Theoretical Framework REVIEW OF RELATED LITERATURE

27 Score Category 80-100 Very good A 70-79 Good B 56-69 Sufficient C 50-55 Insufficient D 49 Fail E

B. Theoretical Framework

One of the elements of grammar that should be mastered by the foreign or second language learners like Indonesian students and the students of English Language Education Study Program as well is the English phrasal verbs. Phrasal verb is only one of many grammar elements that the ELESP students have to learn as teacher candidates. The English phrasal verbs are very important since non- native speakers of English have a tendency to overuse single lexical item which a phrasal verb would be much more appropriate. The non-native speakers also have a tendency to overuse single lexical items because there are very few non- Germanic languages that have phrasal verbs. Thus, they find such verbs strange and difficult. Phrasal verbs are also considered to be difficult since they made two or more parts up that function as a single verb. Since they usually consist of a verb and a second verb, phrasal verbs are sometimes called two-word verbs. The second verb is often referred to as an adverb. In this research, the researcher refers to the second part of the phrasal verb as a particle, to show its close association with the verb, and to distinguish it from prepositions. 28 There are four types of the English phrasal verbs. However, this research only focuses on the largest and the most productive category of phrasal verbs. They are the transitive separable phrasal verbs, namely optional and obligatory phrasal verbs where sometimes the particle can be separated from the verb by the direct object and sometimes it cannot, and small category of inseparable, where the particle cannot be separated from its verb. Then, in this research, the participants are asked to do the test. The test requires the participants to fill in the gaps with correct particles to follow the verbs and put them in the correct places. The participants are also asked to match the phrasal verb and its synonym. Then, errors committed by the participants in the test are discussed further. In defining error, the researcher agrees with Brown 1994: 205 and Dulay et al. 1982: 139, who state that the differences of error and mistake cannot always be clearly observed. Thus, the researcher regards all deviant forms in utilizing the English phrasal verbs as errors. However, the researcher here does not classify the errors since the research does not focus on analyzing errors. The results of the elaboration of the errors are used as feedback for both lecturers and students, as the participants, to improve the teaching and learning processes since the errors show some parts in which the students still have difficulties. Meanwhile, the results of the test administered to the sixth semester students of ELESP are used to show their level of mastery in utilizing the separable and the non separable phrasal verbs. Furthermore, beside the interview results, supporting references and theories are beneficial for the researcher to both discover the causes of the errors 29 and propose possible recommendations to improve the production of English phrasal verbs. The researcher then may have interference in elaborating the interview results in order to explain more about what has been found through the interview. 30

BAB III METHODOLOGY

In this chapter the researcher discusses 1 the method employed in this study, 2 the research participants, 3 the research instruments, 4 the data gathering technique, 5 the data analysis technique, and 6 the research procedure.

A. Research Method

The method employed in this research was survey research. “Survey research is used to describe specific characteristics of a large group of persons, objects, or institutions” Jaeger, 1988: 303. The researcher categorizes this research as survey research because this research has characteristics of survey mentioned by Fraenkel Wallen 2009: 391. They are as follows. 1. Information is collected from a group of people in order to describe some aspects or characteristics such as abilities, opinions, attitudes, beliefs, and or knowledge of the population of which that group is part. 2. The main way in which the information is collected is through asking questions; the answers to these questions by members of the group constitute data of the study. 3. Information is collected from a sample rather than from every member of the population.