42 abilities to correct their own errors. Thus, the causes of this phenomenon should
be discovered to make it possible to find possible solutions. Based on the interviewees’ answers to the questions, the causes for the
errors were found quite diverse among the interviewees. However, in general, there were some causes stated. The writer thus highlights three major causes
coming into play, namely focus on fluency, nervousness, and lack of knowledge of English grammar.
a. Focus on Fluency
Spoken English language has two main aspects which can be apparently observed, which are accuracy and fluency. Accuracy primarily deals with the
features used in the language, such as grammar and vocabulary. Fluency concerns the speed in producing utterances. Facing those two aspects when speaking, most
of the interviewees admitted that when they practiced teaching, they tended to focus on their speaking fluency.
They did so in order to facilitate two way communication to sound like natural conversation.
It is admitted by an interviewee who said that because he had an intention to speak like what he did in
daily conversation, he therefore tended to ignore the grammaticality itself.
“Karena keinginan untuk --- apa ya---.berbicara seperti daily conversation gitu. Jadi mengabaikan esensi grammatical itu sendiri.
” R3 Because of the intention to---what is it?--- Speak like what we do in daily
conversation, it, therefore, tends to ignore the grammaticality itself.
The interviewees also argued that actually they had already arranged the questions in a grammatical form. Surprisingly, when they spoke them, they
produced flawed items which differed from what they had already had in their
43 mind. There was an interviewee saying that sometimes the sentence structures that
she had already thought in her mind were not the same as what she spoke.
“…..Kadang grammarnya pada saat dipikir dan diomongin tu beda.” R1 ….Sometimes the sentence structures which are thought are different from
the spoken ones.
As speaking tends to be more spontaneous than writing, it gives little chance to the interviewees to be more careful in producing utterances. In writing, it is still
feasible to erase or change some words or sentences when they need correction. However, in speaking, correction may be hardly applied as it is not easy to refer to
or exactly remember what has been said. Thus, it resulted in the circumstances where the participants left their questions erroneous without any correction.
b. Nervousness
