message across, but at time these technique can themselves become a source of error.43
It can be elaborated that errors can occur because of three aspects; they are native language, language learner, and target language. Native language may contribute to interfere the learner in producing target language. Language learner who has not mastered the target language yet will produce errors because of his/her incomplete knowledge toward the target language. Target language which has complicated grammar will be inclined to cause difficulties for the learner, so he/she will produce errors because of it.
4. The Types of Error
Dullay and Burtand Krashen in lengthly Consideration of Errors described three major types of taxonomy: error types based on linguistic category, surface strategy taxonomy, error types based on comparative taxonomy.44
In this research, surface strategy taxonomy will be used to classify the students’ error. The surface strategy taxonomy focuses on the ways surface strategy are changed.
43
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1. Omission
Omission errors are characterized by the absence of an item that must appear in a well–formed utterance. Omission can occur in morphology. Learners often leave out the third person singular morpheme-s, the plural marker-s and the past tense inflection- ed. In syntax, learner may omit certain element, which is an obligatory element.45 For example: He rarely eat many banana.
2. Addition
Addition error is the opposite of omissions. They are characterized by the presence of an item which must not appear in well–formed utterance.46 For example: They watches football match every night.
There are three subtypes of addition error, as follow: a. Double Marking
This error is defined as the failure to delete certain items which are required in some linguistic construction, but no in others.47 For example: She does not meets me.
b. Regularization
In most language, however, some members of a class are exception to the rule.48 For example: I cutted my finger last week. The verb cut is an irregular verb, so it is wrong change, and should be written as cut. The learner made it because he/she applies the rule of regular verb to irregular verb.
c. Simple Addition
If an addition error is not double marking nor regularization, it is called as simple addition.49 For example: This a chair is mine.
44
Heidi Dullay,, et. al., Language Two, (New York: Oxford University Press, 1982), p.146.
45
Ibid., p. 154.
46
Ibid., p. 156.
47 Ibid. 48
Ibid., p. 157.
49 Ibid.
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20
3. Misformation
Misformation errors are characterized by the use of the wrong form of a morpheme or a structure. In misformation errors, the learner supplies something, although it is incorrect.50
There are three subtypes of misformation, they are: a. Regularization Errors
Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in runned for ran or gooses for geese.51
b. Over Generalization
This error according to Dullay refers to as an „archi–form’, the selection of one member of a class of forms to represent others in the class. This is a common characteristic of all stages of second language acquisition; they have called the form selected by the learner as an archi–form.52 The learner makes a rule on the basis of his experience of other rules in the target language. For example: This cars are mine. The learner made the error because he/she just select one of demonstrative adjective “this” and generalizes the function for any noun, whether it is singular or plural noun.
c. Alternating Form
As the learner’s vocabulary and grammar grow, the use of archi-form often gives way to the apparently fairly free alternation of various members of a class with each other.53 For example: Paolo Maldini is a legend player. I have watched he for several matches.
4. Misordering
As the label suggests, misordering error are characterized by the incorrect placement of morpheme or group of morphemes in an utterance. For example: When you were born?
50
Ibid., p. 158.
51 Ibid.
52
Ibid., p. 156.
53
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5. The Procedures of Error Analysis
According to Rod Ellis, there are four procedures of error analysis, as follow:
1. Identifying errors 2. Describing errors 3. Explaining errors 4. Evaluating errors54
The first step is identifying errors. In this step, teacher identifies students’ errors from the tasks given by comparing the sentences that the learners have produced with correct sentences in the target language. For example: The women is my sisters. The correct sentence should be: The women are my sisters.
The second step is describing errors. This step comes after identifying error process has finished. Describing error means that the teacher should classify the errors which have been made by the students into the types of error.
The third step is explaining errors where the teacher should try to predict or even establish the source of errors. In other word, the teacher should consider how the errors can happen and why the errors can happen.
The last step is evaluating errors where the teacher should decide to whom the evaluation will be given, what errors which will be asked to the students to judge, and how they will be asked to judge them.
D. Previous Studies
There are some studies dealing with this study as a skripsi of Qori55 and Zulyadi56. The short explanations of those studies are described in the following.
54
Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 1997), p.15.
55
Sesilia Umdatul Qori, An Analysis on Students’ Errors in Learning Reported Speech of
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22
Qori conducted a case study on analyzing on the students’ error in learning reported speech of question sentence. Qori focused on the errors made by the students in learning reported speech of question sentence in the change of tenses and pronoun. The method of the study was descriptive analysis. The result of the study was the third year students of SMKIT Nurul Qolbi Bekasi still made errors in learning reported speech of question sentence, especially when they are asked to transform from direct question into indirect question. The most common types of errors are in area of Misordering which consists of 139 (75.1%) errors, it is followed by Over-Generalization 36 (19.5%), Omission 5 (2.7%), Over-Regularization 4 (2.2%), Addition 1 (0.5%), and there is no error in Double Marking.
Then, Zulyadi did an error analysis on students’ errors in using direct and indirect speech. Zulyadi focused on the errors made by the second grade students of SMAN 90 Jakarta in using direct and indirect speech. The method of the study was descriptive analysis. The finding showed that there were 907 errors made by the students. The most common type of errors was Miss-selection which consisted of 507 errors or 55.90%.
56
Rahmat Zulyadi, An Analysis on Students’ Errors in Using Direct and Indirect Speech, (Secon Grade of SMAN 90 Jakarta: PU UIN JKT, 2012).
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23 A. Place and Time of the Study
In this study, the study was conducted at SMK Bintang Nusantara Pondok Aren which is located at Jl. Raya Pondok Aren - Jombang No. 15 Pondok Kacang Timur Tangerang Selatan, Banten. The research was carried on 7 May to 14May 2013.
B. Data Source
In this study, data source was taken in the first year students of SMK Bintang Nusantara Pondok Aren. The students consisted of two classes. Class
X-Multimedia consisted of 33 students and class X-Akuntansi consisted of 23 students. Therefore, the whole students were 56 students.
By some considerations, it was only one class taken (X-Akuntansi) which consisted of 23 students as data source. The data source was taken by using purposive sampling technique, the determining of class which would be studied based on the policy and ease from the school.
C. Method of the Study
In conducting this study, field research and descriptive analysis were used. In the field research, the observation was directly executed to the school. In this case, the test was given to the student about the topic would be studied and interviewed students to get some data. Meanwhile, descriptive analysis was used to describe the errors made by the first year students of SMK Bintang Nusantara Pondok Aren and the causes of why the students made the errors when turning direct speech into reported speech of statements.
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24
D. Technique of Data Collecting
There were two techniques of collecting data, used in this research, as follow:
a. Test
Test was a technique in collecting data about the frequency of the errors in the transform of tenses and pronouns in learning reported speech of statement.
b. Interview
Some students especially who got bad scores were interviewed to reinforce the analysis and to find out the reasons why the students made the errors in learning reported speech of statements.
E. Instrument of the Research
In this research, test was used as an instrument for collecting the data; the a written test focused on the subject matter that would be studied was given. The test consisted of 20 questions which were divided into two parts. The first part consisted of ten statements which the students should change from direct statements into reported statements with the suitable tenses. The second part consisted of other ten statements which the students should fill the blank spaces with the suitable pronouns.
F. Technique of Data Analysis
The technique of data analysis used in this research was descriptive analysis technique (percentage) to get relative frequency, which was described in the table percentage. In this table, the formula which was used as follows:
P = F X 100 % N
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P = Percentage
F = Frequency of error made N = Number of the students1
1
Drs. Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2001), p. 40
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26
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
1. Data for Types of Error
In this research, test is given to the students to get some data for types of error. The test is given to the twenty three students of the first year of SMK Bintang Nusantara Pondok Aren. However, there were three students absent when the writer gave the test. The test consisted of 20 items divided into two parts (A and B). These two parts of test were given to take student’s score in reported speech of statement;
1. Part A : To test student’s ability to change the direct statement into indirect statement by applying the rule for sequence of tenses in its transformation.
2. Part B : To test student’s ability to change the direct statement into indirect statement by using suitable pronoun in its transformation.
The following table is the classification of each item about the test of reported speech of statement into area tested.
Table 4.1
Area Tested of Changing Tenses and Pronoun
No Area Tested Number of
Items
I
Part A:
Changing the direct statement into indirect statement by applying the rule for sequence of tenses:
Simple Present-Simple Past
Present Continuous-Past Continuous
1,8,9,10 2
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Present Perfect-Past Perfect
Simple Past-Past Perfect
Simple Future-Past Future
3,6,7 4 5
II
Part B:
Changing the direct statement into indirect statement with suitable pronouns:
The 1st and 2nd person turns into 3rd person:
My-her/his
You-me/she/he/I/they
Me-him/her
I-he/she
Your-my
1
3,6,8,9,10 2,5 7 4
Here is the table which describes the recapitulation of students’ error:
Table 4.2
The Recapitulation of Students’ Error
No Student
Error Classification
Total of Errors O DM SA RE O-G AF M
1. Student 1 1 - - 1 2 1 - 5
2. Student 2 - - - 2 3 1 - 6
3. Student 3 - - 1 4 1 2 - 8
4. Student 4 1 - - 3 1 2 - 7
5. Student 5 - - - 3 2 2 1 8
6. Student 6 - - - 3 2 3 - 8
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28
8. Student 8 1 - - 1 1 1 - 4
9. Student 9 1 - - 2 2 - - 5
10. Student 10 1 - - 1 3 4 - 9
11. Student 11 - - 1 2 - 1 - 4
12. Student 12 - - - 3 3 2 - 8
13. Student 13 1 - - 1 2 1 - 5
14. Student 14 1 - - 2 - - - 3
15. Student 15 - - - 2 2 2 - 6
16. Student 16 2 - - 1 3 3 - 9
17. Student 17 - - - 3 1 4 - 8
18. Student 18 - - 1 2 1 1 - 5
19. Student 19 1 - - 2 1 2 - 6
20. Student 20 - - - 3 2 2 - 7
Total 10 - 3 45 36 35 1 130
In this research, classification of error which is used is based on surface strategy taxonomy to classify the students’ errors. From the data, it can be described that the errors in regularization error are the most frequent errors in which the students committed 45 errors. It is followed by over-generalization with 36 errors. After that, alternating form which consists of 35 errors. Error in omission there are 10 errors. Simple addition consists of 3 errors. Error in misordering is only 1 error. There is no double marking error which is made by the students. The whole errors which are made by the students are 130 errors.
2. Data for Causes of Error
After doing written test to get data for types of error, in this research interview is also carried out to find out the causes of error which are made by the students. The questions interview are around whether the students get difficulties in learning reported speech of statements, whether the students know the rules in changing direct speech into reported speech, and whether the
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students are aware toward their errors in the test.
B. Data Analysis
1. Analysis Data for Types of Error
After analyzing the data, in this part, the data of the students’ error will be described as follow:
Description of Students’ Error in Omission
Table 4.3 Error in Omission
Item Number
Student Error Identification
Error Causes
Error Correction
A-1 Student 1 Student 4 Student 9 Student 19
Mary said she
like chocolate very much.
Interlingual Transfer
Mary said she
liked
chocolate very much.
A-6 Student 13 Student 14 Student 16
My sister said she had watch
that movie.
Intralingual Transfer
My sister said she had
watched that movie. A-7 Student 8
Student 10 Student 16
Fernando said he had visit Paris twice.
Intralingual Transfer
Fernando said he had visited Paris twice.
Description of Students’ Error in Omission describes that in item number A-1. There are 4 students who made error which is caused by Interlingual Transfer. There are 3 students who made error in item number A-6 which is caused by Intralingual Transfer. The last, item number A-7 got 3
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30
students who made errors which is caused by Intralingual Transfer.
Description of Students’ Error in Addition Table 4.4
Error in simple addition
Item Number
Student Error Identification
Error Causes
Error Correction
A-4 Student 11 Michael said he had bought a new cars
yesterday.
Intralingual Transfer
Michael said he had bought a new car
yesterday. A-5 Student 3
Student 18
Johan said he would
watched a new film at cinema next month.
Intralingual Transfer
Johan said he would watch a new film at cinema next month.
Description of Students’ Error in Simple Addition describes that in item number A-4. There is 1 student who made error which is caused by Intralingual Transfer. Next, Item number A-5 got 2 students who made errors which is caused by Intralingual Transfer.
Description of Students’ Error in Misformation
Table 4.5
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Item Number
Student Error Identification
Error Causes
Error Correction
A-3 Student 3 Student 6 Student 7 Student 12 Student 17 My parents said they
haved gone to Singapore.
Intralingual Transfer
My parents said they had
gone to Singapore.
A-6 Student 3 Student 6 Student 7 Student 12 Student 17
My sister said she haved
watched that movie.
Intralingual Transfer
My sister said she had
watched that movie.
A-7 Student 3 Student 6 Student 7 Student 12 Student 17
Fernando said he haved
visited Paris twice..
Intralingual Transfer Error
Fernando said he had visited Paris twice..
A-8 Student 2 Student 4 Student 5 Student 8 Student 10 Student 14 Student 15 Student 18 Student 20 Ahmad said he often
drinked coffee at night.
Intralingual Transfer
Ahmad said he often drank
coffee at night.
A-9 Student 2 Student 4 Student 5 Student 9
He said he
mayed go to Milan the day after.
He said he
might go to Milan the day after.
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32
Student 11 Student 15 Student 16 Student 19 Student 20
Intralingual Transfer
A-10 Student 1 Student 3 Student 4 Student 5 Student 7 Student 9 Student 11 Student 13 Student 14 Student 15 Student 18 Student 19 Student 20
Susan said she
musted
accompany her mother to see doctor.
Intralingual Transfer
Susan said she
had to
accompany her mother to see doctor.
Description of Students’ Error in Regularization Error describes that in item number A-3, there are 5 students who made error which is caused by Intralingual Transfer. There are 5 students who made error in item number A-6 which is caused by Intralingual Transfer. Item number A-7 got 5 students who made error which is caused by Intralingual Transfer. Then, in item number A-8, there are 9 students who made error which is caused by Intralingual Transfer. There are 9 students who made error in item number A-9 which is caused by Intralingual Transfer. The last, there are 13 students who made error in item number A-10 which is caused by Intralingual Transfer.
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Table 4.6
Error in over – generalization
Item Number
Student Error Identification
Error Causes
Error Correction
A-2 Student 4 Student 7 Student 8 Student 9 Student 12 Student 16 Student 18
Budi said he was reading
now. Interlingual
Transfer
Budi said he was reading at that time.
A-4 Student 1 Student 2 Student 7 Student 9 Student 10 Student 12 Student 13 Student 20 Michael said he had bought a new car
yesterday. Interlingual Transfer
Michael said he had bought a new car the day before.
A-5 Student 1 Student 2 Student 3 Student 5 Student 6 Student 7 Student 10 Student 13 Student 15 Student 16
Johan said he would watch a new film at cinema next month.
Interlingual Transfer
Johan said he would watch a new film at cinema the following month.
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34
A-9 Student 2 Student 5 Student 6 Student 7 Student 10 Student 12 Student 15 Student 16 Student 17 Student 19 Student 20
He said he may go to Milan
tomorrow.
Interlingual Transfer
He said he may go to Milan the following day.
Description of Students’ Error in Over-Generalization describes that in item number A-2, there are 7 students who made error which is caused by Interlingual Transfer. There are 8 students who made error in item number A-4 which is caused by Interlingual Transfer. Then, Item number A-5 got 10 students who made error which is caused by Interlingual Transfer. The last, there are 11 students who made error in item number A-9 which is caused by Interlingual Transfer.
Table 4.7
Error in alternating form
Item Number
Student Error Identification
Error Causes
Error Correction
B-1 Student 3 Student 6 Student 10 Student 17 Student 19 Farhan said Jefri had broken he laptop. Interlingual Transfer Farhan said Jefri had broken his laptop.
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B-2 Student 3 Student 4 Student 6 Student 9 Student 10 Student 12 Student 16 Student 17
Steven said he boss has given he much money.
Interlingual Transfer
Steven said his boss has given him much money.
B-3 Student 7 Student 12 Student 16
Paolo Maldini said he would see I the next day.
Interlingual Transfer
Paolo Maldini said he would see me the next day. B-4 Student 6
Student 17
Iqbal said I friend, Andri was very smart.
Interlingual Transfer
Iqbal said my friend, Andri was very smart. B-5 Student 5
Student 16 Student 20
Fitri said I could go with she then.
Interlingual Transfer
Fitri said I could go with her then. B-6 Student 1
Student 8 Student 10 Student 15 Student 17
Mrs. Erma said to her daughter I was the fattest girl in their family.
Intralingual Transfer
Mrs. Erma said to her daughter she was the fattest girl in their family. B-8 Student 5
Student 10 Student 13 Student 15
Mother said to my little brother I had made her happy the
Intralingual Transfer
Mother said to my little brother he had made her happy the
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36
previous weekend.
previous weekend. B-10 Student 2
Student 4 Student 11 Student 18 Student 19 Student 20
Teacher said to his students we will have a test the week after.
Intralingual Transfer
Teacher said to his students they will have a test the week after.
Description of Students’ Error in Alternating Form describes that in item number B-1, there are 5 students who made error which is caused by Interlingual Transfer. There are 8 students who made error in item number B-2 which is caused by Interlingual Transfer. Item number B-3 got 3 students who made error which is caused by Interlingual Transfer. Then, in item number B-4, there are 2 students who made error which is caused by Interlingual Transfer. There are 3 students who made error in item number B-5 which is caused by Interlingual Transfer. After that, there are 5 students who made error in item number B-6 which is caused by Intralingual Transfer. Item number B-8 got 4 students who made error which is caused by Intralingual Transfer. The last, Item number B-10 got 6 students who made error which is caused by Intralingual Transfer.
Description of Students’ Error in Misordering Table 4.8 Error in Misordering
Item Number
Student Error Identification
Error Causes
Error Correction
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he bought had a new car the previous day.
Intralingual Transfer
he had bought a new car the previous day.
Description of Students’ Error in Misordering describes that in item number A-4, there is only 1 student who made error and it is caused by Intralingual Transfer.
Here is the table of the percentage of students’ error:
Table 4.9
The Percentage of Students’ Error
No. Students
Number of Error
Total of
Question Percentage
1. Student 1 5 20 25%
2. Student 2 6 20 30%
3. Student 3 8 20 40%
4. Student 4 7 20 35%
5. Student 5 8 20 40%
6. Student 6 8 20 40%
7. Student 7 9 20 45%
8. Student 8 4 20 20%
9. Student 9 5 20 25%
10. Student 10 9 20 45%
11. Student 11 4 20 20%
12. Student 12 8 20 40%
13. Student 13 5 20 25%
14. Student 14 3 20 15%
15. Student 15 6 20 30%
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38
17. Student 17 8 20 40%
18. Student 18 5 20 25%
19. Student 19 6 20 45%
20. Student 20 7 20 45%
Total 130 20
From the test result, the minimum error is made by student number 14 with 3 errors or 15% and the maximum error is made by student number 7, 10 and 16 with 9 errors or 45%.
After classifying error by using surface strategy taxonomy, the percentage of each error types is found. Here is the table of the percentage of each error types:
Table 4.10
Error Types Classification and Its Percentage
No Error Classification Frequency of Error
Percentage of Error
1. Omission 10 7.7%
2. Double Marking 0 0%
3. Simple Addition 3 2.3%
4. Regularization Error 45 34.6%
5. Over-Generalization 36 27.7%
6. Alternating Form 35 26.9%
7. Misordering 1 0.8%
Total 130 100%
From the data, it can be described that the errors in regularization error are the most frequent errors in which the students committed 45 errors or 34.6%. It is followed by over-generalization with 36 errors or 27.7%. After that, alternating form which consists of 35 errors or 26.9%. Error in omission
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there are 10 errors or 7.7%. Simple addition consists of 3 errors or 2.3%. error in misordering is only 1 error or 0.8%. There is no double marking error which is made by the students.
2. Analysis Data for Causes of Error
After interviewing six students where each of student represents each of types of error, and classifying cause of error by based on Douglas Brown Theory, the percentage of each error causes is found. Here is the table of the percentage of each error causes:
Table 4.11
The Percentage of Error Causes
No Error Causes Frequency of Error Causes
Percentage of Error Causes
1. Interlingual Transfer 2 33.3%
2. Intralingual Transfer 4 66.7%
Total 6 100%
C. Data Interpretation
After analyzing the error data based on surface strategy taxonomy and describing the percentage of each error type, the data should be interpreted. Here is the interpretation of the data:
a. Omission
Errors in omission which are made by the first year students of SMK Bintang Nusantara are 10 errors or 7.7%.
b. Double Marking
There is no error in double marking made by the students. It represents that students are good in this item.
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40
c. Simple Addition
There are 3 errors or 2.3% in its percentage in simple addition area. d. Regularization Error
This is the most frequent error made by the students. The students made 45 errors or 34.6 %.
e. Over-Generalization
There are 36 errors or 27.7% made by students in this type of error. f. Alternating Form
In this area, there are 35 errors or 29.9% made by the students. g. Misordering
Error in misordering is 1error or 0.8%.
After analyzing the causes of error based on Douglas Brown Theory and describing the percentage of each error causes, the data should be interpreted. Here is the interpretation of the data:
a. Interlingual Transfer
Errors which are made by the first year students of SMK Bintang Nusantara which are caused by interlingual transfer are 2 or 33.3%.
b. Intralingual Transfer
Errors which are made by the first year students of SMK Bintang Nusantara which are caused by intralingual transfer are 4 or 66.7%.
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41 A. Conclusion
Based on the data description discussed in the previous chapter, the first year students of SMK Bintang Nusantara Pondok Aren still made error in the change of tenses and pronoun when they transformed the direct statements into reported statements.
The data result showed that the most frequent of error made by the students are in regularization which consists of 45 or 34.6% errors. After regularization, over-generalization is in the second position. It is 36 or 27.7% errors made by the students. Alternating form is one of errors which made by the students, it consists of 35 or 26.9 errors. It is followed by omission; it is 10 or 7.7% errors. While in simple addition error, there are 3 or 2.3% errors. In misordering area is 1 or 0.8 error made by the students. There is no error made by the students in double marking.
Errors which are made by the first year students of SMK Bintang Nusantara mostly are caused by interlingual transfer consist of 2 or 33.3%. After that, intralingual transfer also causes the students errors. It consists of 4 or 67.7%.
B. Suggestion
Based on the conclusion above, there some suggestions from as follows:
1. The students:
a. They should understand the correct rules in changing the direct speech into reported speech of statement.
b. They have to recognize the differences between reported speech of statement in Bahasa Indonesia and reported speech of statement in English in order to prevent native language interference.
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42
2. The teacher:
a. The teacher should give clear explanation and more exercise about reported speech of statements to the students especially who high percentage of error.
b. Because the regularization error is the most frequent of errors made by the students, it is better if the teacher gives some extra training to the students in turning irregular verb forms from simple form into past form and/or into past participle form.
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43
Prentice-Hall, 1985.
Brown, H. Douglas, Principle of Language and Teaching, New York: A Pearson Education Company, 4th ed, 2000.
Brumfit, Christopher, English for International Communication, London: Pergamon Press, 1982.
Burton, S. H., Mastering English Language, London: Longman, 1982.
Cambridge University, Cambridge Advanced Learner’s Dictionary,Cambridge University Press, 3rd ed, 2009.
Celce-Murcia, Marianne and Diane Larsen Freeman, The Grammar Book an
ESL/EFL Teacher’s Course, New York: Heinle Publisher, 2nd ed, 1999. Cook, Stanley J. and Richard W. Stanley and Suter, The Scope of Grammar, New
York: Mc. Graw-Hill Book Company, 1986.
Crystal, David, An Encyclopedic Dictionary of Language and Languages, Oxford: Blackwell, 1992.
Dullay, Heidi, et. al., Language Two, New York: Oxford University Press, 1982. Ellis, Rod, Second Language Acquisition, New York: Oxford University Press,
1997.
Hancock,Craig, Meaning-Centered Grammar an Introductory Text, London: Equinox Publishing Ltd, 2005.
Harmer, Jeremy, The Practice of English Language Teaching,London: Pearson Education Limited, 3rd ed, 2001.
Hornby, A. S., Oxford Advanced Learners Dictionary, Oxford: Oxford University Press, 1987.
Littlewood, William T., Foreign and Second Language Learning: Language-acquisition research and its implications for the classroom, Cambridge University Press, 1988.
Maurer, Jay, Focus on Grammar; An Advance Course for Reference and Practice, New York: Pearson Education, 2nd ed, 2000.
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50
S:
Iya, agak susah buat saya
R: Apakah kendala kamu ketika mempelajari reported speech of statement?
S:
Kendalanya kita harus menghafal perubahan-perubahannya, khususnya
grammar dan kata ganti
R: Menurut kamu apakah keterangan waktu juga harus dirubah ketika
perubahan bentuk dari direct menjadi reported speech of statement?
S:
Tidak, yang saya ketahui yang berubah hanya grammar dan kata gantinya
saja
E.
Alternating Form
Student 17
R: Apakah yang kamu merasa kesulitan dalam mempelajari reported speech
of statement?
S:
Lumayan susah
R: Apakah kendala kamu ketika mempelajari reported speech of statement?
S:
Saya kurang suka dengan bahasa inggris sehingga jadi tidak semangat
R: Coba tolong terjemahkan kalimat berikut ke dalam bahasa inggris: “Adam
bermain dengan bolanya”!
S:
Adam play with he ball
R:Apakah kamu tau perbedaan penggunaan antara “he, his dan him”?
S: Yang itu saya masih bingung, terkadang tertukar ketika menggunakannya
F.
Misordering
Student 5
R: Apakah yang kamu merasa kesulitan dalam mempelajari reported speech
of statement?
S:
Ada yang sulit dan ada juga cukup mudah
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51
S:
Kendalanya sih jumlah kosa-kata bahasa inggris saya masih kurang,
apalagi kalau belajar reported speech kan ada perubahan kata kerja dan
grammarnya harus dirubah
R: Anda menjawab: Michael said he bought had a new car the previous day,
pada soal nomor A-4. Apakah anda yakin jawaban tersebut sudah benar?
S:
Ya, saya yakin jawaban itu benar
(3)
lr-'
Ciputat, 20 Pebruari 2012
No : Istimewa Lamp :1(satu)berkas
Hal : Peneaiuan Judul SkriPsi
Kepada Yth,
Ketua Jurusan Pendidikan Bahasa Inggris FITK, UIN Jakarta
Di tempat
Assalamu' alaikum Wr. Wb
Mengingat akan berakhirnya masa studi saya di tingkat strata satu (Sl), maka saya yang bertanda tangan dibawah ini :
Bermaksud
mengajukan
judul skripsi sebagai
salah satu syarat menyelesaikan
program strata
satu (s-1) UIN Syarif Hidayatullah Jakarta,adapun
judul yang saya ajukan adalah:
"ANALYSIS ON THE STUDENTSO
DIFFICULTIESIN LEARNING REPORTED
SPEECH OF STATEMENTSN'
(A Case Study at theSecond
Year of SMP N 4 Tangerang
Selatan, Banten)
Bersama
ini saya lampirkan satu berkas
proposal
skripsi yang terdiri dari:
1. Abstrak
2. Outline Skripsi,
dan
3. Daftar Pustaka
Sementara
Demikianlah surat pengajuan ini saya sampaikan. Atas segala pertimbangan
dan
perhatianny
a, sayaucapkan
terima kasih.
Wassaluma'
alaikum Wr. lVb.
Vaw
p*bi^Lia
?a.
f\r4rtT'?ftn
Vf'f'l,W
Nama NIM Jurusan Fakultas
Evan Andri Prima Amadea 1 0 6 0 1 4 0 0 0 3 7 9
Pendidikan Bahasa Inggris Ilmu Tarbiyah dan Keguruan
$,\, /''
106014000379
N I P . 1 5 0 . 0 4 1 . 0 7 0
(4)
l&/ I
KEMENTERIAN
AGAMA
UIN JAKARTA
FITK
Jl. lr. H. Juanda No 95 Ciputat 1 5412 lndonesia
Nomor : Un.0l/F. 1/KM.0l 31.9A.h.12012 L a m p .
:-Hal :Bimbingan Skripsi
N o . D o k u m e n FITK-FR-AKD-081
FORM (FR)
SURAT
BIMBINGAN
SKRIPSI
Jakarta, 13 Maret2012
Kepada Yth.
Drs. Nasifirddin Djalil, M. Pd
Pembimbing Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah Jakarta.
As s al amu' al aikum wr.wb.
Dengan ili diharapkan kesecliaan Saudara untuk tnettjadi pembimbing I/ll
(materi/teknis) penulisan skripsi mahasisrva:
Narna NIM Jurusan Semester Judul Skripsi
ANALYSIS ON THE STUDENTS' ERRORS IN LEARNING REPORTEEI) SPEECH OF STAT'UMEN'TS
( A Case Study at the Second Year of SMPN 4 Kota l'angerang Selatan, Ranten)
Judul tersebut telah disetujui oleh Jurusall yang bersangkutan pada tanggal {l Maret
2012, abstraksiloutline terlampir. Saudara dapat melakukan perubahan redaksional pada
judul tersebLrt. Apabila perLrbahan substansial dianggap pet'lu, mclhon pembirnbing
menghubungi Jurusan terlebih dahulu.
Bimbingan skripsi ini diharapkan selesai dalarr.r waktu 6 (enam) bulan, dan dapat
diperpaijang selarna 6 (enam) bulan be'ikutnya talpa surat perpaljangan.
Atas perhatian dan kerja sama Saudara, karni ucapkan terirna kasih'
Was s al a ntu' al aik um w r.w b.
a.n. De
Ka idikan Bahasa lnggris
Drs. NIP.
Evan Anclri Prirna Amadea
1 060 1 40003 79
Pendidikan Bahasa Inggris
12 (Dua Belas)
Tembusan:
1. Dekan FITK
2. Mahasiswa Ybs.
Tgl. Terbit : 1 fiaret 2010
212 199103 I 002
(5)
l
-v
INomor : Un.01/F. 1/KM.01 .31.941.12013 Lamp. : Outline/Proposal
Hal : Permohonan lzin Penelitian
Kepada Yth.
Kepala Sekolah
SMK Bintang Nusantara d i
Tempat
Assal a m u' al a i ku m wr.wb.
Dengan hormat kami sampaikan bahwa,
Nama N I M Jurusan
Tahun Akademik Judul Skripsi
Tembusan:
1. Dekan FITK
2. Pembantu Dekan Bidang Akademik
3, Mahasiswa yang bersangkutan
J a k a r t a . 1 0 M e i 2 0 1 3
Evan Andri Prima Amadea 1 0601 4000379
Pendidikan Bahasa Inggris 2012t2013
..AN ANALYSIS ON STUDENTS' ERRORS IN LEARNING REPORTED SPEECH OF STATEMENT" (A case study at First Year of SMK Bintang Nusantara Pondok Aren)
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dinraksud.
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.
Wa ssal am u' al ai ku m wr.w b.
a . n .
KEMENTERIAN AGAMA UIN JAKARTA
F I T K
Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia
FORM (FR)
No. Dokumen : FITK-FR-AKD-082
m n t a
N o . R e v i s i : : 0 ' l
1t1
H a l
(6)
i-s:
YAYASAN AL MTJBARAK
Sekolah Menengah Kejuruan
SMK BINTAhIG NruSANTARA
Jl. Raya Pondok Aren - Jombang, No.15 Pondok Kacang Timur, Tangerang Selatan L5226
Telp. (02 1) 7 458912, 7 48607 17, Fax. (021) 7 4864847
Website : http://www.smkbintangnumntara-tng.sch.id E-mail : bintang.nLrsantara@gmail.com