An Analysis on students' difeeculties in learning reported speech: a case study the first year student of MA Pemabungan UIN Jakarta

AN ANALYSIS ON STUDENTS’ DIFFICULTIES IN LEARNING

REPORTED SPEECH

(A Case Study at the First Year students of MA Pembangunan UIN Jakarta)

A “ Skripsi “

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements

for the Degree of S.Pd in English Language Education

By: Iiq Qodariah 105014000341

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

A “ Skripsi “

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements

for the Degree of S.Pd in English Language Education

By:

Iiq Qodariah 105014000341

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2010

ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the ‘Skripsi’ entitled “An Analysis on Students’ Difficulties in Learning Reported Speech (A Case Study at the First Year of MA Pembangunan Jakarta)”, Written by Iiq Qodariah, student’s registration number: 105014000341 was examined by the committee on Thursday 2nd September 2010 and was declared to have fulfilled one of the requirements for the degree of S.Pd in English Language Education at the Department of English Education.

Jakarta, September 2, 2010

Examination Committee

Chairman : Drs. Syauki, M.Pd ( _____________________ ) NIP. 1964 1212 1991 031002

Secretary : Neneng Sunengsih, S.Pd ( _____________________ ) NIP. 1973 0625 1999 032001

Examiner I : Drs. Nasrun Mahmud, M.Pd ( _____________________ ) NIP. 151 041 070

Examiner II : Drs. H. Bahrul Hasibuan. M.Ed ( _____________________ )

Acknowledgement by:

Dean of Tarbiyah and Teachers’ Training

Prof. Dr. Dede Rosyada, MA NIP. 150 231 356

Teachers’ Training, Syarif Hidayatullah State Islamic University. Key word : Difficulties-Reported Speech

Competence : Grammar

The aim of this research is to analyze the difficulties which are faced by the first year students in learning reported speech. As it has already known that reported speech is one of subject matter in grammar that must be learnt by students when they learn English language. In fact, grammar is one of difficult sub skills for students to learn because Indonesian language doesn’t involve similar grammar such as in English language. In this research, the writer will study about what the difficulties which are faced by students when they transformed direct speech into indirect/reported speech especially in reporting question. The writer focuses on difficulty in change of tense and pronoun in its transformation. The writer used the quantitative method and descriptive analysis technique to analyze the data by using formula: P= F x100%. The data is taken from the students’ test. N

By analyzing the error answer of students’ test, the writer finds the average of students’ difficulty in the change tense and pronoun. To know the causes of the students’ difficulties in learning reported speech the writer also takes the data by doing observation in their classroom and interviews the English teacher and some students. The population of this research is the first year students of MA Pembangunan. The writer only took one class as a sample in her research. It was about 30 students. The result of this research is the first year of students MA Pembangunan are still get difficulty in transforming direct speech into indirect/reported speech.

ABSTRAK

Iiq, Qodariah, 2010, An Analysis on Students’ Difficulties in Learning Reported Speech (Studi Kasus di MA Pembangunan UIN Jakarta) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Uin Syarif Hidayatullah Jakarta.

Kata Kunci : Kesulitan-kesulitan- kalimat laporan Kompetensi: Grammar

Tujuan dari penelitian ini adalah untuk menganalisa kesulitan-kesulitan yang dihadapi siswa dalam mempelajari kalimat laporan. Sebagaimana telah diketahui bahwa kalimat laporan adalah salah satu materi dalam tata bahasa Inggris (grammar) yang harus dipelajari oleh siswa ketika dia belajar bahasa Inggris. Pada faktanya grammar adalah salah satu sub skill yang sulit untuk dipelajari oleh siswa karena bahasa Indonesia tidak memiliki tata bahasa seperti yang dimiliki Bahasa Inggris. Dalam penelitian ini, penulis akan melakukan penelitian tentang kesulitan-kesulitan yang dihadapi oleh siswa ketika siswa merubah dari kalimat langsung menjadi kalimat tidak langsung khususnya dalam kalimat Tanya. Penulis menfokuskan kepada kesulitan dalam perubahan tense and pronoun pada kalimat langsung menjadi kalimat tidak langsung. Penulis menggunakan metode kuantitatif dan tekhnik analisa deskriptif untuk menganalisa data dengan menggunakan rumus: P= F x 100%. Data diambil dari test siswa. N

Dengan menganalisa jawaban yang salah dari siswa maka penulis mendapatkan rata-rata kesulitan siswa dalam perubahan tense dan kata ganti. Untuk mengetahui tentang penyebab kesulitan siswa dalam mempelajari kalimat laporan. Penulis juga mengambil data melalui observasi dikelas siswa dan mewawancara guru bahasa Inggris dan beberapa siswa. Populasi pada penilitian ini adalah siswa kelas tahun pertama di Madrasah Aliyah Pembangunan UIN Jakarta. Penulis hanya mengambil 1 kelas sebagai sampel pada penelitiannya. Sampelnya berjumlah 30 siswa. Hasil penelitian ini adalah siswa tahun pertama MA Pembangunan UIN Jakarta masih mendapatkan kesulitan dalam merubah kalimat langsung menjadi kalimat tidak langsung.

Alhamdulillah, all praises be to Allah, the writer thanks to Allah SWT, lord of the universe who has given the writer some mercies and blessing until the writer can finish the “Skripsi” entitled “An Analysis on Students’ Difficulties in Learning Reported Speech” at first year students of MA Pembangunan UIN Jakarta properly. Moreover, peace and salutation be upon to our prophet Muhammad SAW and his family, his companions, and his followers.

This “Skripsi” is proposed as one of requirements to get Strata I Degree (S1) of English Language Education (S.Pd).

In this lovely opportunity, the writer would like to express her deepest gratitude and thanks to her beloved father H.M. Amrullah and ALMH Hj. Tati Heryati who have given her the greatest love, prayer, financial and moral support and unforgettable sweet moment. Her lovely sisters Ita Fauziah S.ThI and Eva Fairuz Farhani, and her best brother A. Bisyral Hafil for their biggest love and kindness to support her in finishing this “Skripsi”. The writer also would like to express her thanks and gratitude to her adviser Drs. Nasifuddin Djalil M.Ag for his valuable help, guidance, corrections, suggestion, and kindness in compiling this “Skripsi”.

Her appreciation and thank also go to:

1. All lecturers of English Department who have dedicated themselves for education and taught the writer during her study in State Islamic University Syarif Hidayatullah Jakarta.

2. Drs. Syauki M.Pd, the head of English Department.

3. Neneng Sunengsih S.Pd, as the secretary of English Department. 4. Prof. Dr. Dede Rosyada M.A, the dean of Faculty of Tarbiyah and

Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta.

5. All staff of English Department and Faculty of Tarbiyah and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta.

6. Darul Janin S.Ag, the principal of MA Pembangunan UIN Jakarta, who allowed the writer to do research in his school.

7. Ms. Isma Maryam S.Pd, the English Teacher of MA Pembangunan UIN Jakarta who had spent time to help the writer in doing his research.

8. All friends in English Department especially classmates of PBI class B for academic year 2005 who have endeavored together in improving English skill. May Allah SWT bless them to succeed in the world as well as in the next world.

May this “Skripsi” can be useful for the writer in particular, and for the readers in general. The writer realizes that this “Skripsi” is far from being perfect. Therefore, the writer would like to accept suggestions for valuable improvement in another research. Finally, the writer thanks very much.

Jakarta, 10th August 2010

The Writer

ACKNOWLEDGEMENT... vi

TABLE OF CONTENTS... vii

LIST OF TABLES... ix

LIST OF APPENDICES...

x

CHAPTER I: INTRODUCTION A. The Background of the Study... 1

B. The Identification of the Problem... 6

C. The Limitation and Formulation of the Problem... 6

D. The Method of the Study……… 6

E. The Use of the Study... 7

F. The Organization of the Study... 7

CHAPTER II: THEORETICAL FRAMEWORK A. Grammar... 8

1. Definitions of Grammar... 8

2. Types of Grammar... 9

B. Reported Speech... 10

1. Meaning of Reported Speech... 10

2. The Kinds of Speech... 11

3. The Transformational Rules from Direct Question into Reported Question... 15

C. The Students’ Difficulties in Learning Reported Question... 19

1. Definitions of Learning... 19

2. Learning Difficulty... 20

3. Difficulty in the Change of Tenses and

Pronoun... 21

CHAPTER III: RESEARCH METHODOLOGY A. The Purpose of the Study... 23

B. The Time and Place of the Study... 23

C. The Population and Sample of the Study... 23

D. The Instrument of the Research………... 24

E. The Technique of Collecting Data... …………. 24

F. The Technique of Data Analysis... 25

CHAPTER IV: RESEARCH FINDINGS A. Data Description... 26

B. Data Analysis... 27

C. Data Interpretation... 35

CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion... 37

B. Suggestions... 38

BIBLIOGRAPHY APPENDICES

2. Table 2.2 : The Changes of expression time in indirect/reported

speech... 14

3. Table 2.3 : List of verbs used before if and whether clause... 16

4. Table 2.4 : List of verbs used before WH-words... 16

5. Table 2.5 : Characteristics changes in tense form... 17

6. Table 2.6 : Changes in pronoun and possessive adjectives... 18

7. Table 4.1 : Area tested of change tenses and pronoun... 27

8. Table 4.2 : Student’s score of test result... 28

9. Table 4.3 : Frequency of Difficulty in change of tenses………… 29

10.Table 4.4 : Frequency of Difficulty in change of pronoun……… 32

11.Table 4.5 : Percentage of difficulty in the change of tense and pronoun... 35

x

LIST OF APPENDICES

1. Appendix 1 : Test Instrument

2. Appendix 2 : Answer Key 3. Appendix 3 : Hasil Wawancara

4. Appendix 4 : Surat Pengajuan Judul Skripsi 5. Appendix 5 : Surat Bimbingan Skripsi 6. Appendix 6 : Surat Perubahan Judul 7. Appendix 7 : Surat Izin Penelitian

8. Appendix 8 : Surat Keterangan Telah Melakukan Penelitian 9. Appendix 9 : Profil MA Pembangunan UIN Jakarta

CHAPTER I

INTRODUCTION

A. The Background of the Study

By the time a human does the communication with others by means of speaking or writing, they will use a language. Language is an important communication tool that people can use it to express their feelings, thoughts and also share ideas so they can interact and get in contact with others easily. It is necessity to human life and civilization is certainty not possible without it. All sciences depend upon it and also all education in human life is conducted through it.

Nowadays, the existences of English language are not odd 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 is the world’s most widely used language by society for communication and international contact.

English has become the most popular language in the world, through the long road of its historical background. The predominance of English is mainly the result of two periods of world domination by English speaking countries:

1Christopher Brumfit, English for International Communication, (London: Pergamon Press, 1982), p. 1.

2

British imperialism in the nineteenth century and the economic influence of the United States in the twentieth century.2

In another word, it may be shortly concluded that these are two dominant reasons for popularity of English as a world language and the factors which have influenced and sustained the spread of the language.

In this globalization era, everyone is demanded to prepare a great resources for his/her life particularly in science and technology. Of course, to compete the global requirement, the people should have an adequate knowledge and good skills. Therefore, mastering English language both oral and written English actively is necessity for academic and global media communication requirement because it has become compulsory for everyone who wants to compete against the globalization era.

The Indonesian government itself considers that mastering English is one way to absorb the sciences and technology in order to create the great human resources. Of course, the great human is important for Indonesian development and existence toward other nations. Therefore, English language is the 1st foreign language which has been taught to the students since them in elementary school.

In addition, English language is the medium of instruction in teaching particular subject in certain school. As in the International school and the school based on International standard.

When students are learning English, they will learn language skills and language components. Grammar is one of English language components that it must be learnt and understood by students. It is a very basic knowledge and an important tool for students to master English. It is a science that teaches students how the way to speak, to read, and to write English correctly. Besides, by learning grammar the students will know about system of language so they will be able to combine and build words into meaningful sentence.

As Penny Ur stated in her book A Course in Language Teaching Practice and Theory, “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

It can be concluded from the statements above, it is no doubt that by mastering grammar, the students will have a way to be able to speak, to read, and to write English correctly and understandable, so finally the students can create a good communication and interaction in English language actively both in oral or written English between each other in their lives.

In English grammar, reported speech is one of many grammatical categories which is important to be learnt by students. It is needed to be learnt because it is one of three ways for students to report or share their statements or thoughts to other people especially when they communicate between each other.

It is as Marianne Celce Murcia and Diane Larsen Freeman stated in The Grammar Book An ESL/EFL Teacher’s Course, “Grammar and rhetoric books generally recognize three ways for a speaker and writer to attribute statements or thoughts to other people: direct quotation, indirect reported speech, and paraphrase.”4

Reported speech is commonly used to report what other people have said or thought without reporting the exact word. With reported speech, one wishes to report the content of the original source without necessarily repeating sentences exactly as they were originally uttered.5

To report people word’s, thoughts, and beliefs there are two main ways: direct and indirect speech. Reported speech is also used when people are interested not in the words that someone has chosen, but in the essential information they conveyed.6

Reported speech is found in newspaper reports, fiction, talking or writing in conversation, reports, articles or speeches peoples have heard or read.

3Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge University Press, 1996), p. 75.

4 Marianne Celce and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s Course, (NewYork: Heinle Publisher, 1999), 2nd ed, p. 68.

5 Marianne Celce and Diane Larsen, The Grammar Book..., p. 687.

6Martin Parrott, Grammar for English Language Teacher, (London: Cambridge University, 2000), p. 217.

4

By learning reported speech definitely students will able to quote somebody’s words or thoughts, whether in direct or indirect speech and also the students will learn and understand the way to report speeches such as statements, questions and commands.

In addition, the students should learn reported speech because it is one of the linguistic features that are used by students when they try to write the text of news item or report text.

Therefore, it can be denied that the use of reported speech has important role because it is often used by people in writing or communicating in their 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 conversations.”7

Furthermore, reported speech is also included in English syllabus as a subject matter which is must be learnt by the students at the first year or after considering to these importances that has been explained above.

Learning reported speech is not easy for many Indonesian students as it has already known that Indonesian language doesn’t has similar grammar such as in English grammar. They have many different aspects in grammatical form. Of course, by this differentiation, there are many difficulties will be faced by students when they learn reported speech.

In fact, there is a little different process which is happened when the students want to report somebody’s word from direct into indirect form in English language, that the students should have made grammatical changes in their effort to reproduce the words.

It is as Llewelyn and Menezes stated in Matriculation English, “When turning the direct into indirect form certain grammatical changes have to be made.”8

7 Marianne Celce and Diane Larsen, The Grammar Book..., p. 687.

8Llewelyn Tipping and Menezes, Matriculation English, (London: Macmillan, 1937), 2nd ed, p. 106.

As it can be known that the words that are spoken, thought or asked in one place by one person may be reported in another place at a different time, and perhaps by another person. Therefore, they should change the tenses in other word the students reporting uses tenses that relate to the time when they make the report, not to the time when the authentic words were used, and they need to change the pronoun or speaker in order to make it acceptable and meaningful within a language.

On the contrary, when the students want to report somebody’s word, thoughts and ideas in Indonesia language, then, the grammatical changes won’t be happened or they do not need to change the tense or pronoun like in English language. It means there are often grammatical differences between Indonesia and English language. That is why students often do mistake and find difficulty when they quote direct into indirect/reported speech in English.

It can be concluded from statement above, that the grammatical changes which happened when the direct form transformed into indirect form has become one of difficulties that occur when the students learn reported speech. Therefore, it is important for learner to have a good understanding on it and memorize the rule or form very well.

Based on the description above, the writer would like to conduct the research on the students’ difficulties in learning reported speech. The study is done in first year students of MA Pembangunan UIN Jakarta. So, the writer would like to discuss it in her “Skripsi” under the title:

“

An Analysis on Students’ Difficulties in Learning Reported

Speech at the First Year Students of MA Pembangunan UIN

Jakarta”

B. The Identification of the Problem

Based on the background of the study above, there are many problems that can be identified in this research such as: (1) The students’ difficulties in learning reported speech. (2) The causes of the difficulties in learning reported

6

speech which is faced by the first year students of MA Pembangunan UIN Jakarta.

C. The Limitation and Formulation of the Problem 1. The Limitation of the Problem

Based on the identification of problem above, the writer is going to analyze the students’ difficulties in learning reported speech. Of course, it can be seen that study is still general and abroad. Therefore, she limits the problem especially on reported question.

2. The Formulation of the Problem

In line with limitation of problem above, the writer formulates the problem of the study as follows: (1)What are the difficulties faced by the first year students in learning reported question? (2)Why do the students face difficulties in learning reported of question?

D. The Method of the Study

The writer used the descriptive method in this study. It is a research method where the person doing the research presents in a descriptive manner.9 Its aim is to describe the nature of situation as it exist at the time of the study and to explore the causes of particular phenomena.10 This type of research is also grouping that includes many particular research methodologies and procedures, such as observations, surveys, self reports and tests.11

E. The Use of the Study

The use of this study is expected to provide a contribution of knowledge for students who still find problem and confuse when learning a reported question, so they can overcome their difficulties in their learning activity. Then, for the teacher of English language, it is also expected to be useful information,

9

www. answers. yahoo. com. 19 September 2010 10

www. slideshare.net. com. 19 September 2010 11

so they will know how far the students comprehend about reported question, the difficulties which are faced by students when they learn this subject matter, and the causes of those difficulties. Besides, the result of this study will direct the English teacher to do some evaluation and revision in their teaching-learning activity.

It is also expected that both teacher and students will have a good collaboration to overcome all problems that happen especially in learning reported question. Next, for further researchers: it can be as a reference in conducting similar study in the next time. Finally, for the writer and other readers who are concerned with this paper, it is as one of resource which can enhance their perception and knowledge in learning reported question.

F. TheOrganization of the Study

This “Skripsi” systematically consists of five chapters. Here are the short description of it’s contain:

Chapter one is introduction. It contains of the background of the study, the identification of the problem, the limitation and formulation of the problem, the method of the study, use of the study and the organization of the study.

Chapter two is theoretical framework. It discusses the concept of grammar (definitions and types of grammar), reported speech (meaning, kinds and transformational rules from direct question into reported question), and the students’ difficulties in learning reported question (definition of learning, learning difficulty, and difficulty in the change of tense and pronoun).

Chapter three is research methodology. Research methodology consists of the purpose of the study, the time and place of study, the population and sample of the study, the instrument of the research, the technique of collecting data, and the technique of data analysis.

Chapter four is research findings. They consist of data description, data analysis, and interpretation data.

CHAPTER II

THEORETICAL FRAMEWORKS

A. Grammar

1. Definitions of Grammar

Grammar is the natural, inherent meaning-making system of the language, a system that governs the way words come together to form meanings; grammar is also the study of that system, the various theories or perspective that attempt to understand and describe it.1

According to David Crystal in the Cambridge Encyclopedia of Language, “Grammar is a device of some sort for producing the sentences of the language under analysis.”2

David Nunan defined in Second Language Teaching and Learning Grammar as “A description of the structure of a language and the way which linguistic unit such as words and phrases are combined to produces sentences in the language.”3

1

Craig Hancock, Meaning-Centered Grammar, (London: Equinock Publishing ltd, 2005), p. 6.

2

David Crystal, The Cambridge Encyclopedia of Language, (New York: Cambridge University Press, 2003), 2nd, p. 88.

3

David Nunan, Second Language Teaching and Learning, (Boston: Heinle publisher, 1999), p. 97.

make within sentences.4

Scott Thornburry in Uncovering Grammar stated “Grammar is a system of rules (or patterns) which describe the formation of a language sentences.”5

According to many English dictionaries:

a. Grammar is the study of the classes of words, their inflections, and their functions and relations in the sentence.6

b. Grammar is the study and practice of the rules by which words change their forms and are combined into sentences.7

From all definitions above, it can be concluded that grammar is the study of the systematic rules which describe the way words change their form and are combined into good sentences. It is as a tool that must be learnt by students to master English.

2.Types of Grammar

According to David Crystal in The Cambridge Encyclopedia of Language, grammar is divided into six types:8

1. Descriptive Grammar: An approach that describes the grammatical constructions that are used in language, without making any evaluative, judgments about their standing in society.

2. Pedagogical Grammar: A book specifically designed for teaching a foreign language, or for developing an awareness of the mother tongue.

3. Prescriptive Grammar: A manual that focuses on constructions where usage is divided, and lays down rules governing the socially correct use of language.

4. Reference Grammar: A grammatical description that tries to be as comprehensive as possible, so that it can act as a reference book for those interested in establishing grammatical facts (in much the same way as a dictionary is used as a ‘reference lexicon’).

5. Theoretical Grammar: An approach that goes beyond the study individual languages, to determine what constructs are needed in order to any kind of grammatical analysis, and how these can be applied consistently in the investigation of a human language

4

http://grammar about.com, 2 November 2009 5

Scott Thornburry, Uncovering Grammar, (Oxford: Macmillan Publisher, 2001), p. 1. 6

Merriam Webster’s Collegiate Dictionary eleventh edition, New York, 2003. p. 543. 7

Longman Dictionary of Comtemporary English International Student Edition (England: longman group, 1980), p.494.

8

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6. Traditional Grammar: A term often used to summarize the range of attitudes and methods found in the period of grammatical study before the advent of linguistics science.

In addition, the following are the other types of grammar that was found by the writer from internet, there are ten types of grammar;9

1. Comparative Grammar: The analysis and comparison of the grammatical structures of related languages.

2. Generative Grammar: The rules determining the structure and interpretation of sentences that speakers accept as belonging to the language.

3. Mental Grammar : The generative grammar stored in the brain that allows a speaker to produce language that other speakers can understand.

4. Pedagogical Grammar: Grammatical analysis and instruction design for second language students.

5. Performance Grammar: a description of the syntax of English as it is actually used by speakers in dialogues.

6. Reference Grammar: A description of the grammar of a language, with explanations of the principles governing the construction of words, phrases, clauses, and sentences.

7. Theoretical Grammar: The study of the essential components of any human language.

8. Traditional Grammar: The collection of prescriptive rules and concepts about the structure of the language.

9. Transformational Grammar: A theory of grammar that accounts for the constructions of a language by linguistic transformations and phrase structures.

10. Universal Grammar: The system of categories, operations and principles shared by all human languages and considered to be innate.

Based on various types above, it can be concluded that all types of grammar have their own point of view. However, they are concerned with their own aims and functions.

B. Reported Speech

1. Meanings of Reported Speech

Reported speech refers to reproducing the idea of another person’s words. Not all of the exact words are used: verb forms and pronoun may change.10

9

http://www.grammar.about.com 2 November 2009 10

Betty Schrampfer Azar, Fundamental of English Grammar, (UK: Prentice Hall, 1992), 2nd ed, p.366.

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.11

Betty Schramper Azar stated in Understanding English Grammar, “Reported Speech refers to using a noun clause to report what someone has said.”12

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.”13

Reported Speech (also called Indirect Speech) is used to communicate what someone else said, but without using the exact words.14

It can be known from several definitions above that reported speech is to quote somebody’s idea or thoughts without exactly repeating the exact word produced by the speaker.

2. The Kinds of Speech

When one wishes to report what someone else says or has said (thinks or has thought) or what one said or thought on a previous occasion oneself; two ways are open to one, either to give the exact words: direct speech, or to adapt the words according to the circumstances in which they are new quoted: indirect speech.15 In other word, there are two main ways of reporting people’s words, thoughts, and beliefs:

a. Direct Speech

It may be given the exact words (more or less) that were said, or imagine that were thought. This kind of structure is called “direct speech”

11

Michael Swan, Practical English Usage, (Oxford University Press, 1980), p. 533. 12

Betty Schrampfer Azar, Understanding And...,p. 275. 13

A.J. Thompson and A.V. Martinet, A Practical English Usage, (New York: Oxford University Press, 1986), 4th ed, p.269.

14

http://www.usingenglish.com/glossary/reported-speech.html, 2 November 2009 15

Otto Jespersen, Essentials English Grammar, (London: George Allen &Unwin Ltd Publisher, 1954), p.260.

12

Direct speech conveys exactly what someone has said, often to dramatize and to create sense immediacy. It is found in newspaper reports, fiction, and oral narratives.16

Example:

So he said, ‘I want to go home,’ and just walked out. Did she say, ‘What do you want?’17

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.18

In direct speech, usually the words quoted are introduced by one of the words say or think, put before the quotation. In writing, quotation marks (‘...’ or “...”) are used. In literary writing, a large number of other verbs are used (to add variety and to give additional information); for example, ask, exclaim, suggest, reply, cry, reflect, suppose, grunt, snarl, hiss, and whisper.

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 necessary. This kind of structure is called ‘indirect speech’ or ‘reported speech’.19

Example:

So he said that he wanted to go home, and just walked out. Did she just ask what I wanted?

Commas are not put before that, what, where, etc in indirect speech structures.

Example:

Everybody realised that I was a foreigner. (Not Everybody realised that,..)

16

Martin Parrot, Grammar for English Language Teacher, (London: Cambridge University Press, 2000), p.217.

17

Michael Swan, Practical English Usage, (Oxford University Press, 1995), p.500. 18

Michael Swan, Practical English..., p. 471. 19

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 is found in newspaper reports, fiction, talking, or writing about conversation, reports, articles or speeches that have been heard or read.20

In reported speech, the tenses, word-order, pronouns and other words may be different from those in the original sentence.21

Example:

Direct Speech Reported Speech

He said, ‘I am going home.’ He said he was going home. ‘Is it raining?’ He asked if it was raining. He said ‘I love you.’ He said he loved me.

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.22 The most neutral and most common verbs to use to introduce 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) whereas it has to use an indirect object after tell. It is better to choose to tell when to draw attention specifically to the person who is being addressed.

Example:

He said (that) he was ill. He told me (that) he was ill.23

Here is a list of reporting verbs which can be used to report what people say:24

Table .2.1

The List of Reporting Verbs

Acknowledge Add Admit Advise Agree Concede Confess Confirm Continue Convince Imply Inform Inquire Insists Instruct Predict Proclaim Promise Propose Reassure Say Scream Shout Shriek State 20

Martin Parrot, Grammar for..., p.217. 21

Michael Swan, Practical English..., p. 533-534 22

John Sinclair, Collins Cobuild Grammar, (London: Harper Collins, 1990). P.314. 23

Martin Parrot, Grammar for English..., p. 217-218. 24

14 Announce Answer Argue Ask Assert Assure Beg Begin Boast Call complain Cry Decl are Decree Demand Deny Describe Direct Discuss Dispute Enquire Explain Invite Maintain Mention Mumble Murmur Muse Mutter Note Notify Object observe Order Recall Recite Recommend Record Refuse Remark Remind Repeat Reply Report Request Stipulate Storm Suggest Swear Teach Tell Threaten Urge Vow Warn Yell

The following table is some common changes in expression of time in indirect speech:25

Table.2.2

The Common Changes of Expression Time

Direct Speech Indirect Speech

Today That day

Yesterday The day before

The day before yesterday Two days before

tomorrow The next day/the following day The day after tomorrow In two days’ time

Next week/year, etc. The following week/year, etc. Last week/year, etc. The previous week/year, etc.

A year, ago, etc. A year before/ the previous year

But if the speech is made and reported on the same day these time changes are not necessary.

Example:

At breakfast this morning he said, ‘I’ll be very busy today’

At breakfast this morning he said that he would be very busy today.

25

Question

a. Reported Question

As mentioned in chapter one, the writer limited her study only in reported question. Reported question is used when people want to relate a question that someone has asked.26 As well as reporting what someone says or thinks, it can be also reported a question that one asks or wonders about.

John Sinclair stated in Collins Cobuild Grammar, “Questions in report structures are sometimes called reported question or indirect questions.27

There are two main types of report structure for questions. One type of questions is called a ‘yes/no’question. These are questions which can be answered simply with ‘yes’ or ‘no’. The other type of question is called a ‘WH’-question. These are questions in which someone asks for information about an event or situation. ‘WH’ questions cannot be answered with ‘yes’ or ‘no’.28 The most common verbs for reporting questions are ask and want to know. Ones also use inquiryfor formal question and wonder for ask oneself.29

When one reports a ‘yes/no questions, he/she uses an ‘if’-clausebeginning with the conjunction ‘if’, or a ‘whether’-clause beginning with the conjunction ‘whether’. ‘If’ uses when the speaker has suggested one possibility that may be true. Meanwhile, ‘whether’ uses when the speaker has suggested one possibility but has left open the question of other possibilities.30

There are a few verbs which can be used before ‘if’-clauses or ‘whether’-clauses, because they refer to being unsure of facts or to discovering facts.

Here is a list of other verbs which can be used before ‘if’-clauses and

‘whether’-clauses:31

26

http://. www.bbc.co.uk 25 april 2010 27

John Sinclair, Collins Cobuild..., p. 322. 28

John Sinclair, Collins Cobuild..., p. 323. 29

Mark Folley &Diane Hall, Longman advanced Learner’s Grammar, (Pearson Education Limited:2003), p. 114.

30

John Sinclair, Collins Cobuild..., p. 323 31

16

Table.2.3

The Verbs Used Before ‘If’ and ‘Whether’-Clauses

Discover Remember See

Know Say Wonder

On the other hand, when ones report a ‘WH’ question, he/she uses a ‘WH’ word at the beginning of the reported clause. There are few verbs which can be used before clauses beginning with ‘WH’ words, because they refer to knowing, learning, or mentioning one of the circumstances of an event or situation.

Here is a list of verbs which can be used before clauses beginning with ‘ WH’-words.32

Table.2.4

The Verbs Used before Clauses Beginning ‘WH’-words

Decide Forget Realize Suggest

Describe Guess Remember Teach

Discover Imagine Say Tell

Discuss Know See Think

Explain Learn Wonder Understand

And the following are the form of grammar for reported question:33

1) Normal word order is used in reported questions, that is, the subject comes before the verb, and it is not necessary to use 'do' or 'did': Example: “Where does Peter live?”

She asked him where Peter lived.

2) Yes / no questions: This type of question is reported by using ask + if / whether + clause:

Example: "Do you speak English?" He asked me if I spoke English.

32

John Sinclair, Collins Cobuild..., p. 324 33

He asked me whether I was British or American.

3) Question words: This type of question is reported by using ask +question word + clause. The clause contains the question, in normal word order and with the necessary tense change.

Example: "What is your name?" he asked me. He asked me what my name was.

"How old is your mother?” he asked. He asked how old her mother was.

Note: When someone reports questions with ‘who, what or which’ + to be+ complement, the verb ‘to be’ can come before or after the complement.34

The other changes to note when one reports the question is that there is no inversion (or change of the word order) of subject and verb in reported speech and no do/does/didwhen the question is reported.35 On the contrary, do can be used in indirect negative questions, as a negative auxiliary.36

In addition, when someone reports another person’s words in indirect question, he/she often has to change the tenses and pronouns used in the direct question.

Here is a list of characteristic changes in tense forms:37

Table.2.5

The Characteristics Changes in Tense

Direct Question Indirect/Reported Question

Simple Present

‘What is the matter?’

Simple Past

She asked me what the matter was

Simple Past Past Perfect

34

http://www.eslbase.com 12 Desember 2009 35

http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit, 2 November 2009 36

Michael Swan, Practical English.., p. 506. 37

18

‘How did you make this salad?’

I wondered how she had made that salad.

Present Perfect

‘Have you bought a new outfit for it?’

Past Perfect

She wondered whether I had bought a new outfit for it.

Present Progressive ‘Where are you going?’

Past Progressive

I wanted to know where she was going.

Future

‘Will you be in Paris on Monday?’

Conditional

He asked me if I would be in Paris on Monday.

Here is some commons change in pronouns and possessive adjectives:38

Table.2.6

The Changes of Pronoun and Possessive Adjectives

Direct Question Indirect/Reported Question

I He or she

Me Him or her

My His or her

we They

Then, pronoun and possessive adjectives, of the 1st and 2nd persons, are all turned into the 3rd personsin the indirect form, as follows:39

a. I, you, (singular) my, your turn into he, she, his, her, their. b. We, you (plural), our, your turn into they, their.

In addition, when one reports the question, the word order is generally the same as that of statements.40 Reported questions do not have the same word –

38

Martin Parrot, Grammar For English..., p. 223. 39

Llewelyn Tipping A. Menezes, Marticulation..., p.108. 40

Question mark are not used.41

Example: ‘Do you have the time, please?’ Someone asked me if I had the time

C. The Students’ Difficulties in Learning Reported Question 1. Definitions of learning

Learning is a relatively permanent influence on behavior, knowledge, and thinking skills, which comes about through experience.42

According to Cronbach in his book Educational Psychology he stated, “Learning is shown by a change in behavior as a result of experience”. It is as Harold Spears stated “Learning is to observe, to read, to imitate, to try something themselves, to listen, to follow direction”.43

Learning is a change in organism due to experience which can affect the organism’s behavior.44

According to Wittig in his book Psychology of Learning he defined learning as “Any relatively permanent change in an organism’s behavioral repertoire that occurs as a result of experience.” 45

Learning is acquiring new knowledge, behaviors, skills, values, preferences or understanding, and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves.46

In addition, there is another of many experts in psychology who have defined the definition of learning as follows:47

41

Michael Swan, Practical English.., p. 536. 42

John W. Santrock, Educational Psychology, (McGraw-Hill: 2004), p. 210. 43

Drs. Sumardi Suryabrata Phd, Psikologi Pendidikan, (Raja Grafindo Persada: 2008), p.230

44

Drs. Muhibbin syah M.Ed, Psikologi Pendidikan Suatu Pendekatan Baru, (Bandung: Remaja Rosdakarya, 1995), p. 89.

45

Drs. Muhibbin syah M.Ed, Psikologi Pendidikan..., p.89-90. 46

http://en.wikipedia.org/wiki/Learning 47

20

a.Skinner (1958) defined “Learning is a process progressive behavior adaptation.”

b.Kimble defined “Learning is a relative permanent change in behavioral potentiality occurs as a result of reinforced practice.”

c.Horgen (1984) defined “Learning can be defined as any relatively, permanent change in behavior which occurs as a result of practice or experience.”

From several definitions above, it can be concluded that learning is a process to acquire new knowledge, behavior, skill and understanding through experience and practice in progressive.

2.Learning difficulty

Learning activity is not always going properly for students, sometimes it does well and sometimes it does not do well. Once, they understand the material they learn easily and the other time they are hard to understand it.

Learning difficulty happened when students can not study as usual. It is a lack that can not be seen physically. Learning difficulty is not always caused by low intelligence factor but it is also caused by another factor outside intelligence. Therefore, high intelligence is not always guarantee successful learning.

In other word, it can be concluded that learning difficulty is a condition of learning process that is signed by certain obstacle in learning achievement.

In fact, in teaching and learning activity it is often found some students who face difficulty in their learning. In this case, it can be seen from their learning achievement or score. Commonly they will get low score when they face the difficulty in learning. As in English subject, some students will face the difficulty in learning it because Indonesian language has not grammatical form like English language.

Generally, the causal factors of learning difficulty are divided into two categories, as follows:48

48

It includes of disruption or lack of students psycho-physic:

1) Cognitive, such as, intellectual low capacity of students intelligence.

2) Affective, such as, the unstable emotional of behavior students. 3) Psychomotor, such as, the students have disruption in sense. Ex.

Sightless and deaf.

b. Student External Factor

It includes of all situations and conditions in students’ environment which is not advocated their learning activity. Those factors are divided into three categories, as follows:

1) Family Environment, such as, inharmonious relationship between father and mother, and low economics.

2) Social Environment, such as, the students live in slum area and they have a naughty friends.

3) School Environment, such as, the location of school is close to market, the school building is not good, and lack of learning facilities.

3. Difficulty in the Changes of Tenses and Pronoun

When one reports another person’s words in indirect speech, he/she often changes the tenses and pronouns used in the direct speech.

It is as Llewellyn Tipping and Menezes stated in Matriculation English, “When turning the direct into indirect form certain grammatical changes have to be made.49

In addition, several changes are usually made in converting direct speech to indirect speech. If the time of reporting is expressed as later than the time of the utterance, there is generally a change of verb forms. The change is termed

49

22

backshift, and the resulting relationship of verb forms in the reporting and reported clause is known as the sequence of tense.50

A change of speaker may mean a change of pronoun. A change of time may mean a change of tense; the person reporting uses tenses that relate to the time when he/she is making the report, not to the time when the original words were used.51 In other word, when one turns direct question into indirect question, the following changes are necessary. Tenses, pronouns, possessive adjective, adverbs of time and place change as in statements.

Martin Parrot stated in Grammar for English Language Teacher, “Learner is sometimes confused by the tense and pronoun changes that can occur in reported speech, particularly if their first language doesn’t involve making similar or parallel changes.”52

From the statements above, it can be concluded that the grammatical changes that occur in converting direct into indirect question becomes one difficulty for students whose their mother tongue or first language does not have grammatical changes in reporting somebody’s word or question.

50

Sidney Greenbaum & Randolph Quirk, A Students Grammar of The English Language, (England: Longman Group, 1990), p. 298-299.

51

Michael Swan, Practical English..., p. 501-502. 52

CHAPTER III

RESEARCH METHODOLOGY

A. The Purposes of the Study

This study is entitled “An Analysis on Students’ Difficulties in Learning Reported Speech”. Then, the purposes of this study as follows:

1. To know the difficulties encountered by the first year students of MA Pembangunan UIN Jakarta in learning reported speech.

2. To find out the reason why the students face the difficulties.

B. The Time and place of the study

The writer conducted her research at MA Pembangunan UIN Syarif Hidayatullah which is located on Jl. Ibnu Taimia IV Ciputat, South Jakarta. The research was carried on 22 February up to 15March 2010.

C. The Population and sample of the study

In this study the writer took the population of the first year students of MA Pembangunan UIN Jakarta. The students consist of two classes. The number of the first year students of MA Pembangunan UIN Jakarta is 71.

The writer decided not to take the whole population as sample in her study. She only took one class which consists of 35 students. Unfortunately, there

24

were five absent when the writer gave the test. Therefore, the sample is 30 students. The sample is taken by using cluster sampling technique and the determining of class that will be studied based on the policy and ease from the school.

D. The Instrument of the Research

In her research, the writer used test as an instrument to obtain the data, she made the test about reported speech. The writer gave a written test focused on the subject matter that would be studied. The test consists of 20 questions. It is divided into two parts. The first part consists of ten questions asking the students to change the direct question into reported question with the suitable tenses. The second part consists of other ten questions directing the students to complete the sentences by filling in the blank spaces with the suitable pronouns.

E. The Technique of Collecting Data 1. Observation

In this way, the writer observed the school where the research would be studied out in order to obtain the accurate data that can support her study, such as monitoring how the teaching and learning process and students’ behavior in learning.

2. Giving English test

The writer gave the written test to know what kinds of difficulties that students faced in learning reported question and to get the frequency of error in answering the test in order to know the average of students’ difficulties.

3. Interview

The writer interviewed an English teacher and some students who got bad and good scores to reinforce the analysis and to find out the reasons why the students faced the difficulties in learning reported speech especially on reported question.

The technique of data analysis used by the writer in this research is descriptive analysis technique (percentage), she used formula as follows:

P = F X 100 % N

P = Percentage

F = Frequency of wrong answer

N = Number of sample which is observed

After having the frequency and percentage of difficulty, the writer then looked for the average mark by using formula:

P = F X 100 % N X n

P = Percentage

F = Frequency of wrong answer N = Number of sample

n = Number of items test

Besides the percentage, she also uses the result of interview and observation for analyzing the students’ difficulties.

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

In this chapter, the writer will report the description of data. These two parts of test were given to take student’s score in reported question;

1. Part A : To test student’s ability to change the direct question into indirect question by applying the rule for sequence of tenses in its transformation. 2. Part B : To test student’s ability to change the direct question into indirect

question by using suitable pronoun in its transformation.

Having done the test, the writer collected the data needed. The data covered the reported question areas. After that, the writer analyzed students’ difficulties in reported question, and calculated the difficulties by tabulating and calculating the result of errors. Finally, the writer changed the result of the difficulties into percentage.

The following table is the classification of each item about the test of reported question into area tested.

Table 4.1:

Area Tested of Reported Question and Each Item

No Reported Question Number of

Item

I. Part A

Change the direct question into indirect question by applying the rule for sequence of tenses:

¾ Simple Present changes into Simple Past

¾ Present Continuous changes into Past Continuous

¾ Present Perfect changes into Past Perfect

¾ Present Perfect Continuous changes into Past Perfect Continuous

¾ Simple Past changes into Past Perfect

¾ Future changes into Conditional

1, 8, 9 4 3, 6 10 2, 5 7

II. Part B

Change the direct question into indirect question with suitable pronouns:

¾ The 1st and 2nd person turns into 3rd person;

• My turns into Her/ His

• You turns into He, She, They, and Me

• We turns into They • I turns into He/She • Me turns into Him/Her

1

5, 4, 3, 6, 7, 8 2

9 10

In the table, the test consists of 20 questions which are divided into two parts. First is part A, it consists of 10 questions. It focuses on the change of tense, the number 1, 8, 9 concerns to the change of simple present into simple past. In the change present continuous into past continuous is in number 4. The number 3 and 6 in the change present perfect into past perfect. In the change present perfect continuous into past perfect continuous is in number 10.The number 2 and 5 in the change simple past into past perfect. In the change future tense into conditional is in number 7.

Then, the part B consists of 10 questions. It focuses on the change of pronoun. The number 1 concerns to the change of pronoun “My” turns into “Her/His”. In the change of pronoun “You” turns into “He, She, They, Me” each of those pronoun are in number 5, 4, 3, 6, 7, 8. The number 2 concerns to the change of pronoun “We” turns into “They”. In the change of pronoun “I” turns

28

into “He and She” in number 9. And the last the number 10 concerns to the change of pronoun “Me” turns intoHim or Her.

B. Data Analysis

After the writer did the research, she got the English test score, the frequency and percentage of students’ difficulty in the change of tenses and pronouns of reported question.

TABLE 4.2

Student’s Score of Test Result

No Sample Score No Sample Score

1 Student 1 50 16 Student 16 70

2 Student 2 45 17 Student 17 55

3 Student 3 40 18 Student 18 35

4 Student 4 55 19 Student 19 40

5 Student 5 50 20 Student 20 50

6 Student 6 50 21 Student 21 75

7 Student 7 40 22 Student 22 55

8 Student 8 60 23 Student 23 50

9 Student 9 50 24 Student 24 40

10 Student 10 45 25 Student 25 70

11 Student 11 80 26 Student 26 55

12 Student 12 55 27 Student 27 50

13 Student 13 60 28 Student 28 40

14 Student 14 40 29 Student 29 60

15 Student 15 50 30 Student 30 55

Average 52,33

Highest

Score 80

Based on the table 4.2 above, the writer got the English score from the test about reported question that had average score 52.33, the highest score is 80 and the lowest score is 35.

After the writer got the students’ test score, she analyses the students’ error. Then, she counts the number of difficulties. She processes the calculation of result of the test by changing the result into percentage.

Next, in the explanation below, the writer would like to analyze about students’ difficulties when the students learn reported question with the

observation, test, and interview. Then, the analysis as follows:

a. Observation

The writer observes the students’ activity when they were in the teaching-learning process. From the observation, the writer could state that the atmosphere of the study didn’t support the students to learn effectively. It happened because learning activity is not going well for students, sometimes the students paid attention and sometimes they didn’t pay. There were some students made noise by talking or joking with each other during the teacher explained about the reported question.

b. Test

1. Change of tense

The following table will present the frequency of difficulties in the change of tense and pronoun in reported question.

TABLE 4.3

The Frequency of Difficulty in the Change Tense of Reported Question

No Tenses Item

Number

Frequency of Difficulty

(F)

Percentage of Difficulty

(P)

30

into Simple Past

2. Simple Past changes into

Past Perfect 2 20 10.2%

3. Present Perfect changes

into Past Perfect 3 16 8.2%

4.

Present Continuous changes into Past

Continuous

4 15 7.7%

5. Simple Past changes into

Past Perfect 5 21 10.7%

6. Present Perfect changes

into Past Perfect 6 16 8.2%

7. Future changes into

Conditional 7 24 12.2%

8. Simple Present changes

into Simple Past 8 22 11.2%

9. Simple Present changes

into Simple Past 9 23 11.7%

10.

Present Perfect Continuous changes into Past Perfect

Continuous

10 21 10.7%

Total 10

Items 196 100%

The table above shows about the students’ error answers in the change tense of reported question. It consists of 10 questions. The explanation from the table above is that in item number 1 there are 18 error answers (9.2%), in number 2 there are 20 error answers (10.2%) and 16 error answers (8.2%) in number 3. Then, in number 4 there are 15 error answers (7.7%) and 21 error answers (10.7%) in number 5. There are 16 error answers (8.2%) in number 6, 24 error

answers (12.2%) in number 7, 22 error answers (11.2%) in number 8, 23 error answers (11.7%) in number 9 and 21 error answers (10.7%) in number 10).

The percentage of error in number 4 is the lowest that is 7.7 % and it also known that number 7 as the highest one with percentage 12.2%.

To look for the whole average of error in the change of tenses in reported question, the writer uses the formula below:

P = F x 100 % NX n

P = 196_ x 100 % 30 X 10

P = 196 x 100 % 300

P = 65%

From the data above, it can be concluded that there are 65 % students who got difficulty in the change of tense. After the writer got the average, she would like to analyze the difficulty of each item in the change of tense in reported question as follows:

1. In item number 1, there were 18 students or (9.2%) who faced the difficulty in the change of simple present to simple past.

2. In item number 2, there were 20 students or (10.2%) who faced the difficulty in the change of simple past to past perfect.

3. In item number 3, there were 16 students or (8.2%) who faced the difficulty in the change of present perfect to past perfect.

4. In item number 4, there were 15 students or (7.7%) who faced the difficulty in the change of present continuous to past continuous.

5. In item number 5, there were 21 students or (10.7%) who faced the difficulty in the change of simple past to past perfect.

6. In item number 6, there were 16 students or (8.2%) who faced the difficulty in the change of present perfect to past perfect.

7. In item number 7, there were 24 students or (12.2%) who faced the difficulty in the change of future to conditional.

32

8. In item number 8, there were 22 students or (11.2%) who faced the difficulty in the change of simple present to simple past.

9. In item number 9, there were 23 students or (11.7%) who faced the difficulty in the change of simple past to past perfect.

10.In item number 10, there were 21 students or (10.7%) who faced the difficulty in the change of present perfect continuous to past perfect continuous.

Then, after the writer analyzed the frequency and got the average of difficulty in the change tense in reported question. She would like to analyze the frequency of difficulty in the change of pronoun. The following table is the frequency of difficulty in the change of tense in reported question.

Table 4.4

Frequency of Difficulties in the Change of Pronoun in Reported Question

No The Changes Of

Pronoun In Reported Question

Item Number

Frequency of Difficulties

(F)

Percentage of Difficulties

(P)

1 My turns into Her 1 8 7.6%

2 We turns into They 2 8 7.6%

3 You turns into she 3 10 9.6%

4 You turns into she 4 12 11.5%

5 You turns into He 5 7 6.7%

6 You turns into They 6 9 8.6%

7 You turns into Me 7 6 5.7%

8 You turns into Me 8 9 8.6%

9 I turns into He 9 10 9.6%

10 Me turns into Him 10 25 24.5%

The table above shows about the students’ error answers in the change pronoun of reported question. It consists of 10 questions. The explanation from the table above is that in item number 1 there are 8 error answers (7.6%), in number 2 there are 8 error answers (7.6%) and 10 error answers (9.6%) in number 3. Then, in number 4 there are 12 error answers (11.5%) and 7 error answers (6.7%) in number 5. There are 9 error answers (8.6%) in number 6, 6 error answers (5.7%) in number 7, 9 error answers (8.6%) in number 8, 10 error answers (9.6%) in number 9 and 25 error answers (24.5%) in number 10).

The percentage of error in number 7 is the lowest that is 5.7% and it also known that number 10 as the highest one with percentage 24.5%.

To find out the average of total frequency error made by the students in change of pronoun, the writer uses the formula below:

P = F x 100 % N X n

P = 104_ x 100 % 30 X 10

P = 104 x 100 % 300

P = 34 %

From the data above, it can be inferred that there are 34 % students who got difficulty in the change of pronoun in reported question. After the writer got the average, she would like to analyze the difficulty of each item in the change of pronoun in reported question as follows:

1. In item number 1, there were 8 students or (7.6%) who faced the difficulty in the change of pronoun “My turns into Her”.

2. In item number 2, there were 8 students or (7.6%) who faced the difficulty in the change of pronoun “We turns into They”.

3. In item number 3, there were 10 students or (9.6%) who faced the difficulty in the change of pronoun “You turn into She”.

4. In item number 4, there were 12 students or (11.5%) who faced the difficulty in the change of pronoun “You turn into She”.

34

5. In item number 5, there were 7 students or (6.7%) who faced the difficulty in the change of pronoun “You turns into He”

6. In item number 6, there were 9 students or (8.6%) who faced the difficulty in the change of pronoun “You turn into They”.

7. In item number 7, there were 6 students or (5.7%) who faced the difficulty in the change of pronoun “You turn into me”.

8. In item number 8, there were 9 students or (8.6%) who faced the difficulty in the change of pronoun “You turn into me”.

9. In item number 9, there were 10 students or (9.6%) who faced the difficulty in the change of pronoun “I turn into Him”.

10.In item number 10, there were 25 students or (24.5%) who faced the difficulty in the change of pronoun “Me turns into Him”.

Then, the following below is the analysis of the reason why the students faced the difficulty in learning reported question that the writer got from by giving oral question to some students and the English teacher.

c. Interview

To find the reasons why students got difficulties in learning reported question, the writer did the interview. She interviewed the English teacher of MA Pembangunan and 15 students of class X-B. They consisted of 10 students who got low score and 5 students who got high score. In doing her interview, the writer proposed 6 questions related to the topic which must be answered clearly by the teacher and students.

After the writer finished interviewing some students, the writer found the reasons why students got difficulties in learning reported question.

It was happened because there were many students haven’t mastered yet about the rule for sequence of tenses and the change of pronoun, so that the students felt hard to apply the right tenses and pronoun in transforming direct speech into indirect or reported question. They noticed that they were still confused to change the time from the original question uttered to the time of the question which is reported and also to change the speaker or the 1st and 2nd person

turned into 3rd person. In other word, they still felt difficult to apply the tenses and pronoun correctly in converting direct question into reported question.

Finally, the internal factor and external factor influenced the students’ difficulties in their learning. First, they faced the difficulties because of their worse mind set or opinion. They believe that grammar is difficult subject. Then, they have low enthusiasm and motivation in learning reported question. Lastly, they have not understood yet the explanation given by the teacher because of the noisy class. It made them doesn’t have much attention to the teacher’s explanation.

C. Data Interpretation

After classifying the items into area tested and analyzing the frequency and percentage of difficulty in each item, the writer presented the all kind of difficulty in learning reported question as follows:

Table. 4.5

The Average of Difficulty in Learning Reported Question

No. The Difficulty Average of Difficulty

(%)

1. The change of tense in transformation

direct question into reported question 65 %

2. The change of pronoun in transformation direct question into

reported question

34 %

The table above shows that many students faced the difficulty in the change of both tense and pronoun. There are 65 % students who faced the difficulty in the change of tense in transformation direct question into reported question and 34 % students who faced the difficulty in the change of pronoun in the transformation direct question into reported question. And, it also shows that the range of their percentage is not too wide. Furthermore, the average of the

36

overall difficulties faced by the students are the highest is 65% in the change of tense and the lowest is 34% in the change of pronoun. Therefore, the writer can interpret that most of the first year students of MA Pembangunan were still hard to change the tenses in the right form when they transformed direct question into reported question. It means they have not mastered yet the rule. Then, from the interview and observation can be seen that the students’ difficulties is came from internal and external factor. They have worse mind set in learning grammar. They believe that grammar is difficult subject and the noisy class is made by the student caused ineffective learning process.

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusions

Based on data analysis which is discussed in the previous chapter, the writer would like to conclude as follows:

1. Some students of MA Pembangunan UIN Jakarta still faced difficulty in learning reported speech especially when they transformed the direct question into indirect question. The data result shows that the difficulty in the change of tenses has the highest percentage of error. It was about 65 % error was made by students. Therefore, it is collocated the difficulty in the change of tense in the first rate while the difficulty in the change of pronoun in the second for about 34%. Then, it means reported question is a subject that still hard enough for students because its high percentage of error especially in changing tense and it is also caused the rate of the students mastery in this subject is not too high.

2. According to the observation and interview data, the writer got the reason why they faced difficulties as follows:

38

9 Internal factor: They have the worse mind set that grammar is difficult subject of course it influences their motivation in learning. They confused about the rule in the change of tense and pronoun in transforming direct question and reported question.

9 External factor: They have less attention to teachers’ explanation because some students make noisy when they were in learning process.

B. Suggestions

Based on the conclusion above, the writer would like to give some suggestions as follows:

1. The teacher should change students’ opinion about grammar as it has already discussed before.

2. The teacher should create the class comfortable for studying and do an improvisation to attract students’ enthusiasm and motivation in teaching-learning process.

3. The teacher should give more exercise and explanation about reported speech especially reported question to the students who got bad scores.

Prentice Hall Regents, 1992.

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To create MP UIN Jakarta as an elementary and secondary institute which has a superior and foremost quality in islamic, scientific, and nationality founding by appreciating students’ potential and the development of globalization era.

B. Mission

9 To create an elementary and secondary school which is expected to produce a faithful graduate who has competitive skill and comparative predominance.

9 To develop physical health in order to curve a balance between scientific energy and physical students development, and to afford brilliant,powerful and healthy students.

9 To conduct a curriculum innovation as much as possible by accentuating in Islam, science, and technology development, and to appreciate the globalization based on Indonesia identity.

9 To create an educator as a professional teacher who master scientific, teaching skill, pedagogic personality and global communication based on spirit of good character or moral.

9 To create an establishment toward a professional teacher who master a science which support her/his duty, ethic work, and religious.

9 To create a serious effort to provide the facilities of teaching learning activity in order to give the students an oppurtunity to follow the learning activity broadly to make the school as a center of learning.

9 To build an autonomous self and team work through several learning activity both of intracurricular and exstracurriculer.

C. Curriculum

The curriculum of MP UIN Jakarta is a curriculum of DEPAG which is combined by curriculum of

DIKNAS and it is managed with the vission and mission of MP UIN Jakarta.

D. School’s facilities

• The Classrooms

• The Headmaster’s room

• The Vice of Headmaster’s room • The Teacher’s room

• Musholla • Library • Basket field

• Computer Laboratory • Physics Laboratory

E. Teachers’ name

• English : Isma Maryam S.Pd

•Mathematic : Ahmad Sohibul Wafa S.Pd

Denden Permana S.Pd

Physics : Iwan Permana M.Pd

Chemical : Fitriyuni Siregar S.Pd

Tonih Feronika M.Pd

Biology : Eny S. Rosyidatun S.Si, M.A

Putri Nuryani S.Pd

History and Sosiology : Wage Wardana S.Pd

Geography : Dra. Tri Sunarsih

Economy : Tri Harjawati M.pd

Counseling : Dra. Sumarji

Civic Education : Zaki Mubarok S.Pd Islamic Education : Ade Masturi M.A Arabic Language : Zakariya S.Pd.I Indonesian Language : Drs. Samingan

Nidya Khoerina S.Pd Japan Language : Dini Andriani S.S

Hasil Wawancara

Date : 14 April 2010

Place : Classroom

Interviewer : Ms. Isma Maryam S.pd.

1. Sejak kapan ibu mengajar di sekolah MA Pembangunan UIN Jakarta?

Jawaban: Sejak Februari 2008

2. Bagaimanakah antusiasme atau ketertarikan siswa terhadap mata pelajaran bahasa Inggris ketika berada didalam kelas?

Jawaban: Antusiasme anak berbeda pada setiap pertemuannya jadi setiap kali mengajar harus ada sesuatu yang menarik yang dapat membuat mereka bersemangat dan termotivasi dalam belajar.

3. Apa sajakah fasilitas yang tersedia disekolah ini yang dapat menunjang anak didik anda dalam belajar bahasa Inggris?

Jawaban: Internet connection yang dapat memberikan siswa kesempatan mengetahui banyak hal perihal bahasa Inggris, DVD pengajaran b. Inggris, LCD yang tersedia di setiap kelas yang memungkinkan guru mengeksplore lebih luas.

4. Apa buku teks yang ibu gunakan sebagai sumber bahan ajar untuk mengajar pelajaran bahasa Inggris?

Jawaban: Link to the world by yudisthira

5. Seberapa pentingkah pengajaran grammar bagi siswa anda menurut sudut pandang ibu?

Jawaban : Setiap aspek mempunyai peranan yang penting dalam pengajaran tidak terkecuali grammar. Jadi walaupun tidak termaktub dalam SK dan KD saya rasa grammar tetap harus diajarkan di sekolah.

6. Kendala apa sajakah yang ibu rasakan, ketika mengajarkan materi grammar?

Jawaban: Siswa sudah mempatri bahwa grammar sulit jadi karena pikiran-pikiran tersebut perlu pengulangan dalam penjelasannya selain itu jarangnya mereka mempraktekkan grammar membuat mereka cepat lupa.

7. kesalahan-kesalahan apa saja yang sering dilakukan siswa dalam mempelajari reported question?

Hasil Wawancara Date : 26 April 2010

Place : Classroom

1. Bagaimana pendapatmu tentang mata pelajaran Bahasa Inggris? Apakah kamu menyukai mata pelajaran Bahasa Inggris?

Jawab :

Student 1 : Bahasa Inggris sangat sulit. Suka.

Student 2 : Sangat menarik, saya tidak terlalu menyukai bahasa Inggris Student 3 : Iya suka, walaupun pel. B.Inggris sangat sulit

Student 4 : Bahasa Inggris sangat sulit. Suka

Student 5 : Sangat seru dan menyenangkan jadi saya suka Student 6 : mengasyikan, ya saya menyukainya

Student 7 : B.Inggris cukup menyenangkan tapi tergantung gurunya. Biasa aja, tdk terlalu suka dan tidak suka-suka bgt.

2. Apakah gurumu selalu memberikan latihan pelajaran Bahasa Inggris di kelas? Jawab :

Student 1 : Iya sering Student 2 : Sering tauu Student 3 : Kadang-kadang Student 4 :Kadang-kadang

Student 5 : Jarang, palingan games atau nerangin, kalau latihan juga ga terlalu banyak Student 6 : Selalu dan malahan sering

Student 7 : Iya

3. Apakah kamu dapat memahami penjelasan guru tentang materi reported question? Jawab :

Student 1 : Sedikit tetapi masih dapat memahami Student 2 : Tidak terlalu memahami

Student 3 : Kurang

Student 4 : Tidak terlalu memahami Student 5 : Sedikit-sedikit

Student 6 : Iya saya paham Student 7 : paham

4. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported question? Dimanakah letak kesulitannya?

Student 1 : Sedikit ketika harus merubah tensesnya Student 2 : agak sulit,perubahan tenses

Student 3 : kadang-kadang karena masih suka bingung untuk merubah ke bentuk kalimat yang benar

Student 4 : sedikit pas merubah verb nya Student 5 : biasa aja

Student 6 : Tidak kok

Student 7 : sedikit, dalam nentuin kata ganti nya

5. Cara belajar apa yang kamu sukai ketika belajar mata pelajaran Bahasa Inggris? Jawab :

Student 1 : Cara belajar yang santai atau ga bermain sambil belajar Student 2 : Belajar sambil bermain games

Student 3 : Berkelompok Student 4 : Berdialog

Student 5 : Games dan sedikit latihan Student 6 : Conversation

Student 7 : Belajar dan games

6. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported question?

Jawab :

Student 1 : Berisik suasananya jadi tidak kondusif Student 2 : Berisik

Student 3 : Suasananya sedikit gaduh

Student 4 : kadang memperhatikan guru, kadang bercanda Student 5 : Cukup nyaman

Student 6 : Menyenangkan Student 7 : Biasa aja

Test Instrument

A. Change the direct speech in each sentence to indirect speech; apply the rule for sequence of tenses carefully!

1. “Do you see what I see, Mary?” said the young man. ________________________________________ 2. “Who owned this revolver?” said the detective.

________________________________________ 3. “Have you turned the lamp off?” said the mother.

________________________________________

4. “Are you leaving today or tomorrow?” said his secretary. _______________________________________ 5. “Whose car did you borrow last night?” she said to him.

_________________________________________ 6. Mandy asked us, “Have you seen the movie ?”

__________________________________________ 7. Andrew asked, “Will you be in Paris on Monday?”

______________________________________ 8. Bella said, “What is your new house like?”

_________________________________________

9. The teacher asked, “How well does Miss Wang speak English?” ___________________________________

10. Anne said, “Have you been waiting for an hour?” _____________________________________

B. Fill in the blank spaces with the suitable pronoun!

1. “Where is my umbrella?” she asked. She asked where ______ umbrella was.

2. The woman asked the receptionist, “Where can we find the director’s office?” The woman asked the receptionist where could find the director’s office. 3. I said to her, “Do you understand that lesson?”

He asked her if ______understood that lesson.

4. “Where have you been?” the mother asked her daughter. The mother asked her daughter where______ had been. 5. “Which dresses do you like best?” she asked her boyfriend.

She asked her boy friend which dresses_____ liked best. 6. “What are you doing?” she asked them.

She wanted to know what_____ were doing. 7. “Are you going to the cinema?” he asked.

He asked (me) whether _____was going to the cinema. 8. “Where did you put my hat and gloves?” Martha asked.

Martha asked (me) where ______had put her hat and gloves. 9. “How can I get from the station to the airport?” she asked.

She asked (me) how______ could get from the station to the airport. 10.“How do you know me?” she asked.

Answer Key Part A:

1. The young man asked (me) whether I saw what he saw. 2. The detective asked the suspect who had owned that revolver. 3. The mother asked (me) whether I had turned the lamp off.

4. His secretary asked him whether he was leaving that day or the next day. 5. She asked him whose car you had borrowed the previous night.

6. Mandy asked us whether we had seen the movie.

7. Andrew asked (me) whether I would be in Paris on Monday. 8. Bella asked (me) what my new house was like.

9. The teacher asked us how well Ms. Wang spoke English. 10. Anne asked (me) if I had been waiting for an hour. Part B:

1. Her 2. They 3. She 4. She 5. He 6. They 7. I 8. I 9. She 10. Her