B. Formulation of the Problem
To make the study easy to understand, the researcher formulates the problem as follows:
1. What kinds of errors made by theXyearof MA Ummurrodiyyah Tangerang in
learning reported speech of command? 2.
Whatare the factors that caused students’ errors in using reported speech of command?
C. Aim of the Research
The aim of the reseharch is to identify the students’ error in using reported
speech of command in the X years students ofMAUmmurrodiyyah Tangerang. Besides, it
is to know what factors that are causing the students’ errors in using reported speech of command.
D. Significance of the Research
The result of the finding is expected to provide useful information about the common mistekes made by students in learning grammar.For the English teacher,
by analyzing the common mistekes made by the students of MA ummurrodiyyah Tangerang,shehecans inprove the quality of herhis teaching strategies. Finally, it
makes the students easy in learning grammar. Moreover, for furter researcher, this finding can be the basic consideration to enrich the further researcher’s knowledge
to conduct the further study.
5
CHAPTER II THEORETICAL FRAMEWORK
A. ERROR
1. The Undersatanding of Error
When students learn a target language, they usually make errors or mistakes. It happens because sometimes the students interfered by their native
language. The different system of the second language and the first language leads them to make the errors. However, it can be used to know the understanding of
the students about the rules or system of the language being learned. Some experts give the understanding of error. According to
Brown ―An error is noticeable deviation from the adult grammar of native speaker, reflecting
the interlanguage competence of the learner. ‖
1
It means that an error is something that can be seen; it shows the learner’s ability.
While Corder in Norrish states , ―Errors are the result of some failure of
performance.‖
2
From the statement above; errors are caused by the incorrect form on the learner’s work.
Hubbard, et.al. also have the same opinion with Corder. According to them, ―Errors are caused by lack of knowledge about the target language English
or by incorrect hypotheses about it.
3
It means that errors can appear due to the insufficient knowledge or the inappropriate rule about the language being learned.
Norrish has a broader definition than Brown. He states, ―let us call
systematic deviation, when a learner has not learnt any thing and consistently ‘gets
it wrong’, it is an error.‖
4
Norrish considers an error as something which comes up because the learners do not comprehend something and always use the wrong one.
1
H.D Brown, Principle of Language Learning and Teaching, 5th edition New York: Pearson Education, Inc., 2007, 5th edition, p. 258
2
Carl James, Errors in Language Learning and Use, New York: Addision Wesley Longman, Inc., 1998, p. 79.
3
Peter Hubbard, et al., A Training Course for TEFL, New York: Oxford University Press, 1983, p. 134
4
John Norrish, Language Learners and their Errors, London: Macmillan Press, 1983, p. 7
Susan and Larry give the similar opinion, they point out, ―it is likely to occur repeatedly and is not recognized by the learner as an error.‖
5
They think an error is something that happens regularly and the learners do not realize it.
James makes the development of the understanding of error. He states, ―If the
learner is unable or in any way disinclined to make the correction, we assume that the form of the learner used was the one intended, and that is an error.‖
6
It means that the learner cannot give the right form because they think what they use is the
correct one. From all the statements above, the writer summarizes that error is wrong
forms of language performance in students’ work which happens regularly when they face the same thing. The students have the lack of knowledge of it because
they do not realize what they did is an error unless other people explain about it. It makes them cannot correct that error by themselves.
2.
Types of Error
Error can be classified into several types. Corder in Ellis distinguishes three types of error according to their systematicity:
a. Pres-systematic errors occur when the learner is unaware of the existence
of a particular rule in the target language. These are random. b.
Systematic errors occur when the learner has discovered a rule but it is the wrong one.
c. Post-systematic errors occur when the learner knows the correct target
language rule but uses it inconsistently i.e. makes a mistake.
7
From Corder points of view, the writer assumes that these types of error made.
based on the sequences of time how learners learn the language is. According to Dulay, in the book Language two, he classifies error into
four types; error based on linguistic category, error based on surface strategy
5
Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory Course,3rd edition New York: Routledge, 2008, p. 102.
6
James, op.cit, 1998., p. 78.
7
Rod Ellis, Second Language Acquisition, New York: Oxford University Press, 2003, p. 51
taxonomy, error based on comparative taxonomy, and error based on communicative effect taxonomy.
8
a. Error based on linguistic category
The linguistic category taxonomy classifies errors according to either or both the language component and the particular linguistic constituent the error
affects. Language components include phonology spelling, syntax and morphology grammar, semantic and lexicon meaning and vocabulary,
discourse style. Constituents include the elements that comprise each language components. For example;
Morphology : A ant
Syntax : He no write
While in constituents, it includes the elements that comprise each language components. For example within syntax, one may ask whether the
error is the main or subordinate clause, which constituent is affected.
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b. Error based on surface strategy taxonomy
This type of error which has four subtypes. They are; 1
Omission It is an error which happens because a learner does not put the needed
morphemes in hisher sentence. The morphemes which disappear are from the content morpheme and grammatical morpheme. For example in the
sentence; Content morpheme
: Budi is a leader Grammatical morpheme
: Budi is a leader. 2
Addition This type of error is contradictive to the previous one. The character
of the error is known by the presence of an item, which must not appear in a well-formed utterance. This error usually appears in the later stage of L2
8
Heidi Dullay, et al, Language Two, New York: Oxford University Press, 1982 pp. 146
—189.
9
Ibid.pp. 147 —148.