A study on the mastery and the errors of reported speech - USD Repository
A STUDY ON THE MASTERY AND THE ERRORS
OF REPORTED SPEECH
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Andreas Grahana Puspitasari Student Number: 021214028
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
A STUDY ON THE MASTERY AND THE ERRORS
OF REPORTED SPEECH
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Andreas Grahana Puspitasari Student Number: 021214028
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
This thesis is dedicated to my beloved mother, father, brother, sister, and Fandi for their love, support, motivation, and prayer
ACKNOWLEDGEMENTS
I would like to dedicate my greatest and deepest gratitude to Allah SWT for His everlasting love and guidance throughout the accomplishment of this thesis. He is the strength of my soul and the most faithful companion.
My deepest appreciation goes to my major sponsor, Agustinus Hardi Prasetyo, S.Pd., M.A., and my co-sponsor, Made Frida Yulia, S.Pd., M.Pd., for their great patience to spend their time in reading and correcting this thesis continually. Their advice and suggestions are useful to give me inputs to the revision of this thesis.
My sincere appreciation also goes to Laurentia Sumarni, S.Pd., for her willingness to spend her precious time to read, to guide and to correct this thesis for further improvement.
My deepest gratitude goes to all lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance during my study. I also thank them all for their precious time to give me valuable lessons and enrich me with knowledge and learning experiences.
My sincere appreciation goes to Dra. Sri Joeliantini for her willingness to give me permission to conduct the research in her Structure IV classes.
I owe thanks to the fourth semester students of Structure IV classes (class B and class D) in the academic year of 2006/2007 for their willingness to spend their time to be the respondents of this research.
I would like to give my deepest love and appreciation to my beloved parents, Anik Endriati and Pitoyo, for giving me their constant love and guidance and making and faith. I thank my brother and my sister, Madra and Leny, for their support and laughter. I am proud of them.
I would like to take this opportunity to give my special thanks to Fandi for always encouraging me not to give up and to finish this thesis immediately. I thank him for always encouraging me to be a tough girl.
It is proper to say thanks to Rury for lending me her computer and printer. I also thank Mbak Wiji and Mas Woro for their willingness to lend me their computer. My special thanks go to my friend Uningtyas Guno Tali Kusumawati for her patience in picking me up and for lending me her computer and printer.
I deliver my best thanks to Haryana and Tina, for their companionship and support during the process of the accomplishment of this paper. I am deeply indebted to Agatha Uni and Melania Shinta for their willingness to check the test. I thank Dudi (PBI 2003) and Nyoman (Management 2002) for their support.
To Sari, Dianing, Feri, Selly, Nissa, Marinta, Woro, Shinta ‘ciplux’, Hastri and all PBI 2002ers, seniors and juniors, I thank them all for their advice, suggestions, inputs, and support. My best thanks also go to Uning cuaem, Uthe’ muaniezt, Mbak Reni and Mas Anto’, Mbak Rangga, Heni, Diah, Yuni, Intan, and Sri. I thank them all for their love, support, stories, lessons, and for being my good friends during this time.
Finally, I would like to express my gratitude to those whose names I cannot mention here one by one. I cannot finish this thesis without their assistance, supports, and prayers. May God bless them all!
Andreas Grahana Puspitasari
TABLE OF CONTENTS
TITLE PAGE ............................................................................................... i PAGE OF APPROVAL ................................................................................ ii PAGE OF ACCEPTANCE .......................................................................... iii PAGE OF DEDICATION ........................................................................... iv STATEMENT OF WORK’S ORIGINALITY ........................................... v ACKNOWLEDGMENTS ............................................................................ viTABLE OF CONTENTS ............................................................................. viii
LIST OF TABLES ........................................................................................ xiv
LIST OF FIGURES ...................................................................................... xv
ABSTRACT ................................................................................................... xvi
ABSTRAK ...................................................................................................... xviii
CHAPTER I: INTRODUCTION ................................................................1 A. Background of the Study .......................................................................
1 B. Problem Limitation ................................................................................
4 C. Problem Formulation .............................................................................
4 D. Objectives ..............................................................................................
5 E. Benefits ..................................................................................................
5 F. Definition of Terms ...............................................................................
6 CHAPTER II: LITERATURE REVIEW ...................................................
9 A. Theoretical Description .........................................................................
9
a. Definition ...............................................................................
9 b. Punctuation .............................................................................
10 1). Colon .............................................................................
10 2). Comma ..........................................................................
10 3). Quotation Marks ............................................................
11 2. Reported Speech ..............................................................................
11 a. Definition ...............................................................................
11 b. Types of Reported Speech .....................................................
12 1). Statement ........................................................................
12 2). Question ........................................................................
12 3). Command or Imperative.................................................
13 4). Request ...........................................................................
14 5). Advice and Suggestion...................................................
14 6). Exclamation ...................................................................
14 c. Punctuation .............................................................................
15 d. Conjunction that .....................................................................
15 e. Reporting Verbs (Say, Tell, Ask) ............................................
16 1). Say .................................................................................
16 2). Tell ................................................................................
16 3). Ask .................................................................................
16 f. Grammatical Changes ............................................................
17 1). Tense .............................................................................
17 2). Pronoun .........................................................................
19 3). Adverb ..........................................................................
19
4). This and These ..............................................................
20 5). Modal Verbs .................................................................
20 6). Modal Auxiliary ............................................................
21 7). Word Order ...................................................................
21 8). General Truth ................................................................
22 9). To -Infinitive and That-Clause .......................................
22 3. Errors ...............................................................................................
23 a. Definition ...............................................................................
23 b. The Purpose of the Study of Errors ........................................
23 c. Errors versus Mistakes ...........................................................
24 d. Classifications of Errors .........................................................
25 1). Linguistic Category ......................................................
25 2). Surface Strategy ............................................................
25 3). Comparative Taxonomy ...............................................
27 4). Communicative Effect ..................................................
28 e. Sources of Errors ....................................................................
28 1). Interlingual Transfer .....................................................
28 2). Intralingual Transfer .....................................................
29 3). Context of Learning ......................................................
29 B. Theoretical Framework ............................................................................
29 CHAPTER III: METHODOLOGY ...............................................................
32 A. Research Method ......................................................................................
32 B. Research Participants ................................................................................
32 C. Research Setting ......................................................................................
33
D. Research Instrument .................................................................................
33 1. Validity ...........................................................................................
34 a. Content Validity .....................................................................
34 b. Criterion-Related Evidence of Validity .................................
35 c. Construct Validity ..................................................................
36 d. Face Validity ..........................................................................
36 2. Reliability ........................................................................................
36 E. Data Gathering Technique ........................................................................
38 F. Data Analysis ............................................................................................
39 1. Checking and Scoring .....................................................................
39 2. Classifying .......................................................................................
39 G. Research Procedure ..................................................................................
40 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..................
41 A. Data Presentation .....................................................................................
41 B. Data Analysis ............................................................................................
43 1. The Reliability of the Test ..............................................................
44 2. Presentation of Descriptive Statistics ..............................................
44 C. Discussion .................................................................................................
47 1. The Students' Mastery on Reported Speech ....................................
47 2. The Types of Errors Found in Reported Speech ..............................
47
a. The Types of Errors Based on the Error Classifications Proposed by Dulay et al. ........................................................
48 1). Omission .......................................................................
49
2). Addition ........................................................................
60 9). That -Clause ...................................................................
66 c. Context of Learning ...............................................................
64 b. Intralingual Transfer ..............................................................
64 a. Interlingual Transfer ..............................................................
63 3. Possible Causes of Students' Errors in Reported Speech ................
63 d. Other Findings ........................................................................
62 3). Exclamation ..................................................................
62 2). Command ......................................................................
61 1). Question ........................................................................
c. The Types of Errors Based on the Types of Reported Speech ....................................................................................
61
59 8). To -Infinitive ..................................................................
51 3). Misformation ................................................................
59 7). Word Order ...................................................................
58 6). Modal Verb ...................................................................
58 5). This and These ..............................................................
57 4). Adverb of Place ............................................................
57 3). Adverb of Time .............................................................
56 2). Pronoun .........................................................................
55 1). Tense .............................................................................
b. The Types of Errors Based on the Grammatical Changes of Reported Speech ...............................................................
54
53 4). Misordering ...................................................................
67
CHAPTER 5: CONCLUSIONS AND SUGGESTIONS ..............................
78 APPENDIX 2 Answer Key ................................................................................
94 APPENDIX 9 Filling in the Blank Test - Part B ...............................................
92 APPENDIX 8 Multiple-Choice Test - Part A ....................................................
90 APPENDIX 7 The Students’ Scores in the Test ................................................
89 APPENDIX 6 The Reliability of the Half and the Full Test ..............................
86 APPENDIX 5 The Blue Print of the Grammatical Changes in the Test ............
83 APPENDIX 4 Error Types Based on Surface Strategy Classification ..............
82 APPENDIX 3 Error Types Based on Linguistic Category Classification .........
78 APPENDIX 1 Reported Speech Test .................................................................
69 A. Conclusions ...............................................................................................
76 APPENDICES ..................................................................................................
74 REFERENCES .................................................................................................
74 3. For the Further Research .................................................................
2. For the Students of the English Language Education Study Program of Sanata Dharma University ...........................................
71
1. For the Lecturers of the English Language Education Study Program of Sanata Dharma University ...........................................
71
69 B. Suggestions ...............................................................................................
96
LIST OF TABLES
Table 2.1 The Changes of Adverbial Time in Reported Speech ......................20 Table 3.1 The Blue Print of the Reported Speech Types in the Test ...............
35 Table 3.2 The Reliability of the Test ...............................................................
38 Table 4.1 The Students’ Achievement in the Whole Part of the Test ..............
42 Table 4.2 The Students’ Achievement in the First Part of the Test .................
42 Table 4.3 The Students’ Achievement in the Second Part of the Test .............
43 Table 4.4 The Descriptive Statistics .................................................................
44 Table 4.5 The Students’ Scores in Relation to the Category ...........................
46 Table 4.6 Reported Speech Errors Found in the Test Based on the Surface Strategy Taxonomy .........................................................................
49 Table 4.7 Reported Speech Errors Found in the Test Based on the Grammatical Changes of Reported Speech .....................................
55 Table 4.8 Reported Speech Errors Found in the Test Based on the Types of Reported Speech .........................................................................
61
LIST OF FIGURES
Figure 2.1 The Tenses Movement in Reported Speech ....................................18 Figure 2.2 The Shifts of Modal Auxiliary in Reported Speech ........................
21 Figure 3.1 The Pearson Product Moment Formula ...........................................
37 Figure 3.2 The Spearman-Brown Prophecy Formula .......................................
37 Figure 4.1 The Score Category .........................................................................
46
ABSTRACT
Puspitasari, Andreas Grahana. 2007. A Study on the Mastery and the Errors of Reported Speech . Yogyakarta: Sanata Dharma University.
Students often found reported speech to be a problematic area of English grammar because their language, Indonesian, has less formal distinction between direct speech and reported speech than that of English. For this reason, they often made errors when they were required to convert direct speech into reported speech. In fact, since reported speech is a part of English grammar, students have to master it in order to be able to produce correct utterances. Moreover, as they belong to students of Faculty of Teachers Training and Education, they are prepared and expected to be teachers. They have to master English grammar so that they are able to give correct explanation to their students later on. There were three problems formulated in this study. They were 1) ‘How far have the fourth semester students mastered reported speech?’ 2) ‘What types of errors do the students make in reported speech?’ and 3) ‘What are the possible causes of students’ errors in reported speech?’
The research was conducted using a survey method whose participants were the fourth semester students of the English Language Education Study Program of Sanata Dharma University. To select the representative sample, this study applied cluster sampling technique. A test was used as an instrument to collect the data.
The answer to the first problem was that the fourth semester students' mastery on reported speech was sufficient according to the academic regulation of Sanata Dharma University. Their average achievement score was 19.60, which fell on the maximum passing score for the category of sufficient (17-20). It was found out that the students had difficulties in mastering reported speech especially when they were required to convert direct speech into reported speech with no option (in part B- Filling in the Blanks). In the first part of the test (in part A-Multiple-Choice), the students could achieve 76.92% of correct answers. However, they only achieved 42.12% of correct answers in the second part of the test (in part B-Filling in the Blanks). This achievement was far below the minimum standard of mastery (56%).
The answer to the second problem was that the students made many errors of reported speech. Based on the surface strategy taxonomy, errors found were 51 which divided into 10 errors of omission of major content (19.61%), 4 errors of omission of grammatical morpheme (7.84%), 2 errors of double marking (3.92%), 17 errors of simple addition (33.33%), 5 errors of alternating form (9.80%), and 13 errors of misordering (25.49%). Based on the grammatical changes of reported speech, students made the highest errors (354) which consisted of 97 errors of tense (27.40%), 29 errors of pronoun (8.19%), 154 errors of adverbial time (43.50%), 19 errors of adverbial place (5.37%), 10 errors of demonstratives this and these (2.82%), 1 error of modal verb (0.28%), 14 errors of word order (3.95%), 2 errors of to- infinitive (0.56%), and 28 errors of that-clause (7.91%). The students also made 33 errors of the types of reported speech. They made 11 errors of reported question (33.33%), 17 errors of reported command (51.51%), and 5 errors of reported
The answer to the third problem was that the students’ errors were caused by the interference of the mother tongue, Indonesian, the nature of reported speech, and the context of learning with the lecturer and the material.
Related to the research findings, this study proposes some suggestions. First, the lecturers of the English Language Education Study Program are recommended to give special time to teach reported speech step by step continuously because of its complexity. Second, the students should be more active and creative to learn reported speech outside the class so that they can minimise their errors and improve their mastery. Third, the further researchers are recommended to develop the study using different subjects and using not only test but also observation and interview as the instruments.
ABSTRAK
Puspitasari, Andreas Grahana. 2007. A Study on the Mastery and the Errors of Reported Speech . Yogyakarta: Sanata Dharma University.
Mahasiswa sering mengalami kesulitan dalam menguasai kalimat tak langsung Bahasa Inggris karena Bahasa Indonesia hanya memiliki sedikit perbedaan antara kalimat langsung dan kalimat tak langsung dibandingkan perbedaan dalam Bahasa Inggris. Oleh karena itu, mereka sering membuat kesalahan ketika mereka diminta untuk mengubah kalimat langsung menjadi kalimat tak langsung. Padahal, kalimat tak langsung merupakan bagian dari Bahasa Inggris yang harus dikuasai mahasiswa untuk dapat berbahasa Inggris dengan benar. Lebih-lebih mereka adalah mahasiswa Fakultas Keguruan dan Ilmu Pendidikan yang disiapkan dan diharapkan untuk menjadi pendidik yang bisa memberikan penjelasan yang benar kepada siswa- siswanya kelak. Studi ini merumuskan tiga masalah, yaitu 1) ‘Sejauh mana mahasiswa semester empat Program Studi Pendidikan Bahasa Inggris menguasai kalimat tak langsung?’ 2) ‘Kesalahan-kesalahan apa saja yang dibuat mahasiswa dalam kalimat tak langsung?’ dan 3) ‘Kemungkinan-kemungkinan apa saja yang menjadi penyebab kesalahan mahasiswa itu?’
Penelitian ini dilaksanakan dengan menggunakan metode survei dimana mahasiswa semester empat Program Studi Pendidikan Bahasa Inggris menjadi partisipannya. Studi ini menggunakan metode cluster sampling dalam memilih partisipan. Instrumen yang digunakan dalam memperoleh data adalah tes.
Jawaban untuk masalah yang pertama yaitu bahwa berdasarkan Peraturan Akademik Universitas Sanata Dharma, mahasiswa semester empat dianggap telah cukup menguasai kalimat tak langsung. Skor rata-rata yang mereka capai adalah 19,60, yang jatuh pada batas atas untuk kategori cukup (17-20). Mahasiswa mengalami kesulitan dalam menguasai kalimat tak langsung terutama pada saat mereka diminta untuk mengubah kalimat langsung menjadi kalimat tak langsung tanpa ada jawaban pilihan (pada bagian B dalam tes-Mengisi Titik-Titik). Pada bagian pertama dalam tes (bagian A-Pilihan Ganda), mahasiswa bisa mencapai 76,92% jawaban benar. Akan tetapi, mereka hanya mencapai 42,12% jawaban benar pada bagian kedua dalam tes (bagian B-Mengisi Titik-Titik). Pencapaian tersebut sangat jauh dibawah standar minimum kelulusan (penguasaan).
Jawaban untuk masalah yang kedua yaitu bahwa mahasiswa membuat banyak kesalahan dalam kalimat tak langsung. Berdasarkan klasifikasi surface strategy, mahasiswa membuat kesalahan sebanyak 51 yang dibagi menjadi 10 kesalahan pada
omission of major content (19,61%), 4 kesalahan pada omission of grammatical
morpheme (7,84%), 2 kesalahan pada double marking (3,92%), 17 kesalahan pada
simple addition (33,33%), 5 kesalahan pada alternating form (9,80%), dan 13
kesalahan pada misordering (25,49%). Mahasiswa membuat kesalahan terbanyak dalam perubahan gramatikal dalam kalimat tak langsung yaitu 354 kesalahan. Jumlah kesalahan tersebut meliputi 97 kesalahan pada tense (27,40%), 29 kesalahan pada kata ganti (8,19%), 154 kesalahan pada keterangan waktu (43,50%), 19 kesalahan pada keterangan tempat (5,37%), 10 kesalahan pada this dan these (2,82%), 1 kesalahan pada kata kerja modal (0,28%), 14 kesalahan pada susunan kata (3,95%), 2 kesalahan pada to-infinitive (0,56%), dan 28 kesalahan pada that-clause (7,91%).
Mahasiswa juga membuat 33 kesalahan pada tipe-tipe kalimat tak langsung. Mereka membuat 11 kesalahan pada kalimat tanya tak langsung (33,33%), 17 kesalahan pada kalimat perintah tak langsung (51,51%), dan 5 kesalahan pada kalimat seru tak langsung (15,15%).
Jawaban untuk masalah yang ketiga yaitu bahwa kesalahan-kesalahan yang dibuat mahasiswa disebabkan oleh pengaruh Bahasa Indonesia, kalimat tak langsung itu sendiri, dan faktor eksternal yaitu dosen dan text book yang digunakan.
Berkaitan dengan hasil penelitian, studi ini menyumbangkan beberapa saran. Pertama, para dosen Program Studi Pendidikan Bahasa Inggris disarankan untuk menyediakan waktu khusus untuk mengajarkan kalimat tak langsung secara bertahap dan berkesinambungan mengingat kerumitan yang ada dalam kalimat tak langsung. Kedua, para mahasiswa disarankan untuk lebih kreatif dan aktif dalam mempelajari kalimat tak langsung supaya kesalahan-kesalahan mereka bisa diminimalisasi dan mereka bisa meningkatkan penguasaan pada kalimat tak langsung. Ketiga, peneliti- peneliti berikutnya disarankan untuk mengembangkan studi ini dengan menggunakan partisipan yang berbeda dan dengan menggunakan tes, observasi, dan wawancara sebagai instrumennya.
CHAPTER I INTRODUCTION This chapter discusses six sub-chapters dealing with a study on the mastery and
the errors of reported speech of the fourth semester students of the English Language Education Study Program of Sanata Dharma University. Those six major topics are background of the study, problem limitation, problem formulation, objectives, benefits, and definition of terms.
A. Background of the Study
When an English speaker wants to report someone else’s words, thoughts, or beliefs, the speaker may use either direct speech or reported speech (Celce-Murcia & Larsen-Freeman, 1983). For instance, Aldo wants to report what Aldy has said to him using direct speech:
Aldy said, ‘I will finish my writing tonight.’
or using indirect speech (reported speech): Aldy said that he would finish his writing that night.
From the example above, there are many obvious differences, which can be seen from the speaker’s report between direct speech and reported speech. When the second speaker reports what the first speaker has said to him using direct speech, he does not need to make any changes from the first speaker’s words. He just repeats the first speaker’s original exact words directly. On the contrary, when the second speaker reports the first speaker’s words using reported speech, he has to make many changes such as in the verb tense, in pronoun, and in adverbial time. He also needs to add the conjunction that in his report.
2 Celce-Murcia and Larsen-Freeman (1983) said that due to those differences, ESL/EFL students often find indirect speech or reported speech to be a problematic area of English grammar. It is because many non European languages have less formal distinction between direct speech and reported speech than that of English. For example, Tina, an Indonesian speaker, wants to report what Sari, another Indonesian speaker, has said to her using Indonesian direct speech (it refers to
kalimat langsung ): Sari berkata, ‘Aku sudah makan pagi.’ (Sari said, ‘I have had my breakfast.’)
or using Indonesian reported speech (it refers to kalimat tak langsung): Sari berkata bahwa dia sudah makan pagi.
(Sari said that she had had her breakfast.)
From the example above, it is true that Indonesian language makes less formal distinction between direct speech and reported speech than that of English. There are only two changes when the speaker converts Indonesian direct speech (kalimat
langsung ) into Indonesian reported speech (kalimat tak langsung). They are the
presence of conjunction bahwa (that) and the change of pronoun aku (I) into dia (she). Whereas the speaker has to make four changes when she converts English direct speech into English reported speech. Those four changes are 1) the presence of conjunction that; 2) the change of subject pronoun I into she; 3) the change of verb tense have had into had had; and 4) the change of possessive pronoun my into her.
As EFL students, the fourth semester students of the English Language Education Study Program of Sanata Dharma University also found reported speech to be a problematic area of English grammar. This phenomenon was found by the
3 researcher from her own experience when she learnt reported speech in semester IV.
She observed that mostly students were confused when they had to convert direct speech into reported speech. Even though they had learnt reported speech in semester
II, they still found reported speech difficult to master and made many errors in reported speech tests. They were often confused to change the verb tense, the pronoun, the demonstrative, and the adverbial time and place when they converted direct speech into reported speech. One more thing that made students found difficult in reported speech was the word order of reported speech was different from that of direct speech, for example: direct speech : ‘How old are you?’ Mr. John says. reported speech : Mr. John asks me how old I am. Word order difference between direct and indirect speech is another area that is often affected when students attempt to convert direct speech into indirect speech (Celce- Murcia & Larsen-Freeman, 1983).
The problems the students faced became the intended case for this study to find out how far the students had mastered reported speech and further to analyse the students’ errors in reported speech. Beside the interference from the native language, Indonesian, which make students find reported speech difficult to master as it was stated by Celce-Murcia and Larsen-Freeman above, this study also attempted to analyse the other possible causes of students’ errors in reported speech.
In this study, reported speech is considered as a crucial subject the students have to master since it is a part of English grammar. Students have to master English grammar in order to be able to produce correct speech. Grammar also enables them to communicate through English and represents their linguistic competence (Fromkin
4 Blair, & Collins, 2000). Besides, as students of the English Language Education Study Program of Sanata Dharma University who belong to Faculty of Teachers Training and Education, they are prepared and expected to be teachers. They have to have good knowledge of English grammar so that they are able to give correct explanation to their students later on.
B. Problem Limitation
This study focuses on the mastery and the errors of reported speech of the fourth semester students of the English Language Education Study Program of Sanata Dharma University. The fourth semester students were chosen as the respondents in this study since they had just learnt reported speech in Structure IV. Even though they had learnt reported speech in the second semester, they still found reported speech difficult to master and still made many errors in their tests. Therefore, this research was conducted to find out how far the students had mastered reported speech, what types of errors the students made in reported speech, and what possible causes of students’ errors were. The limitation of this study was on the written form of reported speech as this study analysed the students’ mastery, the students’ errors, and the possible causes of students’ errors from the reported speech test given.
C. Problem Formulation
There are three questions formulated in this study:
1. How far have the fourth semester students of the English Language Education Study Program of Sanata Dharma University mastered reported speech?
2. What types of errors do the students make in reported speech?
5 D. Objectives The objectives of this study are stated as follows:
1. This study would like to find out how far the fourth semester students of the English Language Education Study Program of Sanata Dharma University had mastered reported speech.
2. This study would like to find out what types of errors that students made in reported speech.
3. This study would like to figure out the possible causes of students’ errors in reported speech.
E. Benefits
This study is expected to give benefits for:
1. The students Hopefully, this study will help the fourth semester students of the English
Language Education Study Program of Sanata Dharma University, the students of the English Language Education Study Program of Sanata Dharma University in general, and the other students majoring in English Education to enrich their knowledge of reported speech since this study provides enough space for the discussion on reported speech. Students can pay more attention to the difficult parts of reported speech they have and learn more those difficult parts so that they will improve their mastery of reported speech.
2. The lecturers This study can help the lecturers of the English Language Education Study
Program of Sanata Dharma University, especially the lecturers of Structure IV to
6 understand what difficulties the students have in mastering reported speech. The lecturers will give more attention in finding out the best way to explain reported speech to help students master it easily.
3. The readers
By reading this paper, hopefully the readers will have deeper understanding of reported speech and of errors which may occur in reported speech. Besides, this study gives additional information to the readers why reported speech is crucial to be researched.
F. Definition of Terms
In this thesis, some terms are clarified to avoid misunderstandings that might occur due to different definition of terms used in this paper.
1. Reported Speech
Reported speech refers to using a noun clause to report what someone has said (Azar, 1989). In reported speech, the exact meaning of speech is given without necessarily using the speaker’s exact words (Thomson & Martinet, 1980). Reported speech chosen as the topic in this study is one of the materials of Structure IV, which students of the English Language Education Study Program of Sanata Dharma University have to take in semester IV.
Thomson and Martinet (1980) and Celce-Murcia and Larsen-Freeman (1983) say that indirect speech also refers to reported speech. In addition to support their idea, Swan (1995) gives his argument as follows:
We can make a speaker’s words or thoughts part of our own sentence, using conjunctions (e.g. that), and changing pronouns, tenses and other words where necessary. This kind of structure is called ‘indirect speech,’ or reported speech.
7 There is no problem whether to use the term ‘indirect speech’ or ‘reported speech’ since they are the same. This study, however, uses the term ‘reported speech’ instead of indirect speech to make it constant.
2. Direct Speech It is necessary to clarify direct speech in this part as reported speech and direct speech are tied together. Direct speech refers to using the original speaker’s exact words (more or less) to report what he or she has said or to report what he or she thought (Swan, 1995). In direct speech, there are no changes of the first speaker’s original sentence.
3. Mastery Fries (1945) states that a person has learned a foreign language when he or she has thus, first, within a limited vocabulary mastered the sound system (that is, when he or she can understand the stream of speech and achieve an understandable production of it) and has, second, made the structural devices (that is, the basic arrangements of utterances) matters of automatic habit. This study pays more attention to the mastery of structural devices. Since reported speech is part of structural devices in which it has its own form, rule and meaning, therefore, one is considered to have mastered reported speech if he or she 1) understands the forms and the rules of reported speech, 2) understands how to convert direct speech into reported speech correctly and appropriately, 3) understands the meaning of reported speech, and 4) understands how to use reported speech correctly.
4. Errors Error is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner (Brown, 1967). Errors also
8 refer to flawed side of learner’s speech or writing. They are parts of conversation or composition that deviate from some selected norm of mature language performance (Dulay, Burt, & Krashen, 1982). To refer to the reported speech errors, this study used students’ incorrect answers in their reported speech test.
5. Interlingual Transfer When a student is in the process of learning English, he or she might make errors due to the interference from his or her native language. This is called interlingual transfer. It is because the beginning stage of learning a second language is characterised by a good deal of interlingual transfer from the native language or interference (Brown, 1987).
6. Intralingual Transfer Intralingual transfer happens when an Indonesian student, for example, in the process of learning English, is interfered by the English language itself. Intralingual transfer (within the target language itself) is a major factor in second language (Brown, 1987).
CHAPTER II LITERATURE REVIEW This chapter presents two main sub-chapters of discussion. The first is the
discussion on the theories related to this study, which is presented in theoretical description. The second concerns with theoretical framework of the students’ mastery and the errors of reported speech.
A. Theoretical Description
This section starts with the discussion of direct speech, speech which reported speech is converted from. Then this section proceeds to discuss reported speech including its definition, its punctuation, its types, and its grammatical changes. Finally, this section discusses errors not only the theories but also the types and the sources.
1. Direct Speech
As reported speech and direct speech are tied together, it is essential to clarify direct speech first in this section.
a. Definition
When, for example, speaker A reports what speaker B has said or speaker B thought using speaker B’s original exact words, speaker A’s report is called direct speech (Swan, 1995). There is repetition of the original speaker’s exact words in direct speech (Thomson & Martinet, 1980).
10 In direct speech, there are two parts namely reporting clause and reported clause.
Reported clause begins with the capital letter after reporting clause. It is put between the quotation marks after coma, for example: John said, ‘The library closes at 8
tonight.’ From this example, the reporting clause is John said and the reported clause
is The library closes at 8 tonight. Reporting clause can be placed before reported clause or after reported clause, for example: before reported clause: John said, ‘The library closes at 8 tonight.’ after reported clause: ‘The library closes at 8 tonight,’ John said.
b. Punctuation There are three punctuations of direct speech explained in the following part. 1). Colon
Direct speech uses a colon when there is a name of the speaker in it. It is like in a form of dialogue, for example: Peter: ‘When do we have a holiday, Dad?’ Mr. Knight: ‘Next week.’ Swan (1995) also says that a colon is used when direct speech is introduced by a name or short phrase (as in the text of play or when famous sayings are quoted), for example: POLONIUS: ‘What do you need my lord?’ HAMLET: ‘Words, words, words.’
2). Comma
Comma in reported speech is put exactly after reporting clause, for example:
John said, ‘The library closes at 8 tonight.’ If reporting clause follows reported
11 clause, comma is put exactly after reported clause, for example: ‘The library closes
at 8 tonight,’ John said. Swan (1995) supports this idea by stating that a comma is
generally used between a reporting expression and a piece of direct speech, for example: ‘I don’t like this one bit,’ said Julia.
3). Quotation Marks
Typical characteristic of direct speech is the quotation marks. There are two types of quotation marks i.e. single quotation marks (‘…’), which is British English, and double quotation marks (“…”), which is American English (Swan, 1995).
If there are quotation words inside quotations, double quotation marks are used inside single quotation marks or single inside double (Swan, 1995), for example: Ann
said, ‘Just I was leaving, a voice shouted, “Stop!”.’ Double quotation marks are used
inside single quotation marks or vice-versa when there is the title of e.g. a book or a film (Alexander, 1990), for example: ‘How long did it take you to read “War and
Peace”?’ I asked.
2. Reported Speech
The following discussion explains further about reported speech taken from some grammar books.