Analysis Data for Types of Error

Student 11 Student 15 Student 16 Student 19 Student 20 Intralingual Transfer A-10 Student 1 Student 3 Student 4 Student 5 Student 7 Student 9 Student 11 Student 13 Student 14 Student 15 Student 18 Student 19 Student 20 Susan said she musted accompany her mother to see doctor. Intralingual Transfer Susan said she had to accompany her mother to see doctor. Description of Students’ Error in Regularization Error describes that in item number A-3, there are 5 students who made error which is caused by Intralingual Transfer. There are 5 students who made error in item number A- 6 which is caused by Intralingual Transfer. Item number A-7 got 5 students who made error which is caused by Intralingual Transfer. Then, in item number A-8, there are 9 students who made error which is caused by Intralingual Transfer. There are 9 students who made error in item number A- 9 which is caused by Intralingual Transfer. The last, there are 13 students who made error in item number A-10 which is caused by Intralingual Transfer. Table 4.6 Error in over – generalization Item Number Student Error Identification Error Causes Error Correction A-2 Student 4 Student 7 Student 8 Student 9 Student 12 Student 16 Student 18 Budi said he was reading now. Interlingual Transfer Budi said he was reading at that time. A-4 Student 1 Student 2 Student 7 Student 9 Student 10 Student 12 Student 13 Student 20 Michael said he had bought a new car yesterday. Interlingual Transfer Michael said he had bought a new car the day before. A-5 Student 1 Student 2 Student 3 Student 5 Student 6 Student 7 Student 10 Student 13 Student 15 Student 16 Johan said he would watch a new film at cinema next month. Interlingual Transfer Johan said he would watch a new film at cinema the following month. A-9 Student 2 Student 5 Student 6 Student 7 Student 10 Student 12 Student 15 Student 16 Student 17 Student 19 Student 20 He said he may go to Milan tomorrow. Interlingual Transfer He said he may go to Milan the following day. Description of Students’ Error in Over-Generalization describes that in item number A-2, there are 7 students who made error which is caused by Interlingual Transfer. There are 8 students who made error in item number A- 4 which is caused by Interlingual Transfer. Then, Item number A-5 got 10 students who made error which is caused by Interlingual Transfer. The last, there are 11 students who made error in item number A-9 which is caused by Interlingual Transfer. Table 4.7 Error in alternating form Item Number Student Error Identification Error Causes Error Correction B-1 Student 3 Student 6 Student 10 Student 17 Student 19 Farhan said Jefri had broken he laptop. Interlingual Transfer Farhan said Jefri had broken his laptop. B-2 Student 3 Student 4 Student 6 Student 9 Student 10 Student 12 Student 16 Student 17 Steven said he boss has given he much money. Interlingual Transfer Steven said his boss has given him much money. B-3 Student 7 Student 12 Student 16 Paolo Maldini said he would see I the next day. Interlingual Transfer Paolo Maldini said he would see me the next day. B-4 Student 6 Student 17 Iqbal said I friend, Andri was very smart. Interlingual Transfer Iqbal said my friend, Andri was very smart. B-5 Student 5 Student 16 Student 20 Fitri said I could go with she then. Interlingual Transfer Fitri said I could go with her then. B-6 Student 1 Student 8 Student 10 Student 15 Student 17 Mrs. Erma said to her daughter I was the fattest girl in their family. Intralingual Transfer Mrs. Erma said to her daughter she was the fattest girl in their family. B-8 Student 5 Student 10 Student 13 Student 15 Mother said to my little brother I had made her happy the Intralingual Transfer Mother said to my little brother he had made her happy the previous weekend. previous weekend. B-10 Student 2 Student 4 Student 11 Student 18 Student 19 Student 20 Teacher said to his students we will have a test the week after. Intralingual Transfer Teacher said to his students they will have a test the week after. Description of Students’ Error in Alternating Form describes that in item number B-1, there are 5 students who made error which is caused by Interlingual Transfer. There are 8 students who made error in item number B- 2 which is caused by Interlingual Transfer. Item number B-3 got 3 students who made error which is caused by Interlingual Transfer. Then, in item number B-4, there are 2 students who made error which is caused by Interlingual Transfer. There are 3 students who made error in item number B-5 which is caused by Interlingual Transfer. After that, there are 5 students who made error in item number B-6 which is caused by Intralingual Transfer. Item number B-8 got 4 students who made error which is caused by Intralingual Transfer. The last, Item number B-10 got 6 students who made error which is caused by Intralingual Transfer. Description of Students’ Error in Misordering Table 4.8 Error in Misordering Item Number Student Error Identification Error Causes Error Correction A-4 Student 5 Michael said Michael said he bought had a new car the previous day. Intralingual Transfer he had bought a new car the previous day. Description of Students’ Error in Misordering describes that in item number A-4, there is only 1 student who made error and it is caused by Intralingual Transfer. Here is the table of the percentage of students’ error: Table 4.9 The Percentage of Students’ Error No. Students Number of Error Total of Question Percentage 1. Student 1 5 20 25 2. Student 2 6 20 30 3. Student 3 8 20 40 4. Student 4 7 20 35 5. Student 5 8 20 40 6. Student 6 8 20 40 7. Student 7 9 20 45 8. Student 8 4 20 20 9. Student 9 5 20 25 10. Student 10 9 20 45 11. Student 11 4 20 20 12. Student 12 8 20 40 13. Student 13 5 20 25 14. Student 14 3 20 15 15. Student 15 6 20 30 16. Student 16 9 20 45 17. Student 17 8 20 40 18. Student 18 5 20 25 19. Student 19 6 20 45 20. Student 20 7 20 45 Total 130 20 From the test result, the minimum error is made by student number 14 with 3 errors or 15 and the maximum error is made by student number 7, 10 and 16 with 9 errors or 45. After classifying error by using surface strategy taxonomy, the percentage of each error types is found. Here is the table of the percentage of each error types: Table 4.10 Error Types Classification and Its Percentage No Error Classification Frequency of Error Percentage of Error 1. Omission 10 7.7 2. Double Marking 3. Simple Addition 3 2.3 4. Regularization Error 45 34.6 5. Over-Generalization 36 27.7 6. Alternating Form 35 26.9 7. Misordering 1 0.8 Total 130 100 From the data, it can be described that the errors in regularization error are the most frequent errors in which the students committed 45 errors or 34.6. It is followed by over-generalization with 36 errors or 27.7. After that, alternating form which consists of 35 errors or 26.9. Error in omission there are 10 errors or 7.7. Simple addition consists of 3 errors or 2.3. error in misordering is only 1 error or 0.8. There is no double marking error which is made by the students.

2. Analysis Data for Causes of Error

After interviewing six students where each of student represents each of types of error, and classifying cause of error by based on Douglas Brown Theory, the percentage of each error causes is found. Here is the table of the percentage of each error causes: Table 4.11 The Percentage of Error Causes No Error Causes Frequency of Error Causes Percentage of Error Causes 1. Interlingual Transfer 2 33.3 2. Intralingual Transfer 4 66.7 Total 6 100

C. Data Interpretation

After analyzing the error data based on surface strategy taxonomy and describing the percentage of each error type, the data should be interpreted. Here is the interpretation of the data: a. Omission Errors in omission which are made by the first year students of SMK Bintang Nusantara are 10 errors or 7.7. b. Double Marking There is no error in double marking made by the students. It represents that students are good in this item. c. Simple Addition There are 3 errors or 2.3 in its percentage in simple addition area. d. Regularization Error This is the most frequent error made by the students. The students made 45 errors or 34.6 . e. Over-Generalization There are 36 errors or 27.7 made by students in this type of error. f. Alternating Form In this area, there are 35 errors or 29.9 made by the students. g. Misordering Error in misordering is 1error or 0.8. After analyzing the causes of error based on Douglas Brown Theory and describing the percentage of each error causes, the data should be interpreted. Here is the interpretation of the data: a. Interlingual Transfer Errors which are made by the first year students of SMK Bintang Nusantara which are caused by interlingual transfer are 2 or 33.3. b. Intralingual Transfer Errors which are made by the first year students of SMK Bintang Nusantara which are caused by intralingual transfer are 4 or 66.7. 41 CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data description discussed in the previous chapter, the first year students of SMK Bintang Nusantara Pondok Aren still made error in the change of tenses and pronoun when they transformed the direct statements into reported statements. The data result showed that the most frequent of error made by the students are in regularization which consists of 45 or 34.6 errors. After regularization, over-generalization is in the second position. It is 36 or 27.7 errors made by the students. Alternating form is one of errors which made by the students, it consists of 35 or 26.9 errors. It is followed by omission; it is 10 or 7.7 errors. While in simple addition error, there are 3 or 2.3 errors. In misordering area is 1 or 0.8 error made by the students. There is no error made by the students in double marking. Errors which are made by the first year students of SMK Bintang Nusantara mostly are caused by interlingual transfer consist of 2 or 33.3. After that, intralingual transfer also causes the students errors. It consists of 4 or 67.7.

B. Suggestion

Based on the conclusion above, there some suggestions from as follows: 1. The students: a. They should understand the correct rules in changing the direct speech into reported speech of statement. b. They have to recognize the differences between reported speech of statement in Bahasa Indonesia and reported speech of statement in English in order to prevent native language interference. 2. The teacher: a. The teacher should give clear explanation and more exercise about reported speech of statements to the students especially who high percentage of error. b. Because the regularization error is the most frequent of errors made by the students, it is better if the teacher gives some extra training to the students in turning irregular verb forms from simple form into past form andor into past participle form.