Research Procedure RESEARCH METHODOLOGY

32 Table 4.2: The High Level Students’ Errors Num. Surface structure Comparative Communicative Omis. Add. Misf. Misor. Dev . Inter. Am b. Oth. Glo. Loc. Total 27 11 7 5 36 5 2 6 12 37 148 The second group consisted of four participants who had the low level in speaking. There were 207 verb phrase errors occurring in their speech. The most error that the low level group made was the local error as many as 54 errors. The participants made few misordering as many as 5 errors. The low level students‟ errors are showed in the Table 4.3. Table 4.3: The Low Level Students’ Errors Num. Surface structure Comparative Communicative Omis. Add. Misf. Misor. Dev . Inter. Am b. Oth. Glo. Loc. Total 35 17 12 5 31 17 6 16 14 54 207 Based on the data, both the high level students and the low level students made all of the errors i.e. omission, addition, misformation, misordering, developmental error, interlingual error, ambiguous error, other error, global error 33 and local error. However, the frequency of making errors was different. The frequency of making errors indicates that the high level students made few errors compared with the low level students. It can be seen in the Table 4.2 and Table 4.3 that the low level students made a lot of errors rather than the high level students.

2. Discussion of The Verb Phrase Error

In this case, the researcher categorized the errors which were made by the participants into ten types of errors, namely, addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, and local errors. These errors will be explained in this sub- section.

a. Omission

According to the data, there were 17.46 omissions. The researcher found that the most participants omitted some items so the sentences were incorrect. The most omissions which the participants did in their speech were the omission of the verb suffixes -s, -es, -ed, and –ing. For example, [1.a] And after the teacher give the commands , in this utterance, the participant omitted the verb suffix –s. The verb suffix -s is needed because the subject is singular. The correct form is [1.b] And after the teacher gives the commands. Another omission was that the participants omitted the auxiliary verb and linking verb. For example, [2.a]Realia made using real item since this utterance is a passive voice, it needs an auxiliary verb „be‟, the verb „made‟ is the past participle. So the auxiliary verb „is‟ is followed by the past participle to make a