In the second example, students failed to use the correct to be for the subject I. In past tense, the to be for the subject I is was. Were is used for subject you, they, we,
and another plural subject. In the third example, the students did not know that the reporting verb suggest
should be followed by that-clause. They generalized that the reporting verb suggest in reported speech was followed by object and infinitive structure as in advice me
to… , ask me to…, remind me to…,and invite me to…Therefore, the students added
object me after reporting verb suggest and used to-infinitive instead of that-clause. In the last example, the students also generalized that the tense of reported speech
changed because of the past tense of the reporting verb of direct speech. They generalized that the change happened to the other verb in a sentence as in Grace
asked Jim whether he would did that for her . In fact, modal auxiliary will changes
into would because the reporting clause is past tense. However, the verb do does not change because modal should be followed by infinitive.
From the four examples above, it is clear that the students were influenced by the target language itself, English, in producing the correct reported speech, in which
they made their own wrong hypotheses of English. From the error analysis on reported speech, it was figured out that students were
influenced more by the target language itself, in this case was English, in producing the correct reported speech than by the interference of the mother tongue.
c. Context of Learning
Context of learning also becomes a major factor for students in producing errors Brown, 1987. The term ‘context’ in this study refers to the classroom with the
teacher and the material or social situation in the case of untutored second language learning.
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Teaching and learning activities are considered as major sources of errors. Since there were so many errors found in producing the correct reported speech, it is
obvious that students have not mastered the reported speech even though they had learnt it twice, in semester two and four. It might happen because the lecturers did
not give clear explanation of reported speech. It can be seen from the errors found, especially errors of adverbial time. Finding out that students made many errors of
adverbial time in reported speech, it indicates that the lecturers did not give clear explanation on the changes of adverbial time in reported speech. Moreover, the
fourth semester students still made so many tenses errors in converting direct speech into reported speech. It is clear that in Structure classes, the lecturers’ explanation
have not made students master the tenses pattern. Even though the students have taken Structure classes four times, Structure I, II, III, and IV, they have not mastered
the tenses pattern well. This phenomenon should get the lecturers’ attention. The lecturers should give the best explanation to make students master not only the tenses
but also the other components of English grammar because they are the main points for the students to master English.
Finding out so many reported speech errors, the lecturers should give more and more explanation so that errors can be minimized and students master reported
speech. Since there are so many components of English grammar in reported speech, such as tenses, pronouns, adverbs of time and place, to-infinitive, that-clause, etc.,
the clear explanation of those components from the lecturers will also make students master not only reported speech itself but also the other parts of English grammar.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents two major topics. The first topic deals with the conclusions drawn from the research result and the data analysis. The second topic
deals with some suggestions to the lecturers, the students, and the further research.
A. Conclusions
Based on the research result and the data analysis, the conclusions which can be drawn by this study are presented as follows:
The fourth semester students mastery on reported speech was considered sufficient according to the academic regulation of Sanata Dharma University.
Their average score the mean was 19.60, which entered the category sufficient and which was 65.33 of the highest possible answer the students could achieve
in the test 30. Even though sufficient, the students achievement was still considered low and unsatisfactory. In the first part of the test which emphasised
the form, the students achieved the average 76.92 of correct answers. While in the second part of the test which assessed the students ability to convert direct
speech into reported speech correctly, they only achieved the average 42.12 of correct answers. This achievement was far below the minimum standard of
mastery 56 of correct answers. Although the fourth semester students had studied reported speech in semester
two, they still made many errors of it. Errors based on the surface strategy taxonomy which were found in the test were 51, errors based on the grammatical
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