22 feedback about teaching methods and materials. The psycholinguistic aim is to
throw light on how languages are learned and produced. There are two major purposes to study learners’ errors Dulay et al., 1982,
p. 138. The first one is that it provides data from which inferences about the nature of the language learning process can be made. The second one is that it
indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract
most from a learner’s ability to communicate effectively.
B. Theoretical Framework
In this section the researcher will address the synthesis of all the theories to support her research. First of all, it is important to really understand what an
error means and how important it is to study students’ errors. The researcher learns that errors, as Dulay et al. explain 1982, p. 138, are the parts of a
conversation or composition which are inappropriate to a language’s rules. To pay attention to errors is necessary because it can help the teacher to give feedback to
students and, as Asher 1994, p. 740 points out, later it can help him improve his teaching methods and materials. Since it is not easy to examine which erroneous
utterances are errors and which are mistakes, the researcher decided to analyze all utterances which violated the rules of verb phrases.
To identify and examine students’ errors, an error analysis must be done. Error analysis is an activity aimed at identifying and “making use” of the errors
that the students produced. In this study the researcher attempts to conduct an
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23 error analysis on the Microteaching students’ speech or spoken language. After
collecting the errors, she uses Dulay’s classification of errors, namely omission, addition, misordering, misformation, interlingual errors, local errors, global errors,
and other errors Dulay et al., 1982, pp. 154-172 to analyze those errors. The researcher decides not to use all categories to avoid confusion in the discussion of
the research results because some of the categories are very similar to each other. In addition to using Dulay’s classification of errors, the researcher uses Tarigan’s
four causes of intralingual errors, namely overgeneralization, ignorance of rule restrictions, incomplete application of rules, and falsely-hypothesized concepts
Tarigan Tarigan, 1988, pp. 85-89 to help find out what causes those errors. She uses that theory since she is convinced that this theory will be very helpful for
her in focusing on the intralingual errors, in digging up the reasons why the participants make such errors.
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24
CHAPTER III RESEARCH METHODOLOGY
In this chapter, firstly the researcher is going to discuss the methods, setting, participants, and instruments and data gathering technique of the research.
After that, the researcher is going to describe the data analysis technique. Eventually, she is going to give some description about the steps of the research
procedure.
A. Research Methods
This study was a sort of a descriptive research because it was aimed at describing the grammatical errors related to the use of verb phrases found in the
speech or spoken language of Microteaching students of English Language Education Study Program ELESP of Sanata Dharma University in the academic
year 20102011. According to Sprinthall, Schmutte, and Sirois 1991, a research is typically called descriptive when the primary purpose of the research is
description, rather than some other basic goal such as looking for differences
between groups or relationships among variables p. 98.
The researcher carried out a document analysis, or also often called content analysis Ary, Jacobs, Razavieh, 2007, p. 461, since the researcher
collected some data related to the incorrect verb phrases in the participants’ speech in documents. The content analysis was conducted mainly to answer the
first research question, that is, to find out the verb phrase errors produced by the
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