Intralingual Transfer as the Possible Cause of Errors

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter contains conclusions and recommendations. It consists of two parts. The first part is the conclusion of the research results and the data analysis. The second part is the recommendations, which are addressed to Structure Class lecturers and students of the English Language Education Study Program, and to other researchers.

A. Conclusions

This research was conducted to answer two research questions. The first question was what kinds of errors made by the fourth semester students of ELESP make in forming indirect speech. The second question was what the possible causes of the students’ errors are. To answer the first research question, the researcher conducted a survey research with a test as the instrument and the fourth semester students of ELESP as the participants. While, in answering the second research question, the researcher conducted a library study. The data obtained from the test indicated that the fourth semester students of ELESP still made errors in forming indirect speech. The finding was that about 40 of the students’ answer in transferring direct speech into indirect speech was erroneous. The errors made by students were errors in tenses, pronouns, demonstratives, adverbs, word order, and conjunction. The common case of the students’ errors in tenses was that the students did not change the tense when the 59 tense should be back shifted. In surface structure taxonomy, this kind of error was categorized into misformation error because the students used the wrong form of tense. Additionally, the tenses errors happened in some special cases, in which tense changes should not be applied. Some of the students changed the tense in some special cases, in which the reporting clause was in the form of present or when the reported clause was general truth. This kind of error could be categorized as misformation because the students formed the wrong form of tenses by applying the rule of back shifting in special cases. The cases of errors in pronouns, adverbs, and demonstratives were almost similar. Those three kinds of errors happened when the students did not change the form of pronoun, adverb, or demonstrative in indirect speech although they should be changed when the sentence was in the form of indirect speech. Those kinds of errors, based on surface structure taxonomy, could be categorized as misformation because the students used the wrong form of pronouns, adverbs, or demonstratives. Another form of error that commonly happened was error in word order. In this kind of error, the students misplaced the position of some words. The example was found in indirect questions, in which the students did not change the position of the auxiliary verbs, and kept their position as they were in the direct speech. In surface structure taxonomy, this kind of error was called misordering error because there were some misplacement of some words.