An error analysis on the grammar accuracy of the fourth semester students` speaking production.
AN ERROR ANALYSIS ON THE GRAMMAR ACCURACY
OF THE FOURTH SEMESTER
STUDENTS
’
SPEAKING
PRODUCTION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yosephine Nugroho Utami Student Number: 081214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
(2)
i
AN ERROR ANALYSIS ON THE GRAMMAR ACCURACY
OF THE FOURTH SEMESTER STUDENTS’ SPEAKING
PRODUCTION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yosephine Nugroho Utami Student Number: 081214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
(3)
ii
A Sarjana Pendidikan Thesis on
AN ERROR ANALYSIS ON THE GRAMMAR ACCURACY
OF THE FOURTH SEMESTER STUDENTS
’
SPEAKING
PRODUCTION
By
Yosephine Nugroho Utami
Student Number: 081214038
Approved by
Sponsor
(4)
iii
A Sarjana Pendidikan Thesis on
AN ERROR ANALYSIS ON THE GRAMMAR ACCURACY
OF THE FOURTH SEMESTER
STUDENT’S SPEAKING
PRODUCTION
By
Yosephine Nugroho Utami NIM : 081214038
Defended before the Board of Examiners on August 15, 2013
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. __________________ Member : C. Tutyandari, S.Pd., M.Pd.. __________________ Member : Dr. Ant. Herujiyanto, M.A. __________________ Member : Drs. Barli Bram, M.Ed., Ph.D. __________________
Yogyakarta, August 15, 2013
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
(5)
iv
I honestly declare that this thesis, which I have written, does not contain the work or parts of the
work of other people, except those cited in the quotations and the references, as a scientific paper
should.
Yogyakarta, August 15, 2013
The Writer
Yosephine Nugroho Utami
(6)
v
LEMBAR PERNYATAAN PERSETUJUAN
PIBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Yosephine Nugroho Utami Nomor Mahasiswa : 081214038
Demi pengembangan ilmu pengetahuan, saya memberitahukan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN ERROR ANALYSIS ON THE GRAMMAR ACCURACY
OF THE FOURTH SEMESTER STUDENT’S SPEAKING
PRODUCTION
beserta perangkat yang diperlukan. Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas dan mempublikasikanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 15 Agustus 2013 Yang menyatakan
(7)
vi
ABSTRACT
Nugroho Utami,Yosephine. (2013). An Error Analysis on the Grammar Accuracy of the Fourth Semester Students’ Speaking Production. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Speaking is one of the skills of English which is highly demanded by the English learner. This high demand occurs perhaps because the learners’ view of language. Spoken language sees language as a tool of communication which means the accuracy will not matter as long as the learner can deliver an understandable speech to communicate or deliver their ideas. However, when the language is seen as a tool of communication, the learners’ motivation to achieve communication, motivation where the learner wants to deliver the communication to the others, may exceed motivation to produce grammatically correct sentences (Richards.1971).
This study is aimed to analyze errors on the grammar accuracy of students’ speaking production on the Critical Listening and Speaking, class B offered in semester four in the Pendidikan Bahasa Inggris of Sanata Dhama University. This study concerns with two problems. First problem is what the students’ common grammatical errors in their speaking productions on the Critical Listening and Speaking, class B offered in semester four in the Pendidikan Bahasa Inggris of Sanata Dhama University are. Second problem is why those
common grammatical errors in the students’ speaking productions on the Critical Listening Speaking, class B occur.
The researcher applied document analysis to analyze the data. In order to gather the data, the researcher recorded the speaking productions of the students of the Critical Listening and Speaking, class B. The researcher also held
questionnaire about the students’ opinion, hours of practice, and difficulties in
speaking. The interview held to find the students’ opinion of speaking and reasons why the students produce those errors. The participants of the interview were ten students selected based on their errors levels. Furthermore, the common grammatical errors are analyzed using an error analysis theory in line with speaking theory, grammar rules and use, contrastive analysis hypothesis, non-contrastive approach, the questionnaire’s result, and interview ‘s result.
The researcher finds out that the common grammatical errors found in the
students’ speaking productions on the Critical Listening and Speaking, class B are the missing –s or –es suffix and the incorrect verbs sequence on past tense. The possible reasons for the occurrence of those errors are the students’ nervousness
when speaking, students’ understanding of applying English grammar, lack of practice, the students’ high tolerance of errors, mixing Indonesian language rules with English, the students’ fear of producing errors while speaking and also the confusion of the verbs changes in past tense.
(8)
vii
ABSTRAK
Nugroho Utami,Yosephine. (2013). An Error Analysis on the Grammar Accuracy of the Fourth Semester Students’ Speaking Production. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan Bahasa dan Seni, Universitas Sanata Dharma.
Berbahasa lisan adalah salah satu keterampilan bahasa Inggris yang banyak diminati. Permintaan yang tinggi tersebut dikarenakan oleh cara pandang pelajar terhadap bahasa. Bahasa lisan memposisikan bahasa sebagai suatu alat komunikasi yang berarti mengesampingkan ketepatan tata bahasa sejauh para pelajar dapat berkomunikasi dengan bahasa yang dapat dimengerti. Sayangnya, saat bahasa diposisikan sebagai alat komunikasi, motivasi pelajar untuk berkomunikasi melebihi motivasi mereka untuk berbicara dengan bertata bahasa benar (Richards.1971).
Studi ini bertujuan untuk menganalisa kesalahan tata bahasa pada bahasa lisan para murid di Critical Listening and Speaking kelas B yang ditawarkan pada semester empat di Pendidikan Bahasa Inggris, perguruan tinggi Sanata Dharma. Studi ini memberikan perhatian kepada dua masalah. Masalah pertama, apa kesalahan umum dari para murid di Critical Listening and Speaking kelas B yang ditawarkan pada semester empat di Pendidikan Bahasa Inggris, Universitas Sanata Dharma? Masalah kedua, mengapa kesalahan umum pada bahasa lisan para murid di Critical Listening and Speaking kelas B dapat muncul?
Penulis menggunakan metode analisa dokumen untuk menganalisa data. Dalam pengumpulan data, penulis merekam hasil berbahasa lisan para murid. Penulis membagikan kuisioner tentang opini para murid, banyaknya jam berlatih, dan kesulitan mereka dalam berbahasa lisan. Wawancara diadakan untuk mengetahui opini para murid dan alasan mengapa para murid menghasilkan kesalahan tersebut. Para peserta wawancara adalah sepuluh murid yang dipilih berdasarkan tingkatan kesalahan mereka. Selanjutnya, kesalahan umum tersebut dianalisa menggunakan teori analisa kesalahan, bersama dengan teori berbahasa lisan, penggunaan dan aturan tata bahasa Inggris, contrastive analysis hypothesis,
non-contrastive approach, dan hasil dari kuisioner maupun wawancara.
Penulis menemukan bahwa kesalahan tata bahasa umum pada para murid di Critical Listening and Speaking kelas B adalah hilangnya akhiran –s atau –es,
dan ketidaktepatan rangkaian kata kerja pada tensis lampau. Kemungkinan munculnya kesalahan tersebut dapat dikarenakan kegugupan para murid pada saat berbicara, pengertian para murid akan pengunaan bahasa Inggris lisan, kurangnya latihan, tingginya toleransi kesalahan pada murid, bercampurnya tata bahasa Indonesia dan Inggris, ketakutan para murid akan produksi kesalahan saat berbicara, dan juga kebingungan dalam perubahan kata kerja dalam tensis lampau.
Kata kunci : bahasa lisan/ berbicara, analisa kesalahan, keakuratan tata bahasa, murid semester empat
(9)
viii
ACKNOWLEDGEMENTS
My deepest gratitude is to all of them who have helped, supported and
facilitated this thesis. Personally, I would like to express my gratitude to My Lord,
Jesus Christ. Because of His blessing and strength I could finish my thesis and
study.
For the beneficial feedback and encouragement, I would like to express
my gratitude to my sponsor, Caecilia Tutyandari, S.Pd., M.Pd. She has given
me her break time to guide and discuss my thesis in order to be improved and
developed. Without her comments, I could have lost in confusion of my
undeveloped discussion.
I also would like to address my gratitude to miss Adesti Komalasari,
S.Pd., M.A. whose class I have interrupted to be my subject of my study. I am
really in debt to her because she has always spent her break time for my thesis.
She has also given me a lot of time to discuss many problems regarding my thesis
patiently. Without those discussions probably I would never know that I have
made many undeveloped discussions. I also thank her for letting me know that my
thesis has given a positive contribution regarding the evaluation of her class.
My immeasurable gratitude is addressed to my mother, Yenny Setyawati.
She has patiently and confusedly listened to my sighs, and annoying comments
regarding the questions about the development of my thesis. I thank her because
she has always taken care of me very well until now that I could finish my thesis
(10)
ix
I give my sincere gratitude to my family and my sister, Yoanita Nugroho
Utami, S.Pd. who is very active asking me about my thesis. I also would like to
express my gratitude to my best friends, Irma Enliyani, S.S., and Fenny Octavia
Halim, S.T., who have always supported me during my study. I also would like to
thank Mrs. Malya Lalita, who lends me her library and books. Her books help
me to find the right theories I really need to have to slice my subject. I also would
like to thank my students, Nadia, Richard, Mathew, Angela, and Abel for their
distractions which keep me alive and happy during my thesis. I thank them for
making me laugh and recharging my energy to finish my jobs as a private tutor
and a student.
The last but not least, I would like to express my gratitude to my dearest
one, Edwin Pranata Laban, S.Ked. I thank him for listening to all my
complaints and sighs even though he has many things to do. He has also
encouraged me to do my best and supported me every time.
(11)
x
TABLE OF CONTENTS
Page
TITLE PAGE... i
APPROVAL PAGES... ii
STATEMENT OF WORK’S ORIGINALITY... iv
PERNYATAAN PERSETUJUAN PUBLIKASI…... v
ABSTRACT... vi
ABSTRAK... vii
ACKNOWLEDGEMENTS... viii
TABLE OF CONTENTS... x
LIST OF TABLES... xiii
LIST OF APPENDICES... xiv
CHAPTER I. INTRODUCTION... 1
A. Research Background ... 1
B. Research Problems ... 5
C. Problem Limitation... 6
D. Research Objectives... 6
E. Research Benefits... 6
(12)
xi
CHAPTER II. REVIEW OF LITERATURE... 9
A. Theoretical Description... 9
1. Public Speaking... 9
a. Important Elements in Producing Speaking Accuracy………... 9
2. Grammar Rules and Use... 11
a. Minimum Grammar Requirement... 11
b. Tenses... 12
c. English Verbs... 12
d. Plural and Singular... 13
3. Contrastive Analysis Hypothesis... 13
4. Non Contrastive Approach... 14
a. Over – Generalization... 14
b. False Concepts Hypothesized... 15
B. Theoretical Framework... 15
CHAPTER III. METHODOLOGY... 18
A. Research Method... 18
B. Research Setting……….….…….………...……….….. 19
C. Research Participants... 19
D. Instruments and Data Gathering... 19
1. Recording... 19
2. Questionnaires... 19
(13)
xii
E. Data Analysis Technique... 20
1. Recording…... 20
2. Instruments... 23
F. Research Procedure ... 26
1. Permission…………... 26
2. Data Gathering... 26
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION…….……... 28
A. The Discussion on the Classification of the Grammatical Errors………..…... 28
B. The Discussion on the Occurrence of the Errors………... 30
C. The Discussion on the Common Grammatical Errors... 36
1. Discussion on the Missing –s and –es suffixes………... 36
2. Discussion on the Incorrect Verbs Sequence on Past Tense………..…… 39
CHAPTER V. CONCLUSIONS AND SUGGESTIONS... 43
A. Conclusions…... 43
B. Suggestions... 46
1. Suggestions for English Teachers... 46
2. Suggestions for Students…... 47
3. Suggestions for Further Researches... 47
(14)
xiii
LIST OF TABLES
Page
Table 3.1. The first classifications of the error on the transcription found on
the Critical Listening and Speaking’ students, class B... 21 Table 3.2. The revised classifications of the error on the transcription found on
the Critical Listening and Speaking’ students, class B... 21 Table 3.3. The table of the questionnaire’s result (Blank)...……….……... 24 Table 3.4. The table of the interview’s result (Blank)... 24 Table 4.1. The classifications of the grammatical errors found on
the Critical Listening and Speaking’ students, class B... 29 Table 4.2. The result of the questionnaire
(15)
xiv
LIST OF APPENDICES
APPENDICES... 50
APPENDIX 1 Research Permission Letter from Sanata Dharma University….. 51
APPENDIX 2 The Result of the Questionnaire... 53
APPENDIX 3 The Result of the Interview... 56
APPENDIX 4 The Recording Transcription ... 63
APPENDIX 5 The Common Grammatical Errors... 94
(16)
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher is going to provide basic information of the
research relating to the subject matter. There are five major concerns presented in
this chapter. Those are research background, research problem, problem limitation,
research objectives, research benefits, definition of terms.
A. Research background
Speaking is one of the skills of English, which is highly demanded by the
English learner. However, many people and learners of English, often seek for
fluency rather than accuracy. Mostly they want to be able to speak and
communicate, and usually ignore the accuracy. In order to understand the
difference between about of fluency and accuracy, BBC (2003) states that:
Speaking English fluently is a goal for many learners of English. Fluency means being able to communicate your ideas without having to stop and think too much about what you are saying. However, many learners also have the goal of spoken accuracy. Speaking accurately means that you speak without errors of grammar and vocabulary. Which is more important – and more difficult – for you? It might depend on how you have learnt.
One of the factors of this popularity is the view of language. Spoken language
sees language as a tool of communication which means it is important to be able
to communicate with understandable language. From this point of view, fluency is
important in communicating our ideas. The grammar matter or accuracy will not
be the focus of the learning because as long as the learner can deliver an
(17)
journal also agree with the fact that conversational situation is more popular and
seen to be more important, as it is stated below;
Generally speaking, most of the English learners believe that their knowledge in English is nearly assessed by the way they can interact in the target language. They maintain that their linguistic knowledge and their abilities in other skills—reading, writing, and listening—are not that much important. What is significant is their ability in conversational situations.
Richards (1971, p. 177) also supports Kianiparsa (2010) about the interest of
communication rather than mastery on grammar accuracy. Richards states that the
second language learners are also the second language learners of English who are
interested perhaps primarily in communication. In this study the second language
learners include the students of the Critical Listening and Speaking,
However, when the Critical Listening and Speaking, stated as CLS, students
are prepared to be teachers, they should not eliminate the grammar accuracy, even
though it is not wrong to see language as a tool of communication. According to
Richards (1971) ―when the language is seen as a tool of communication, the learner‘s motivation to achieved communication, motivation where the learner wants to deliver the communication to the others, may exceed motivation to
produce grammatically correct sentences‖ (p. 177). Based on Richards‘s statement, it is wise to say that as the students who are prepared to be teachers, they should
not only see the language as a tool communication but also as a teaching tool, and
a role model.
BBC (2003) also states the important of accuracy or grammar when they want
(18)
You may be someone who really likes to talk, and you are willing to try out language even though you produce some grammatical errors. This can help make you sound very fluent. However, if you produce too many errors which you do not stop to correct, you can find that it is difficult to make others understand your ideas.
Although the English learners have good fluency in speaking, that is not enough
because if they ignore the accuracy or grammar continuously, the others may not
understand what they talk about. If the motivation to achieve communication
exceeds the motivation to produce correct sentences continuously occur, it will
increase the numbers of error in the learners‘ speech. If the errors are ignored, the English learners can certainty get confidence and fluency easier but they will be
lack of grammar accuracy. Furthermore, one of the important factors to teach
good English for the students on the Language Art and Department prepared to be
English teachers and professional educators is grammar accuracy.
Based on this phenomenon, an error analysis is needed because by learning an
error, ―it provides evidence of the system of the language .that he is using (i.e. has learned) at a particular point in the course.‖ (Corder, 1967, p. 26). The reason why the researcher analyzes error and not mistake is because errors and mistakes are
different. A mistake is a random performance slip caused by fatigue, excitement,
etc. and therefore can be readily self-corrected (Corder in Larsen, 1992, as stated
by Ruspita, 2011). Moreover, a mistake can be corrected by the learner because
they know they make that mistake. In contrast with the meaning of mistake,
(19)
An error is a noticeable deviation, reflecting the competence of the learner. It is a systematic deviation made by the learner who has not yet mastered the rules of the target language. The learner cannot self-correct an error because it is a reflective product of his or her current stage of L2 development, or underlying competence.
According to Larsen (1992), an error cannot be self-corrected because it can occur
for many reasons and in many conditions. The English learner can self-correct a
mistake they made, but they cannot self-correct an error.
In this study, the researcher is studying errors that occur in the CLS class B.
The researcher chooses to study errors because as Corder (1967) has stated that
―learners‘ errors provide evidence of system of the language that he is using (i.e. has learned) at particular point in the course (and it must be repeated that he is
using some system, although it is not yet the right system).‖ Based on that significance on studying errors, there are some benefits of analyzing errors. Firstly,
it is for the learners of English, especially the CLS students of Sanata Dharma
University. The benefit for the students is that they will be able to improve their
verbal English. Secondly, for the English teachers, they can improve their
teaching materials that can increase the students‘ grammar accuracy when the students give speech. The errors that occur on the students‘ production also can help the teachers to analyze their teaching materials.
The Critical Listening and Speaking, class B is offered in semester three and
four in the Sanata Dharma University. The ―critical‖ in Critical Listening and Speaking is named to propose students‘ disagreement with others as long as they can give arguments and proofs. This class is aimed to encourage the students to be
(20)
to present opinions with evidences, development and elaboration in their speaking.
The elaboration can be the 5W 1H Questions (what, why, where, when, who, and
how).
The students of the CLS also had already taken the listening, speaking, critical
reading and writing, and structure class. The students of the CLS can be assumed
to have a good understanding of English since they have been exposed to English
actively for four semesters. Moreover, they also took the structure class before
and during the CLS class. This condition should help the students to apply their
English knowledge when they are in the condition where they need to actively
speak English.
The students of the CLS, class B, who are prepared to be English teachers and
professional educators should not only see and use English language as the tool of
communication, but also as a teaching tool or a role model for the students. When
they are prepared as the English teachers, their spoken English will be the role
models for their students. In order to be good role models of English, they should
be able to produce good spoken English with also good fluency and accuracy.
B. Research Problems
In this thesis, the researcher has two research problems. Those research
problems are:
1. What are students‘ common grammatical errors in their speaking productions on the Critical Listening and Speaking, class B offered in semester four in the
(21)
2. Why did those common grammatical errors in the students‘ speaking productions on the Critical Listening and Speaking, class B occur?
C. Problem Limitation
In this research, the limitation of the accuracy is on the grammar accuracy on
the students‘ speaking production. The minimum grammar requirements are also
included. The researcher also examines, observes, and makes a transcription of the
students‘ production on the Critical Listening and Speaking, class B, offered in semester four in the Pendidikan Bahasa Inggris of Sanata Dharma University.
The researcher analyzes students‘ speaking production in order to find the common grammatical errors in their speech and the possible reasons of the
occurrence of the common grammatical errors. The possible reasons mean than
the researcher is not going to find out the exact reasons but to find the predictions
about the occurrences of error.
D. Research Objectives
The objectives of this research are:
1. To find the common grammatical errors of the fourth students‘ speaking production on the Critical Listening and Speaking, class B offered in semester
four in the Pendidikan Bahasa Inggris of Sanata Dhama University.
2. To find the possible reasons of the occurrence of the common grammatical
errors found on the fourth students‘ speaking production on the Critical Listening and Speaking, class B offered in semester four in the Pendidikan Bahasa Inggris
(22)
E. Research Benefits
This research wants to give benefits to the students, English teachers, and the
researcher. The benefits are aimed to improve the speaking production,
particularly in the fourth semester students in the Sanata Dharma University.
1. The students
The students will be able to know their grammar accuracy and they can
increase their speaking performances.
2. The teachers
The teachers may know students‘ grammar accuracy that may help teachers to develop the materials.
3. The researcher
This research can help the researcher improves the researcher‘s speaking production in order to be a good role model.
F. Definition of Terms
There are some terms that need to be clarified in this study:
1. Accuracy
Accuracy is the use of correct forms of grammar, vocabulary, spelling and
pronunciation. In an accuracy activity, teachers and learners typically focus on
using and producing language correctly. (University of Cambridge local
examinations syndicate, 2011). In this study, accuracy is seen only on the use of
(23)
2. Grammar
Formal grammar is a systematic way of accounting for and predicting an
ideal speaker‘s or hearer‘s knowledge of the language. This is examined by a set
of rulers or principles that can be used to generate all well-formed or grammatical
utterances in the language (Purpura, 2004). In this study, grammar is seen as a set
of principle to produces correct sentences in English language.
3. Error Analysis
Error analysis is an activity to reveal errors found in writing and speaking.
Those are the learners‘ error which can be observed, analyzed and classified to reveal something of the system operating within the learners led to a surge of
study of learners‘ error, called ‗error analysis. (Brown, 1987 as stated by Sanal, 2008). In this study, an error analysis is revealing errors found in speaking
recording that has been transcribed. The students‘ errors are observed, analyzed
and classified under certain labels.
4. Awareness
Awareness that is used in this study is the awareness that has relationship
with language. Furthermore, language awareness is defined a learner‘s
understanding of the rules of how language works and his or her ability to notice
language. (University of Cambridge local examinations syndicate, 2011). In this
study, awareness is the language awareness: awareness that is concerned about the
students‘ understanding of the rules of language and their ability to notice errors
(24)
9
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher is going to provide basic information of the
research relating to the subject matter. There are two major concerns presented in
this chapter. Those are research theoretical description and theoretical framework.
A. Theoretical description
In this study, the researcher uses some theories as the guideline. This section
is divided into four parts. The first part is public speaking, which contains the
important elements in producing speaking accuracy. The second is grammar rules
and use, the third is contrastive analysis hypothesis and the last is non-contrastive
approach.
1. Public Speaking
In this study, the researcher will examine the function of accuracy more on
the public speaking. Wilson, et.al. (1990) define public speaking or public speech
as a speech that occurs when person(s) assumes special communicative
responsibilities to others – whether the participants number few or many, whether the speaking is performed on a podium, an easy chair, or under a tree. In short, a
speech can be said as public speaking when somebody gives a speech and where
there are listeners.
a. Important Elements in Producing Speaking Accuracy
The first element is confidence which is the majorly influenced by audiences.
(25)
able to deliver their ideas fluently. If they do not have confidence, they will also
produce more errors compared with those who have confidence when speaking in
public. In many cases of public speaking, the major distraction is the audiences.
The audiences usually wait the speakers to deliver their speech by staring
continuously at them. Pittenger as stated by Carnegie (1905) also explains the
unpleasant atmosphere in front of the audiences:
There is a strange sensation often experienced in the presence of an audience. It may proceed from the gaze of the many eyes that turn upon the speaker, especially if he permits himself to steadily return that gaze. All researchers have borne testimony to the power of a speaker's eye in impressing an audience. This influence which we are now considering is the reverse of that picture— the power their eyes may exert upon him, especially before he begins to speak.—William Pittenger, Extempore Speech. As stated by Carnegie (1905).
The second important element which has relation with confidence is the
concentration on delivering ideas. The speakers who do not have confidence may
not be able to concentrate their delivering ideas. This condition will trigger many
distractions when they deliver their speech. One of the distractions can be from
the uncooperative audiences during the speech. Another distraction, which is also
important, is when the speakers continuously think about the sentence followed
when they are talking. ―When they keep doing this, the possibility is they will produce more errors or fillers‖ (Carnegie, 1905).
Carnegie (1905) advises that while speaking one sentence, it is better not to
think of the sentence to follow. When the speakers can concentrate in delivering
their ideas and overcome the distractions, they will be able to perform a good
(26)
Those two factors are important because they are the basic elements of public
speaking. Confidence and concentration help the speakers of public speaking to
maintain their language and their speech‘s content.
2. Grammar Rules and Use
Grammar theory is important for the English learner because having a correct
grammar understanding will help the learners of English understand the language.
Besides understanding the language, it helps the learner to use the language and
increase their language awareness. However, having low a grammar
understanding might lead the learners to confusion.
Formal grammar is defined as a systematic way of accounting for and
predicting an ideal speaker‘s or hearer‘s knowledge of the language. This is done
by a set of rules or principles that can be used to generate all well-formed or
grammatical utterances in the language (Purpura, 2004). The rules of grammar
are:
a. Minimum grammar requirement
In grammar, spoken or written, the minimum requirements are the same. Every
sentence needs at least one finite, independent clause. If either of those two parts,
subject or predicate, were missing, the sentence would not be complete (Close,
1975). Therefore a sentence may not have object, but it should have at least a
subject and a predicate. (e.g.: she sleeps).
1) Subject-verb agreement
When the subjects are ―he, she, and it‖, the verbs should be added with –s or –
(27)
without –s or –es. This condition is called as subject-verbs agreement, the subject affects the verbs. This condition only appears in present tense.
b. Tenses
Tenses are used to express events, in the past, present or future. English has
three tenses; past tense, present tense and future tense. Using tenses properly is
important since the use of tenses affects the meaning of what the speakers want to
inform.
1) Present tense
Present tense expresses events or situations that exist always, usually,
habitually; they exist now, have existed in the past, and probably will exist in the
future (Azar, 1993)
2) Past tense
Past tense indicates the activities or situations begin and end at particular time
in the past (Azar, 1993). The formula for this tense changes the verbs into the
simple past form.
c. English Verbs
1) English regular verbs
English regular verbs are the verbs which simple past‘s and past participle‘s forms are added with –ed. The verb forms do not change, but they are added with
–ed. (e.g.: play played) to indicate that the actions are already done in the past. 2) English irregular verbs
English irregular verbs are the verbs which simple past‘s form and past
(28)
The example of verbs that has two forms is ‗sell’. The simple past‘s and past
participle‘s form of ―sell‖ is ―sold‖. The example of verbs that has three forms is
―ring‖. The simple past of ring is ‗rang’, and the past participle‘s form is ―rung‖.
d. Plural and Singular
1)Singular
The verbs after singular nouns should be added with suffixes -s or –es for present tense. Moreover, the linking verbs ―be‖ should be changed into ―is‖ for
present tense and ―was‖ for past tense. e.g.: My friend lives / lived in Boston; this
is/ was my bag.
2)Plural
The verbs after plural nouns should not be added with suffixes -s or –es for present tense. The linking verbs ―be‖ should also be changed into ―are‖ for
present tense and ―were‖ for past tense. e.g.: My friends live/ lived in Boston;
these are/ were my books. Moreover, the nouns themselves should be added with
suffixes -s or –es. However, in some cases the plural nouns have special forms,
such as ―mouse‖ which has plural form ―mice‖ and not ―mouses‖
3. Contrastive analysis hypothesis
Contrastive analysis hypothesis is used to help the researcher to examine the
similarities or differences of the first language, Indonesian and the second
language, English. This theory helps to find possible reasons outside the
grammatical and public speaking area.
There are three versions of contrastive analysis hypothesis. However, in this
(29)
hypothesis. In the weak version, contrastive analysis hypothesis starts with the
learner‘s errors and explains at least a subset of them by pointing to the similarities and differences between the two languages. (Slar, p. 57 as stated by
Hagopian.)
The history and theoretical origin of this contrastive analysis in behaviorist
psychology are that one – third of the deviant sentences from second language learner could be attributed to language transfer. (Dulay and Burt, 1972, as stated
by Richards and Sampson)
4. Non-Contrastive approach
The non – contrastive approach helps the researcher to not see the errors from first language interfere but to focus on the types of error. This approach is
proposed by Richards (1971) who states that the major factor of errors produced
by the second language (L2) learners of English is not from the first language (L1)
interference. This approach focuses on several types of error, observed in the
acquisition of English as a second language, which do not derive from transfer
from another language.
a. Over-generalization
Over-generalization covers instance where the learner creates deviant structure
on the basis of his experience of other structure in the target language.
Over-generalization generally involves the creation of one deviant structure in place of
two regular structures which is the result of the learner reducing his linguistic
burden. (Richards, 1971). The common example of over-generalization is the
(30)
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 classroom 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
(31)
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
(32)
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 contrastive approach fill the
non-psychological side of speaking to balance the development of the questionnaire
(33)
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 was 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
(34)
method applied to written or visual materials for purpose of identifying specified
characteristic material.”
B. Research Setting
The research was conducted in 2012, in the Sanata Dharma University on the
fourth semester and on the Critical Listening and Speaking, class B. The research
was conducted on the last two meetings, which were the final presentation.
C. Research Participants
The participants were the fourth semester of the 2010 students on the Critical
Listening and Speaking, class B of Sanata Dharma University. The total number
of the students in the Critical Listening and Speaking, class B was forty-five
students. The participants of the questionnaire were the whole class. The
participants of the interview were ten students randomly selected based on their
errors levels.
D. Instruments and Data Gathering
1. Recordings
The researcher recorded the students’ speech when they were presenting their interview result as their final presentation on the class. The recording activities
were held twice on Tuesday, May 22, 2012 and Monday, May 28, 2012. The
recordings’ duration was around one hour and thirty minutes for each meeting. 2. Questionnaire
The questionnaire was conducted on Monday, May 28, 2012, after the
recordings’ session. The questionnaire was given to all students of the Critical Listening and Speaking, class B. The questionnaire was aimed to know the
(35)
general opinions from the students about speaking and public speaking. The
questions had been matched with the public speaking theory.
3. Interview
The interview was conducted on January 16, May 1, May 6, and May 7, 2013.
The interview was aimed to answer several questions based on the theories to
search the possible reasons of the occurrence of the common grammatical errors.
In this study, the researcher used cluster sampling to select the participants of the
interview. The researcher used cluster sampling by finding “the list of larger groups of such units, or cluster, and then select among them stratificationally” (Krippendorff , 2004).
The time span of the date of the recordings and the interview was one year.
The consideration of this decision was because the researcher expected the
students of the CLS would answer the questions naturally without knowing their
errors.
E. Data Analysis Technique
1. Recordings
The first technique used was transcribing, a technique that covered the verbal
language in the recording into a written form language. The researcher listened to
the recordings and typed what the researcher heard into written form in the papers.
After the transcriptions were completed, the researcher typed them on the
computer. There were eight groups that had been transcribed, with total forty-five
speakers. After the recordings were transcribed, the researcher marked the
(36)
only focus on the errors, but the researcher also had tried to understand the context
and meaning of what the speakers wanted to say before marking a certain error.
The second technique was listing the errors found on the transcriptions into
several classifications in a table.
Table 3.1 the first classifications of the error on the transcriptions found on the
Critical Listening and Speaking’ students, class B.
Group Errors
plural / singular S-V agreement passive voice tenses sequence
6 member he love to taking
he is came home
He was born in Kediri and lives in
Surabaya until he 3 years old Errors
article possessive infinitive Others
Occupation become The pesantren name he love to taking the most inspired most from him
The researcher listed the errors under the first several classifications that
commonly found on the transcriptions. However, after the researcher analyzed the
results of the first listed errors in the table, the researcher found that there were
many classifications did not present in the first table. The researcher decided to
revise and complete the classifications.
Table 3.2 the revised classifications of the error on the transcriptions found on the
Critical Listening and Speaking’ students, class B.
No. Classifications Examples Numbers of
occurrence
1. Missing to be Our presentation (-) about
(37)
No. Classifications Examples Numbers of occurrence
2. Possessive The pesantren (-) name
...
3. Preposition ..our group consist (-) 6 member..
...
4. Article (-) Occupation become
...
5. Past participle ...to be explain.. ... 6. Noun 6 member ... 7. Double verbs Her husband is
had a fair…
...
8. Double modals ...we may can do to help him..
...
9. Incorrect verb form after modals
I will going… ... 10. To infinitive ...he love to
taking… ...
11. Subject consistency ... In Yogyakarta 2 years ago she, in the second, he has, he got married again…
...
12. Verb parallelism ...why she is working is to fulfill her family need and also makes…
...
13. Adjective parallelism ... and seeing him amaze, strangely or even not care
...
14. Adverbs ... more much in
amount… ...
15. Missing –s or –es suffix …he always get
invitation to perform…
...
16. Incorrect verb sequence on past tense
He was born in Kediri and lives in Surabaya until he 3 years old
...
17. Incorrect verb form after “Go, Keep, See”
… go visit him.. ... 18. Incorrect verb form
after “Do, Did, Does”
…does she ever had happy….
…
(38)
No. Classifications Examples Numbers of occurrence
20. Misuse comparative ….they live in poorer society, but
they still….
…
21. Misusage From what just usual you can
get……
…
22. Other S-V Agreements Dap Supri meatballs is only one in the campus
…
23. Incorrect verb sequence on present tense
We are luckier person who is able to study here
….
After the researcher revised the classifications, the researcher counted the
numbers of occurrence. After counting the numbers, the researcher found the
common grammatical errors. The common grammatical errors were analyzed
using the answers of the questionnaires and interview supported by the theories of
public speaking, contrastive analysis hypothesis and non – contrastive approach. With those answers and theories, the researcher drew conclusion of the possible
reasons of the occurrence of errors found in the Critical Listening and Speaking,
class B students.
2. Instruments
The instruments in this study were questionnaire and interview. The
questionnaires were analyzed by listing the answers in tables. After listing the
answers in the tables, the researcher found the general opinions of speaking and
public speaking from the students. The result of the questionnaire was expected to
(39)
Table 3.3 the table of the questionnaire’s result. Difficulties in speaking How to overcome those difficulties
Preparation Hours of preparation Reason why they feel nervous … … … … …
The Interviews were analyzed by transcribing the recordings into written form.
After researcher transcribed the recordings, the researcher listed the answers in a
table.
Table 3.4 the table of the interview’s result.
Questions
Participants What do they feel when they are speaking or delivering their speech publicly? Do they think that their nervous or people’ nervous will increase people’ errors Why? Are they aware of making errors when they are speaking? How many years are they being exposed with English actively? (Means that they hear, read, write, or speak English actively?) … … … … … Questions Do they understand the use or function of the suffix – s/-es and when they should use it?
How about suffix –ed?
Do they see that those suffixes are significant in : A. Indonesian sentences B. English sentences Do they know how to use quantifiers such as
“some, a lot
of, or many”? Do they usually translate Indonesian sentences to English when they are speaking? … … … … …
(40)
Questions
Do they find it difficult to talk about past events in English? Why? What do they think about why does “past verbs sequence” commonly occur in their Critical Listening and Speaking class? About the suffixes (-es/s/ed). Why do they think, many of them ignore those suffixes? About the quantifier, Why do they think, many of them ignore what following after the quantifiers? Why do they think about, they and their friends in Critical Listening and Speaking class seem not to be aware with those errors?
… … ... … …
Questions
In their opinion, what percentage for “ A. Using the correct sentences
grammatically so that the audiences will understand their speech.
B. Talking fluently, and they may not use correct grammar sentences, but at least understandable.
Additional question:
Do they think that when they are learning English with so many rules and verbs changes, is there quite a burden for them?
… …
Based on the answers in those tables, the researcher found the possible reasons of
the occurrence of the common grammatical errors. The results of the interviews
and questionnaires were expected to support the public speaking theory,
(41)
F. Research Procedure
The research will be divided into some stages, they are:
1. Permission
The researcher gave a permission letter to the CLS lecturer in order to be able
to record the CLS, class B students’ speaking production on their final presentation.
2. Data Gathering
a. Recordings
The researcher recorded the students of the Critical Listening and Speaking,
class B on their final project. The recordings were recorded in two days following
their final project performance schedule.
b. Questionnaire
In order to gather the information, a questionnaire was needed to complete
researcher’s observation. This questionnaire was done after the class. c. Transcribing the recordings
The researcher transcribed the recordings into written forms in order to be
analyzed. The transcriptions were done after the recordings were collected.
d. Marking errors in the transcribing
The researcher searched and marked the errors in the transcriptions.
e. Clustering the errors
The researcher clustered the errors based on their frequency. The clustering
(42)
f. Interviewing
The researcher held the interview to strengthen the information in order to find
the possible reasons of the occurrences of errors after the errors were all tabling.
g. Analysis
The researcher used the results of the questionnaire and interview in line with
the theories of public speaking, contrastive analysis hypothesis and non – contrastive approach. With those answers and theories, the researcher drew
conclusion of the possible reasons of the occurrences of error.
h. Conclusion and Suggestions
Based on the data, the researcher concluded the possible reasons of the
occurrences of error and gave some suggestions to the students and lecturer in the
Critical Listening and Speaking, class B in order to improve students’ speaking production.
(43)
28
CHAPTER
IV
RESEARCH
FINDINGS
AND
DISCUSSION
This chapter describes the results and discussions of the analysis of the
common grammatical errors in students’ speaking production on Critical Listening and Speaking, class B. This chapter is divided into three sections. The
first section is the discussion on the classification of the common grammatical
errors. The second section is the discussion of the occurrences of errors. The third
section is the discussion of the common grammatical errors.
A. The discussion on the classification of the grammatical errors
In order to answer what common grammatical errors on the students of the
CLS, class B, in this section the researcher shows the common grammatical errors
found on the recording recorded on their final presentation, performing their
interviews’ result in group in front of the class. The recording held on May 22 and May 29, 2012. In this section, the researcher also discusses the classifications on
the common grammatical errors.
In this study, the common grammatical errors refer to the errors that occur
50 times or more in the transcriptions of 44 students of the CLS, class B. The
errors were marked based on the grammar rules; however, the researcher also had
tried to understand the meaning of the sentences before marking the errors. This
action was carried out to avoid any misunderstanding on what the students of the
CLS, class B meant or tried to say and what the researcher heard in term of
(44)
try to understand the meaning and the context, the researcher believed that there
were more errors would be found. In this section, there are several the
classifications of the grammatical errors found in the students of the CLS, class B.
Table 4.1 the classifications of the grammatical errors found on the Critical Listening and Speaking’ students, class B.
No. Classification Numbers of
occurrence
1. Missing to be 24
2. Possessive 27
3. Preposition 21
4. Article 16
5. Past participle 17
6. Noun 4
7. Double verbs 3
8. Double modals 1
9. Incorrect verb form after modals 3 10. To infinitive 3 11. Subject consistency 4 12. Verb parallelism 5 13. Adjective parallelism 1
14. Adverbs 3
15. Missing –s or –es suffix 114
16. Incorrect verb sequence on past tense 59
17. Incorrect verb form after “Go, Keep, and See” 3 18. Incorrect verb form after “Do, Did, Does” 2 19. Verbs after preposition 7 20. Misuse comparative 1
21. Misusage 7
22. Other subject-verb agreements 13 23. Incorrect verb sequence on present tense 2
The grammatical errors on table above are found on the transcriptions based on
the three-hours recording of the students of the CLS, class B. Based on the table
4.1, the missing –s or –es suffix has the highest number of occurrence which is 114 errors during the recording. Another grammatical error that has a high number
(45)
The first common grammatical errors is the missing –s or –es suffix. The missing –s or–es suffix is found on the verbs after subjects “he, she, and it” and also on the nouns as the plural marker. The second common grammatical error is
the incorrect verb sequence on past tense. On the incorrect verb sequence on past
tense, the researcher also finds the missing –ed as past participle.
B. The discussion on the occurrences of errorss
In order to answer what are the possible reasons of the occurrences of
errors found on the students’ of the CLS, class B, the researcher had held questionnaire and interview. The questionnaire was held on May 29, 2012 after
the students’ final presentation. The participants that filled the questionnaire were 46 students.
In this section the researcher discusses the results of the questionnaire and
interview to conclude the possible reasons of the occurrences of errors found on
the students’ of the CLS, class B.
Table 4.2 the results of the questionnaire of the Critical Listening and Speaking’ students, class B.
No Questions Answers Number of
answers*
1. What difficulties do they face in Speaking?
Accuracy & Fluency
Nervous
Grammar
Do not understand the questions
Pronunciation
Vocabulary
Time Management
Not prepare
4 19 8 2 3 6 1 1
2. What do they do to overcome the difficulties they face?
Practice
Focus when speaking
Do preparations
Positive thinking
24 1 4 3
(46)
No Questions Answers Number of answers*
Keep calm / relax
Making notes
4 2 3. Do you usually prepare
themselves before the speaking class or before they give speech?
Not answering No
Yes:
Without explanation
Making note
Relaxing
Mind mapping
Practicing 1 4 6 19 1 1 11 4. How many hours do they
usually practice their speaking in a week?
Not answering
≤ 2 hours
>2 hours
Only during the speaking class
Before the class started
Once a week
Often
A night before
17 13 4 6 1 1 1 1 5. Do they feel nervous
when they speak in public or in front of the class? Why?
No Yes:
Lack of confidence
Afraid of making errors: grammar matter; pronunciation
Do not understand the materials
The audiences are scary
Lost the words and preparations
Soft voice
Not well prepared
Confusion of the diction
To get the audiences’ attention
6 7 11 1 8 5 1 4 1 1
* The number of answers does not count the participants who answer the questions. However, it counts the answers written on the questionnaire which showing that a participant may answer more than one answers from questions on the questionnaire.
(47)
Besides the questionnaire, the researcher also held interviews. The
participants of the interviews were chosen based on their error levels and the
numbers of errors that appeared the most. The error levels were divided into three
levels; low, medium, and high. Every level had a range number of error. The low
level was from 0-6 errors, the medium was from 7-14 errors and the high was
from 15-21errors. The participants of the interview were selected also based on
the number of the errors that appeared the most, which were 3, 4, 9, 11, 14, 20,
and 21. However, there was one student could not be contacted. Because of that
condition the researcher searched another student randomly. The researcher asked
10 students in total as the participants of the interview.
The first question asked about their feeling when they were delivering
their speech publicly. Most of the participants stated that they were nervous and
they agreed that nervousness did increase someone’s errors while speaking. The participants stated that nervousness made them uncomfortable, and made them
produce incorrect sentences. The audiences also seemed to find their errors.
The researcher also asked about whether they were aware of their errors
when they were speaking or not. All the participants answered that they were
aware, but only seven participants said that they corrected their errors if they had
time. During the interview, the researcher also found that not all the participants
knew the function of –s, –es and –ed suffixes. When the participants did not understand the function of certain grammatical rules, they would likely produce
(48)
Besides asking about the functions of certain suffixes, the researcher also
asked about the significance of this suffix when the English sentences were
translated into Indonesian. Six from ten participants stated that –s or –es suffix were insignificant, but only –ed suffix that was significant in Indonesian sentences. This finding proves the theory on over generalization, 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 (Richards. 1971).
Based on the interview the researcher also found that seven participants
usually translated Indonesian sentences to English when they were delivering their
speech. The participants also agreed that past event or past tense was difficult in
speaking. They said that they could not remember the verbs’ change.
The researcher also asked the participants to give percentage for “A”; using the correct sentences grammatically so that the audiences will understand
their speech; or “B”; talking fluently and may not use correct grammar sentences but at least understandable. Most of them gave the higher percentage for “B”. However, when the researcher explained that they were prepared to be teachers,
some of them changed the percentage and gave higher percentage for “A”.
After examining those findings, the researcher concludes some possible
reasons of the occurrence of the errors in general occurred on students of the CLS,
class B. The first possibility is the students’ nervousness while speaking in public. Pittenger as stated by Carnegie (1905) states that “there is a strange sensation that is often experienced in the presence of an audience. It may proceed from the gaze
(49)
(1905) agrees that the eyes staring the speakers would likely make the speakers
uncomfortable, or created unpleasant atmosphere. This condition increases the
speakers to produces more errors because of their nervousness.
The second possibility is that many students of the CLS, class B were
afraid of producing errors and mistakes on their speeches. Their focus on errors
was increasing their nervousness and errors. Carnegie (1905) on his book, The Art
of Public Speaking, says that “when people are thinking about the sentence followed when they are talking, the possibility is they will produce more errors or
fillers.”
Their being afraid of producing errors may because the third possibility,
their confusion of tenses usage. The researcher had asked whether the various
rules of English grammar burdened them when learning English or not. Most of
their answers were “not”, various rules of English grammar were not a burden for them. Nevertheless, they said that they were still confused with the usage of tenses,
though those rules were not a burden. Their confusion supported them in
increasing the errors.
In addition to the explanation above, through the interview, some of the
students said that they could do better in writing, meaning that they could produce
less grammatical errors in writing. In writing, it is obvious that they can read their
previous sentences and they will be able to analyze whether their sentences are
correct or not. However, they cannot correct their sentences in speaking which
(50)
supported them to focus on delivering their ideas and being understood by the
audiences.
The fourth possibility is because of the lack of practice from the student of
the CLS, class B. From the questionnaire, most of them did not answer the
question asking about the time they spent to practice. Based on the questionnaire,
only thirteen answers answered they practiced speaking more than two hours in a
week. These answers showed that most of them did not practice their speaking
outside the class. The preparations they made mostly were in forms of notes and
individual practices. Moreover, they practiced them mostly during the speaking
class.
The fifth possibility is because of the students’ high tolerance of speaking accuracy. Through the interview the researcher found that most of the students of
the CLS, class B, preferred to deliver their speech by eliminating the grammar
rules than to deliver correct sentences. One of students argued that even though
they eliminated the grammar rules, their friends still could understand them. This
statement was one of the reasons of their intention of eliminating the grammar
rules.
The last possibly is that the students were not fully aware that they were
prepared to be teachers. The researcher asked them to give percentages on two
criteria. The first criterion was “A”, having grammatically correct sentences in order to be understood by others. The second was “B”, not having grammatically correct sentences but still understandable. The result was that most of them gave
(51)
On the other hand, after the researcher explained that they were prepared
to be teachers even though they were willing to be teachers or not, most of them
changed the percentages. They used their second chance to give the “A” higher percentage. Examining these answers, the researcher concludes that the students
are not fully aware that they are prepared to be teachers who should be a good role
model on speaking, writing, listening and reading. Their unawareness led them to
ignore grammar rules when they were speaking. Furthermore, since they were not
aware that they were prepared to be teachers, it might trigger their
communication-only goal. According to Richards (1971), when the language is
seen as a tool of communication, the learners’ motivation to deliver the communication to others will exceed the motivation to produce grammatically
correct sentences.
C. The discussion on the common grammatical errors
In order to answer what are the possible reasons of the occurrence of the
common grammatical errors found on the students’ of the CLS, class B, in this section the researcher discusses the results of the questionnaire and the interview.
The discussions are divided into two discussions. The first discussion is on the
missing –s or –es suffix and follows by the second discussion on the incorrect verb sequence on past tense.
1. Discussion on the missing –s or –es suffix
Before the researcher discusses this section, there is a little explanation about
the missing –s or –es suffix classification. This classification focuses on the missing –s or –eson verbs after “he, she, and it” subjects and on the nouns as the
(52)
plural marker. However, this classification was originally under the subject-verb
agreement, but the researcher decided to separate the classification.
The researcher separated the classification because on this classification the
missing –s or –es suffix on nouns as the plural marker was not an error of subject-verb agreement. The errors on the subject-subject-verb agreement could be in form of the
incorrect paired subjects or verbs, such as “…..we does not know…”or “….Dab Supri’s meatballs is…..” Another reason is because the researcher found that this classification had specific triggers of errors that were different with the triggers on
the subject-verb agreement error.
The first grammatical errors discussed is the missing –s or –es suffix. Based on the interview, there were two participants answered that they did not know the
use or function of –s or -es. However, there were seven others that were able to explain briefly about the function or the use of that suffix. Based on their answers,
most of them understood the function of –s or –es suffix that was as the plural marker (six answers), but only four answers that were able to explain that the
suffix was also used for the 3rd person singular. Examining those answers; the
researcher concludes that the first possibility of the occurrences of the missing –s or –es suffix error is their understanding of the function of that suffix.
The second possibility is the significance of the –es or -es suffix in Indonesia sentences. Most of the participants were accustomed to think the Indonesian
thought pattern first and then they converted that into the English thought pattern
when they were speaking. It could be assumed that they thought of the Indonesian,
(1)
Past Participle Noun 6. he hopes to be remember by
others….
7. aa Asep has explain for us 8. unfortunately she got divorce
because ….
9. Bu Sugiati has explain 3 important principles
10. …everything will be success. 11...She had chase by satpol PP and
expel by market security…. 12. …because she had help us to do
our assignment.
13.Because he has publish some article in some newspapaer and also he has publish a book about becak.
14. … the first wife has pass away in 2006..
15.All the plans that they had arrange
16.But this happiness was suddenly replace
17.Having his daughter save
Verb as noun:
3. we should manage our have Parallelism of Noun:
4. ..eating in burjo is the health food, clean, the cleanliness, the neat and the taste also.
Noun phrase:
5. They are not rich and not educated family.
Double markers :
6. He does it better than being a robbers or corruptors.
7. when he always treat his customer like a friends
8. Aa Asep has a complete parents 9. ..a small pupil on his right eyes
Double
Verbs Modals
1. her husband is had a fair with another woman..
2. her dawet is cost for 3000 3. he can feel do his daily activities
(2)
Others Subject – Verbs Agreement Incorrect Verbs Sequence on Present Tense 1. Dap Supri meatballs is only one in the
campus
2. His first children is female
3. .. because many people there is still using….
4. Kuningan people is going
5. I mean there are happiness , there are the sadness
6. After all of their dawet is sold out 7. …about his future, his ambition, and
his desire is mbecak
8. …her all of her children has a job, 9. …the customers of this burjo is the
students…..
10. ..the goals of working is to fulfill…. 11. ….. the lessons we learn from him, is
that…..
12. …if we does not want….
13. Bu Sugiati is: struggle for life, never give up, always give thanks whatever God gave us and derive your
weakness as your strong will to reach your goal
1. We are luckier person who is able to study here
2. We are an English student who have
(3)
Incorrect verbs form after modals To Infinitive 2. I will going…
3. …people will takes… 4. We cannot heard clearly
1. …he love to taking care her grandchildren….
2. she has a motto to always gratifies all…
3. he only wants to studied 4. he love to taking care her
grandchildren… Incorrect verbs form after
“Go, Keep, See”
Incorrect verbs form after “Do, Did, Does”
1. .. what you could do to help him, is just; go visit him..
2. we should not keep move on and…. 3. we often see him play angklung
1. ..does she ever had happy or sad moment?
2. he doesn’t has education background
Subject Consistency
1. …she can see her grandchildren grow up nicely and play happily, so here he said that he love to taking care her grandchildren…
2. Bu Sugiati has two husband, and one husband is, in the past wen he live in Banjarnegara but he got divorce with her first husband
3. In Yogyakarta 2 years ago she, in the second, he has, he got married again 4. he blame himself, why didn‟t me who die?
Misuse Comparative Adverbs
1. ….they live in poorer society, but they still….
1. ..with the most motivation in… 2. the most inspired most from him 3. more much in amount in
(4)
Parallelism
Verbs Adjective
1. He is going to the market to buy the material to make meatball, and then he back home at 5 o‟clock and preparing the meatball…
2. why she is working is to fulfill her family need and also makes
3. …start a new business and dealing with the condition…
4. when you smile and eating and chatting…
5. never wasting your time for nothing and accept…
1. and seeing him amaze, strangely or even not care
Incorrect verbs after preposition Misusage 1. by make
2. after graduate 3. after graduated
4. Fadly had given something big as say thank you
5. and after arrived at that house 6. his ability in playing angklung and
played some song.
7. it‟s not enough for fulfill his
1. ..what just usual you can get… 2. That time Mr. Harry was 3rd years old and…
3. his shows up on television and share…
4. a lot of anothers national channels…
5. mas Agus is the six child 6. I think all of you known 7. he always be grateful
(5)
vi ABSTRACT
Nugroho Utami,Yosephine. (2013). An Error Analysis on the Grammar Accuracy of the Fourth Semester Students’ Speaking Production. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Speaking is one of the skills of English which is highly demanded by the English learner. This high demand occurs perhaps because the learners’ view of language. Spoken language sees language as a tool of communication which means the accuracy will not matter as long as the learner can deliver an understandable speech to communicate or deliver their ideas. However, when the language is seen as a tool of communication, the learners’ motivation to achieve communication, motivation where the learner wants to deliver the communication to the others, may exceed motivation to produce grammatically correct sentences (Richards.1971).
This study is aimed to analyze errors on the grammar accuracy of students’ speaking production on the Critical Listening and Speaking, class B offered in semester four in the Pendidikan Bahasa Inggris of Sanata Dhama University. This study concerns with two problems. First problem is what the students’ common grammatical errors in their speaking productions on the Critical Listening and Speaking, class B offered in semester four in the Pendidikan Bahasa Inggris of Sanata Dhama University are. Second problem is why those
common grammatical errors in the students’ speaking productions on the Critical
Listening Speaking, class B occur.
The researcher applied document analysis to analyze the data. In order to gather the data, the researcher recorded the speaking productions of the students of the Critical Listening and Speaking, class B. The researcher also held
questionnaire about the students’ opinion, hours of practice, and difficulties in
speaking. The interview held to find the students’ opinion of speaking and reasons why the students produce those errors. The participants of the interview were ten students selected based on their errors levels. Furthermore, the common grammatical errors are analyzed using an error analysis theory in line with speaking theory, grammar rules and use, contrastive analysis hypothesis, non-contrastive approach, the questionnaire’s result, and interview ‘s result.
The researcher finds out that the common grammatical errors found in the
students’ speaking productions on the Critical Listening and Speaking, class B are
the missing –s or –es suffix and the incorrect verbs sequence on past tense. The possible reasons for the occurrence of those errors are the students’ nervousness
when speaking, students’ understanding of applying English grammar, lack of
practice, the students’ high tolerance of errors, mixing Indonesian language rules with English, the students’ fear of producing errors while speaking and also the confusion of the verbs changes in past tense.
(6)
vii
ABSTRAK
Nugroho Utami,Yosephine. (2013). An Error Analysis on the Grammar Accuracy of the Fourth Semester Students’ Speaking Production. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan Bahasa dan Seni, Universitas Sanata Dharma.
Berbahasa lisan adalah salah satu keterampilan bahasa Inggris yang banyak diminati. Permintaan yang tinggi tersebut dikarenakan oleh cara pandang pelajar terhadap bahasa. Bahasa lisan memposisikan bahasa sebagai suatu alat komunikasi yang berarti mengesampingkan ketepatan tata bahasa sejauh para pelajar dapat berkomunikasi dengan bahasa yang dapat dimengerti. Sayangnya, saat bahasa diposisikan sebagai alat komunikasi, motivasi pelajar untuk berkomunikasi melebihi motivasi mereka untuk berbicara dengan bertata bahasa benar (Richards.1971).
Studi ini bertujuan untuk menganalisa kesalahan tata bahasa pada bahasa lisan para murid di Critical Listening and Speaking kelas B yang ditawarkan pada semester empat di Pendidikan Bahasa Inggris, perguruan tinggi Sanata Dharma. Studi ini memberikan perhatian kepada dua masalah. Masalah pertama, apa kesalahan umum dari para murid di Critical Listening and Speaking kelas B yang ditawarkan pada semester empat di Pendidikan Bahasa Inggris, Universitas Sanata Dharma? Masalah kedua, mengapa kesalahan umum pada bahasa lisan para murid di Critical Listening and Speaking kelas B dapat muncul?
Penulis menggunakan metode analisa dokumen untuk menganalisa data. Dalam pengumpulan data, penulis merekam hasil berbahasa lisan para murid. Penulis membagikan kuisioner tentang opini para murid, banyaknya jam berlatih, dan kesulitan mereka dalam berbahasa lisan. Wawancara diadakan untuk mengetahui opini para murid dan alasan mengapa para murid menghasilkan kesalahan tersebut. Para peserta wawancara adalah sepuluh murid yang dipilih berdasarkan tingkatan kesalahan mereka. Selanjutnya, kesalahan umum tersebut dianalisa menggunakan teori analisa kesalahan, bersama dengan teori berbahasa lisan, penggunaan dan aturan tata bahasa Inggris, contrastive analysis hypothesis, non-contrastive approach, dan hasil dari kuisioner maupun wawancara.
Penulis menemukan bahwa kesalahan tata bahasa umum pada para murid di Critical Listening and Speaking kelas B adalah hilangnya akhiran –s atau –es, dan ketidaktepatan rangkaian kata kerja pada tensis lampau. Kemungkinan munculnya kesalahan tersebut dapat dikarenakan kegugupan para murid pada saat berbicara, pengertian para murid akan pengunaan bahasa Inggris lisan, kurangnya latihan, tingginya toleransi kesalahan pada murid, bercampurnya tata bahasa Indonesia dan Inggris, ketakutan para murid akan produksi kesalahan saat berbicara, dan juga kebingungan dalam perubahan kata kerja dalam tensis lampau. Kata kunci : bahasa lisan/ berbicara, analisa kesalahan, keakuratan tata bahasa,