15 past tense. Richards 1971 says that over-generalization is associated with a
redundancy reduction. According to Richards 1971, a redundancy reduction is condition where the
English learner omits the items which are contrasted in the grammar of the language but which do not carry significant and obvious contrast for the learner,
i.g.: -ed marker and third person singular ending. He adds that it may occur, for instance, with items which are contrasted in the grammar of the language which
do not carry significant and obvious contrast for the learner. b. False concepts hypothesized
A false concept hypothesized is a class of developmental error, which derive from faulty comprehension of distinctions in the target language.
―Developmental error illustrates the learner who attempts to build up hypotheses about the English
language from his limited experience in the c lassroom or textbook‖ Richards ,
1971. The example is this analogy: Is
= present state, is + ing = present action Was
= past state, was + ing = past action Thus was pr was +ing may be used as past markers. Used together with the
verb +ed this produces such sentences as he was climbed the tree. Interpreted as the form for ‗past actions‘ it gives I was going down town yesterday instead
of I went down town yesterday.
B. Theoretical Framework
This section discusses the relation of the theories that supports one another to analyze the data. The first theory used is the public speaking theory. This theory is
used to help the researcher develops the questions for the questionnaire. Based on the public speaking theory, the researcher develops four questions. The questions
16 mostly asked the participants about their opinions and difficulties in public
speaking. Furthermore, this theory is also used to develop the questions on the interview. The questions on the interview ask
about the participants‘ opinion and feeling when they are delivering their speech publicly.
The second theory used is the grammar rules and use. This theory is used to mark the errors on the transcription. Based on the rules and use of the English
grammar, the researcher marks the errors and classifies the errors produced by the fourth semester students of the Critical Listening and Speaking Class B.
The grammar theory is also used on the interview. The researcher uses this theory to develop several questions about suffixes, quantifiers, and tenses that
occur on the common grammatical errors. These questions help the researcher to find out whether the participants understand the function and use of several
suffixes, quantifiers and tenses. The suffixes and tenses asked are those which occur on the common grammatical errors.
The third theory is the contrastive analysis hypothesis. The researcher uses this theory to develop questions on the interview section. The questions based on
theory ask about the participants ‘ opinions whether certain errors occurred are
because of their native language, Indonesian. Based on this theory, the researcher also develops questions about the significance of the English suffixes on
Indonesian language. The fourth theory used is the non
– contrastive approach. This theory helps the researcher to develop questions on the interview section. The non
– contrastive approach sees the possibility of
the students‘ understanding of the language and
17 their experiences of using the language. Based on this understanding, the
researcher creates questions about their opinions about their difficulties when experiencing using English.
The psychological side of speaking is not strong enough to develop the questionnaire and interview; hence, the psychological side leads the researcher to
find the general reasons of the occurrences of the error. The grammar rules and use, contrastive analysis hypothesis and non-contrastive approach fill the non-
psychological side of speaking to balance the development of the questionnaire and interview in order to find the possible reasons of the error
‘s occurrences.
18
CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher is going to provide basic information of the methodology. There are six major concerns presented in this chapter. Those are:
research method, research setting, research participants, instruments and data gathering, data analysis technique, and research procedure.
A. Research Method
The researcher used document or content analysis technique to analyze the accuracy in a form of grammatical errors
list of the students’ speaking production on the Critical Listening and Speaking, class B offered in semester four in the
Pendidikan Bahasa Inggris of Sanata Dhama University. A content or document
analysis is defined by Krippendorff 2004 as a research technique involving specialized procedures for making replicable and valid inferences from texts or
other meaningful matter to the contexts of their use p.18. In this study, the document analyzed wa
s in the students’ speaking production on the final presentation of the Critical Listening and Speaking, class B offered in semester
four in the Pendidikan Bahasa Inggris of Sanata Dhama University in a form of recording that had been transcribed.
The reason why the researcher used this methodology was because the data were transcribed recordings, which needed to be interpreted and analyzed. Nunan
1994 states that “document or content analysis focused on analyzing and
interpreting material within its own context and it was defined as a research
