An analysis of 5th semester students` verb phrase errors in delivering their speech in public speaking class.

ABSTRACT

Indro, Agustinus Grahito Doto (2015).An Analysis of 5thSemester Students’ Verb

Phrase Errors in Delivering Their Speech in Public Speaking Class.Yogyakarta: Universitas Sanata Dharma.

The students of English Language Education Study Program (ELESP) are expected to speak correctly. The students are prepared to be able to speak in front of many audiences because they will become teachers in the future. Verb phrase is a most important part of a sentence. The error of verb phrase will bother the information given by the speaker.

There are two research questions in this study, namely, 1) what kind of verb phrase errors do the students have? 2) What are the sources of those errors? The purpose of this study is to find the common verb phrase errors and the source of errors.

The researcher conducted document analysis. The documents were video of Public Speaking. The researcher used stratified sampling. The numbers of sample were 8 participants. The researcher divided the sample into two groups, namely, high level group and low level group. Each group consists of 4 participants. He collected all the utterances containing the verb phrase errors from the public speaking video. He categorized the errors into some categories, namely, addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, and local errors. After identifying the category of those errors, the researcher identified the source of errors.

The results of this research showed that the verb phrase errors found were 17.46% addition, 7.89% omission, 5.35% misformation, 2.82% misordering, 18.87% developmental errors, 6.2% interlingual errors, 2.25% ambiguous errors, 6.2% other errors, 7.32 % global errors, and 25.63% local errors. Those errors were caused by the influence of Bahasa Indonesia, overgeneralization, and context of learning.

ABSTRAK

Indro, Agustinus Grahito Doto (2015).An Analysis of 5th Semester Students’ Verb

Phrase Errors in Delivering Their Speech in Public Speaking Class. Yogyakarta: Universitas Sanata Dharma.

Mahasiswa Pendidikan Bahasa Inggris dituntut untuk berbicara dengan benar. Para mahasiswa dipersiapkan untuk dapat berbicara di depan banyak orang karena kelak mereka akan menjadi guru. Frasa kata kerja merupakan bagian penting dalam suatu kalimat. Kesalahan ini menggangu informasi yang diberikan oleh pembicara.

Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: 1) Kesalahan apa saja yang dimiliki oleh mahasiswa? 2) Apa sumber dari Kesalahan tersebut? Tujuan dari penelitian ini adalah untuk mencari tahu kesalahan-kesalahan dan sumber dari kesalahan-kesalahan tersebut.

Peneliti melakukan analisis document. Dokumen yang diteliti adalah video public speaking. Peneliti menggunakan stratified sampling. Jumlah sampel yang diambil oleh peneliti adalah 8 peserta. Peneliti membaginya menjadi dua kelompok, yaitu kelompok High level dan kelompok low level Peneliti mengumpulkan semua ungkapan yang mengandung kesalahan frasa kata kerja dari video public speaking dari peserta tersebut. Peneliti mengelompokannya dalam beberapa kategori yaitu addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, local errors. Setelah mengelompokan kesalahan tersebut, peneliti mengidentifikasi sumber kesalahan tersebut.

Hasil penelitian menunjukan bahwa kesalahan-kesalahan yang ditemukan tersebut adalah 46% addition, 7.89% omission, 5.35% misformation, 2.82% misordering, 18.87% developmental errors, 6.2% interlingual errors, 2.25% ambiguous errors, 6.2% other errors, 7.32% global errors, dan 25.63% local errors. Kesalahan tersebut disebabkan oleh pengaruh Bahasa Indonesia, overgeneralization, dan pengaruh konteks pembelajaran.

AN ANALYSIS OF 5

TH

SEMESTER STUDENTS’ VERB

PHRASE ERRORS IN DELIVERING THEIR SPEECH

IN PUBLIC SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agustinus Grahito Doto Indro Student number: 101214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

AN ANALYSIS OF 5

TH

SEMESTER STUDENTS’ VERB

PHRASE ERRORS IN DELIVERING THEIR SPEECH

IN PUBLIC SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agustinus Grahito Doto Indro Student number: 101214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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AN ANALYSIS OF 5TH SEMESTER STUDENTS'VERB

PHRASE ERRORSIN DELIVERING TIIEIR SPEECH

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Yogyakarfa January 22e, 201 5

of Teachers Training Educatian Dharma UniversitY

iv

This Thesis is dedicated to Jesus Christ, my family, and my beloved ones.

STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis,which l have w五 tten,does not contaln the work

or parts ofthe work ofother people,except those cited in the quotations and the

rcferences,as a scicntiflc papcr should.

Yogyakarta,Jalluary 22,2015

Agustinus Grahito Doto lndro 101214049

LEMBAR PERNYATAAN PERSETUJUAhI PUBLIKASI KARYA

ILMIAH

I]NTUK KEPENTINGAN AK^A.DEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Agustinus Grahito Doto Indro

NomorMahasiswa :101214049

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharama karya ilmiah saya yang berjudul:

AN ANALYSIS OF sTH SEMESTER STUDENTS' VERB PHRASE

ERROR IN DELIVERING THEIR SPEECII

IN PUBLIC SPEASING Cf,ASS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma

hak

untuk

menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan mempublikasinya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya

maupun memberikan royalty kepada saya selama tetap mencanfumkn nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada tanggal:22 Januari 2015

Yang incnyatakan

(Agustinus Grahito Doto lndro)

vii

ABSTRACT

Indro, Agustinus Grahito Doto (2015). An Analysis of 5thSemester Students’ Verb Phrase Errors in Delivering Their Speech in Public Speaking Class. Yogyakarta: Universitas Sanata Dharma.

The students of English Language Education Study Program (ELESP) are expected to speak correctly. The students are prepared to be able to speak in front of many audiences because they will become teachers in the future. Verb phrase is a most important part of a sentence. The error of verb phrase will bother the information given by the speaker.

There are two research questions in this study, namely, 1) what kind of verb phrase errors do the students have? 2) What are the sources of those errors? The purpose of this study is to find the common verb phrase errors and the source of errors.

The researcher conducted document analysis. The documents were video of Public Speaking. The researcher used stratified sampling. The numbers of sample were 8 participants. The researcher divided the sample into two groups, namely, high level group and low level group. Each group consists of 4 participants. He collected all the utterances containing the verb phrase errors from the public speaking video. He categorized the errors into some categories, namely, addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, and local errors. After identifying the category of those errors, the researcher identified the source of errors.

The results of this research showed that the verb phrase errors found were 17.46% addition, 7.89% omission, 5.35% misformation, 2.82% misordering, 18.87% developmental errors, 6.2% interlingual errors, 2.25% ambiguous errors, 6.2% other errors, 7.32 % global errors, and 25.63% local errors. Those errors were caused by the influence of Bahasa Indonesia, overgeneralization, and context of learning.

viii ABSTRAK

Indro, Agustinus Grahito Doto (2015). An Analysis of 5th Semester Students’ Verb Phrase Errors in Delivering Their Speech in Public Speaking Class. Yogyakarta: Universitas Sanata Dharma.

Mahasiswa Pendidikan Bahasa Inggris dituntut untuk berbicara dengan benar. Para mahasiswa dipersiapkan untuk dapat berbicara di depan banyak orang karena kelak mereka akan menjadi guru. Frasa kata kerja merupakan bagian penting dalam suatu kalimat. Kesalahan ini menggangu informasi yang diberikan oleh pembicara.

Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: 1) Kesalahan apa saja yang dimiliki oleh mahasiswa? 2) Apa sumber dari Kesalahan tersebut? Tujuan dari penelitian ini adalah untuk mencari tahu kesalahan-kesalahan dan sumber dari kesalahan-kesalahan tersebut.

Peneliti melakukan analisis document. Dokumen yang diteliti adalah video public speaking. Peneliti menggunakan stratified sampling. Jumlah sampel yang diambil oleh peneliti adalah 8 peserta. Peneliti membaginya menjadi dua kelompok, yaitu kelompok High level dan kelompok low level Peneliti mengumpulkan semua ungkapan yang mengandung kesalahan frasa kata kerja dari video public speaking dari peserta tersebut. Peneliti mengelompokannya dalam beberapa kategori yaitu addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, local errors. Setelah mengelompokan kesalahan tersebut, peneliti mengidentifikasi sumber kesalahan tersebut.

Hasil penelitian menunjukan bahwa kesalahan-kesalahan yang ditemukan tersebut adalah 46% addition, 7.89% omission, 5.35% misformation, 2.82% misordering, 18.87% developmental errors, 6.2% interlingual errors, 2.25% ambiguous errors, 6.2% other errors, 7.32% global errors, dan 25.63% local errors. Kesalahan tersebut disebabkan oleh pengaruh Bahasa Indonesia, overgeneralization, dan pengaruh konteks pembelajaran.

ix

ACKNOWLEDGEMENTS

Firstly, I would like to thank and to devote my deepest gratitude to the Almighty God, Jesus Christ. He gives me all enormous blessing, love, power, and everything that make me strong. Because of Him, I can finish my thesis.

I am very grateful to have a great thesis advisor like Ag. Hardi Prasetyo S.Pd., M.A. He is very kind and he has guided me in finishing my research. He has given his time and energy to help me completing my research. He motivated me to finish my research. I am also thankful to the Public Speaking lectures Christina Lhaksmita Anandari, S.Pd., Ed. M. and Laurentia Sumarni, S.Pd., M. Trans. St., who had allowed me to get some videos of Public Speaking.

I thank my family, especially my beloved parents, Bapak Fx. Susatyo Siswoyo and Ibu Am. Purwaningsih who has supported me by fulfilling my needs and sharing their love to me. I also thank my sister Prahastuti Maharani and my brother Yohanes Galih Ari Pinundhi, who support me to do my research.

My special thankfulness goes to my beloved person, Monica Wahyuwulandani Sindudipoyono Putri, for her prayer, love, care, and support. She is always with me when I have problems. May God bless her.

I would like to express my thankfulness to my thesis writing friends, Yoga, Bita, Yuyun, Tiwi, Epi, Heni, Chika, Silvi, Arnis, Duma, Vincent and Nande, who have given their support to me. I also would like to thank my friends, Arya, Nicko, Obi, Christ (Topon) and others who I cannot mention, who help me to reduce my stressfulness in doing my research.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK‟S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURE ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background... 1

B. Research Problem... 5

C. Problem Limitation ... 5

D. Research Objective... 6

E. Research Benefit ... 6

F. Definition of Term ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. Speech and Public Speaking ... 10

2. Error and Error Analysis ... 10

3. Verb phrases ... 17

xi

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ... 23

B. Research Setting ... 24

C. Research Participants ... 24

D. Instrument and Data Gathering Technique ... 25

E. Data Analysis Technique ... 26

F. Research Procedure ... 28

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Students‟ Verb Phrase Error ... 29

1. Data Presentation of The Verb Phrase Error ... 29

2. Discussion of The Verb Phrase Error ... 33

B. The sources of the Verb Phrase Errors ... 43

1. The Interlingual Transfer ... 43

2. The Intralingual Transfer or Overgeneralization ... 45

3. Context of Learning ... 49

CHAPTER V. CONCLUSSIONS AND RECOMMENDATIONS A. Conclusions ... 52

B. Recommendations ... 54

REFERENCES ... 57

xii

LIST OF TABLES

Table Page

2.1. Non-finite Verb Phrases ... 21

3.1. Checklist of Verb Phrase Error Types ... 27

3.2. The Data of the Students Verb Phrase Errors ... 27

4.1. The Data of the Students Verb Phrase Errors ... 30

4.2. The High Level Students‟ Errors ... 32

xiii

LIST OF FIGURE

Figure Page

xiv

LIST OF APPENDICES Appendix

A. The Permission Letter ... 61

B. The Video Transcripts ... 63

C. The Checklist of Verb Phrase Error Types ... 86

D. The Error Classifications and Examples ... 103

E. The Checklist of Source of Verb Phrase Error Types ... 109

1 CHAPTER I INTRODUCTION

This chapter consists of six sections. It presents research background, research problems, problem limitations, research objectives, research benefits, and the definition of term.

A. Research Background

Nowadays, English is an international language that is used by many people in both spoken and written communication. There are many people who want to learn English. Those people want to be able to communicate using English properly. In learning English, the four important skills have to be mastered. Those four skills are reading, writing, speaking, and listening. Therefore, the need of learning English influences some educational institutions competing to train their students to be good in English.

English Language Education Study Program (ELESP) is one of the study programs in Sanata Dharma University. The students of the ELESP are trained to be an English teacher. Therefore, they should be able to communicate using English properly. They have to master the four skills that are mentioned above. By mastering those four skills, they can teach their students in the future well.

The grammar mastering is also the important skill that the students must have. The misunderstanding of the grammar causes the students to make errors. It should be admitted that people are still able to communicate without appropriate

grammar. However, they have to master it to be able to communicate well. By communicating with the correct grammar, they are able to deliver the information that they want to share clearly.

As teacher candidates, the students of the ELESP have to be able to communicate orally. The speaking skill is very useful for the ELESP students because the speaking skill will help them to give the message to the audience. The ELESP provides some courses that are intended to improve the speaking skill of the ELESP students. According to Buku Panduan Akademik (2011), those courses are Speaking I, Speaking II, Critical Listening and Speaking I, Critical Listening and Speaking II, and Public Speaking. Those courses are given in semester 1 until semester 5 based on the level of the students. In addition, the ELESP also provides some courses that help the students master the grammar. Those courses are Structure I, Structure II, Structure III, and Structure IV. These structure classes are given to teach the students to communicate with correct structure.

The Public Speaking is given to the students in advance level. The aim of this course is to develop the students‟ speaking skill in front of many audiences. In this course, the students learn how to deliver a speech properly. Furthermore, each student has some chances to speak in front of the class to deliver their speech. The students who enroll in this course will be able to deliver the speech in front of the class and many audiences.

It cannot be denied that there are some errors that are done during the Public Speaking course. Although the students have been given many theories and practices, the students still made several errors in delivering their speech.

Consequently, the students cannot deliver the messages of their speech well. However, the error is also useful in learning language. According to Norrish (1983), the error is a necessary part of learning a language (p. 6). By knowing the error, the student can learn better than the students who do not. They can learn by correcting their errors. According to T. Maicusi, P. Maicusi, and Lopez (n.d, p. 171), “The errors can be used in order to help the teachers evaluate the students'

cognitive development.” Therefore, it is very useful to know the errors of the

students. By knowing the errors, the teachers and the students can improve their speaking skill.

The unclear information is the cause of those errors. The errors will blur the information given by the students. Therefore, several students misunderstand about the topic that is presented. Cutler (1982) states that the students are not aware when they made an error but they recognized it after other people pointed it (para. 31). Therefore, by knowing the error, the students can improve their knowledge and their awareness.

As the teacher candidates who speak in front of many students, the ELESP students should speak correctly and clearly. They should minimize the errors. Hence, the information or the message can be delivered to the students clearly. The teacher candidates also have to teach their students well. It is because the students imitate what the teachers teach. Then, the students will apply all the things that the teachers have taught. To avoid it, they should master the English grammar.

Related to this case, the researcher wants to identify the common verb phrase errors which are made by the students when the students deliver the speech in front of the audiences. The verb phrase is the important part of a sentence. The wrong verb phrase bothers the communication. The wrong form of the verb still

can be found in the students‟ speech. For example, “she have many experiences”

instead of “she has many experiences”, the meaning still can be understood but the grammar is wrong. Besides the form of the verb, the inaccurate use of an auxiliary verb is often found for instance “He will crying” instead of “He is

crying”. The other errors which are frequently found are the incorrect form of a passive sentence. For instance, “The material has explained by the teacher.” instead of “The material has been explained by the teacher”. From the example, the form of the sentence is active however it needs “be” to make it passive.

Surely, the participants of this research are the ELESP students who have taken Public Speaking in the fifth semester. The researcher considers that the students who have taken the Public Speaking class in the fifth semester are the appropriate participants because they have not taken the Micro-teaching class yet. The researcher wants to study the errors before they join the Micro-teaching class. The Public Speaking class is to prepare the teacher candidates to be able to speak in front of many students. Hence, the researcher wants to study their errors which are occurred in the Public Speaking class. The other reason of choosing the Public Speaking class is because the students of Public Speaking class have taken all of the structure classes. In addition, they are learning how to speak in front of many audiences. It means that they are developing their speaking skill. Therefore, it

would be easy to examine their errors. The students who re-take the Public Speaking will be ignored.

B. Research Problem

There are two problems that the researcher wants to analyze. Those problems are:

1. What kind of verb phrase errors do the students have? 2. What are the sources of those errors?

C. Problem Limitation

This research has some limitations. The researcher focuses on the verb phrase errors that are made by the students. Therefore, the errors that are not included to the verb phrase are ignored for example preposition errors, noun phrase errors, etc. The researcher believes that verb phrase is a crucial part in a sentence. Using verb phrase inappropriately might cause misunderstanding. It could bother the audiences in gaining the information given by the speaker. In this research, the mistakes which the students have made are reputed as errors. Hence,

this research does not differentiate between „error „and „mistake‟. The fluency and the accuracy of the speech will indicate that the students make an error.

The researcher focuses on the students who have taken the Public Speaking in fifth semester. The researcher picks the participants from batch 2011 randomly. The reason is because all of the students of the Public Speaking class have taken all the Structure class. In addition, they are prepared to speak to many

audiences. In the other words, they are prepared to be able to deliver the speech well.

D. Research Objective

There are two objectives of this research. The first objective is the researcher expects that the researcher finds the common verb phrase errors in delivering speech after this research. The second objective is the researcher finds the source of the verb phrase errors.

E. Research Benefit

Based on this research, the researcher expects that this research will bring some benefits for the development of English. There are five benefits in this research. Those benefits are:

1. For the students

This research presents the common verb phrase errors in delivering speech. By knowing those common verb phrase errors, the students can avoid or reduce some errors when they deliver their speech. Moreover, the students can improve their speaking skill by reevaluating the common verb phrase errors. Furthermore, they are able to improve their language learning.

2. For the lecturers

It cannot be avoided that the lecturers have an important part in improving

the students‟ skill. The approaches, methods and techniques will influence the teaching results. The inappropriate approaches, methods and technique will give

bad results. By knowing the errors of the students, the lecturers are expected to find the better approaches, methods and techniques that are suitable for improving the students‟ skill in delivering speech.

3. For the developers of teaching material

The developers of teaching material can use this research in making the teaching material. Also, they can improve the syllabus by knowing the results of this research. The developer of the teaching material can find better material for

improving students‟ skill especially speaking.

4. For the reader

The reader can get the information about the common verb phrase errors in delivering speech. By knowing the common verb phrase errors, the reader can avoid the common verb phrase errors when they learn English. In addition, they can improve their skill in delivering speech.

5. For the English Language Education Study Program

The results of this study can be used for improving the ELESP students. By knowing those errors, the ELESP can improve the material and the focus study of the ELESP students. Moreover, the ELESP can develop a teaching material and a handout to improve the students‟ skill especially in grammar mastery.

F. Definition of Term

In this research, there are seven definitions of term. Those definitions of term are:

1. Speaking

Speaking is spoken words that are used to give information and to persuade other people (Cambridge Advanced Studies Program [CASP], 1999, para. 3). In the other words, speaking is also the process of exchange ideas. In the Public Speaking class, the students have to share their ideas by speaking English. 2. Source of Error

Source is a factor that causes an error. Erdogan, V. (2005) described

“…the nature of errors implicates the existence of other reasons for errors to occur” (p. 265). According to Ellis and Barkhuizen (2005), “One obvious reason

why learners make errors is the difficulty they experience in accessing their L2 knowledge when communicating” (p. 62).

3. Students of Public Speaking Course

The students of the Public Speaking Course are the students who have taken the Public Speaking class in 5th semester. All of them passed the Public Speaking course and they are recorded by video recorder. According to Panduan Akademik (2011), students are introduced to the underlying principles of speaking in public and they are given opportunity to develop various types of speaking skills in formal situation (p. 40).

4. Error

In this case error means the deviation as Norrish (1983) said that error is

“a systematic deviation, when a learner has not learnt something and consistently gets it wrong” (p. 7). It means that the error was occurred because of the lack of learning language.

5. Error Analysis

According to Nzama (n.d, p. 10), “Error analysis is a type of linguistic

analysis that focuses on the errors learners make.” This research focuses on the errors that are made by the students. According to Ellis and Barkhuizen (2005, p.

51), “Error Analysis (EA) consists of a set of procedures for identifying, describing and explaining learner errors.”

6. Verb Phrase

The verb phrase is a group of words which its head was a verb. As Huddleston (1984, p. 128) states “the verb phrase consist of a head element,

obligatory except in cases of ellipsis, and optionally one or more dependents.” Other explanation comes from Hoyt (n.d) as he states that “verb phrase is a group

of word consisting a verb stem and any of its dependents, such as arguments, complements, or certain kinds adverbial modifiers, such as instrumental, locative, temporal, and aspectual modifiers” (p. 1).

7. Public Speaking

The public speaking is described as speaking in front of many audiences. The speaker delivers the speech and the audiences should listen. According to Black and Moore (1955), public speaking is one person talks and several people. He also states that public speaking represents a skill on the part of central figure (p. 302). In other words, a public speaker needs a skill to be able to talk in front of many people.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the explanation of the theories which are used by the researcher in conducting research. There are two sections in this chapter. The first section is theoretical description and the second one is theoretical framework.

A. Theoretical Description

This section is divided into three subsections: speech and public speaking, error and error analysis, and verb phrases.

1. Speech and Public Speaking

Speech is a speaking production skill. When the speech is in public it will become public speaking. In this research, the public speaking means a situation where someone is speaking in public. According to Wilson, Arnold and Wertheimer (1990), public speaking is a speaking situation where someone maintains the communication over a certain period of time and where other people should be quite but they still listen attentively (p. 15).

2. Error and Error Analysis

This subsection covers explanation about the theories used in this research: a) error, b) error analysis, c) type of error, and d) source of error.

a. Errors

There are some people who get difficulties in defining „errors‟ and „mistakes‟. Ellis (1997) states that “error reflect gaps in learner‟s knowledge; they

occur because the learner does not know what is correct” (p. 17). It is different with mistakes, in her book, Ellis also states that “mistakes reflect occasional lapses in performance; they occur because, in a particular instance, the learner is

unable to perform what he or she knows” (p. 17). Corder (1973) states that error is breach of code. He also called slips or false starts or confusions structure as lapses (para. 259). In the other side, according to Dulay, Burt and Krashen (1982),

error is “any deviation from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be” (p.139).

It is very difficult to differentiate between „errors‟ and „mistakes‟.

Therefore in this research, the researcher does not differentiate between „errors‟

and „mistakes‟. This research uses theory of error that is stated by Ellis (1997),

Corder (1973), and Dulay et al. (1982). Therefore, in this research, error means the laps and breach of code or any deviation from a selected norm of language performance.

b. Error Analysis

According to Ellis and Barkhuizen (2005), error analysis is de facto the study of the errors that the learners make in their speech and writing. Error analysis has a set of procedures for (1) identifying, (2) describing, and (3) explaining learner error (p. 51).

1) Identifying Learner Error

Identifying error is very important. Without error, this research cannot be

done. According Ellis and Barkhuizen (2005), “… the identification of error involves a comparison between what the learner produced and what a native

counterpart would produce in same context” (p. 58). Ellis (1997) also explains

that “to identify errors we have to compare the sentences learners produce with what seem to be normal or „correct‟ sentences in the target language which correspond with them” (p. 16). It means that the comparison is useful to identify the learner errors. Ellis and Barkhuizen (2005, p. 58) mention the basic procedures of identifying learner error. Those are:

a) Prepare reconstructions of the sample as this would have been produced by

the learner‟s native speaker counterpart.

b) Assume that every utterances/sentence produced by the learner is erroneous and systematically eliminate those that an initial comparison with the native speaker sample shows to be well formed. Those utterances/sentences remaining contain errors.

c) Identify which part(s) of each learner utterance/ sentence differs from the reconstructed version.

2) Describing Learner Error

According to Corder (1974) as cited in Ellis and Barkhuizen (2005, p. 60),

“the description of errors is essentially a comparative process, the data being the original erroneous utterances and the reconstructed utterances.”

3) Explaining Learner Error

The explanation of error covers the source of error. According to Ellis (1997), ”the identification and description of errors are preliminaries to the much more interesting task of trying to explain why they occur” (p. 18).

According to Corder (1973), error analysis is “a comparative process”. It means that the error analysis process of comparing synonymous utterances (p.275). Dulay et al. (1982) also states that error analysis is “contrastive analysis”.

Contrastive analysis means “a comparison of learner‟s native and target language”. From the contrastive analysis, the differences between L1 and L2 were

thought to account of an L2 learner‟s errors (p.140). In brief, error analysis is

study of the error which learner make in speaking and writing and it has some procedures: identifying, describing, and explaining learner error by comparing the first language and second language.

c. Types of Error

According to Dulay et al (1982, p. 150-193), there are three linguistic category taxonomies: 1) Surface Structure Taxonomy, 2) Comparative Taxonomy, and 3) Communicative Effect Taxonomy.

1) Surface Structure Taxonomy

Surface structure taxonomy is based on the ways surface structures are altered. There four classification of this taxonomy: omission, addition, misformation, and misordering.

a) Omission

Omission error is the absence of a part of a sentence. This error can be identified by comparing the sentence with the correct one. For example, *My friend very friendly. The correct form of this sentence is My friend is very friendly.

b) Addition

On the contrary, addition error is the presence of a form that does not appear in a well-formed utterance. For example,

*eated for ate, the past form of eat is ate.

*He didn’t ran instead of He didn’t run c) Misformation

The misformation occur when the learner use of the wrong form of the morpheme or structure. For example,

*runned for ran

*Do they be happy? For are they happy? *I would have took it for I would have taken it. d) Misordering

Misordering is incorrect placement of a morpheme or group of morphemes in utterances. For example, *He fights all the time her brother instead of He fights her brother all the time.

2) Comparative Taxonomy

The classification of comparative taxonomy is based on comparisons between the structure of second language error and certain other types of constructions. There are four classifications of this taxonomy: a) Developmental Errors, b) Interlingual Errors, c) Ambiguous Errors, and d) Other Errors.

a) Developmental Errors

Developmental errors are errors similar to those made by children learning the target language as their first language. For example, *dog eat it instead of the

dog ate it. The omission of the article and the past tense marker may be classified as developmental because these are also found in the speech of children learning.

b) Interlingual Errors

Interlingual errors are similar in structure to semantically equivalent

phrase or sentence in the learner‟s native language. For example: *She diligent for She is diligent.

c) Ambiguous Errors

Ambiguous errors are those that could be classified equally well as

developmental or interlingual. It is because these errors reflect the learner‟s native

language structure, and the same time, they are of the type found in the speech of children acquiring a first language. For example: *I no have a car instead of I

don’t have any a car.

d) Other Errors

Other errors are errors that don‟t fit into any other category. For example:

*She do hungry instead of she is hungry

3) Communicative Effect Taxonomy

The classification of this communicative effect taxonomy deals with error from the perspective of their effect on the listener or reader. There are two classifications of this taxonomy: a) Global Errors and b) Local Errors.

a) Global Errors

Global errors are errors that affect overall sentence organization significantly hinder communication. For example, *the book read many people. The correct form is the book is read by many people.

b) Local Errors

Local errors are errors that affect single elements (constituents) in a sentence do not usually hinder communication significantly. These include errors in noun and verb inflections, articles, auxiliaries and the formation of quantifier. For example, *why we like each other? The correct form is why do we like each other?

d. The Sources of Error

According to Ellis and Barkhuizen (2005, p. 62), there are two sources of errors i.e. psycholinguistic sources and sociolinguistics sources. Still regarding the sources of error, Brown (1980) states three basic sources i.e. interlingual transfer, intralingual transfer and context of learning (p. 213-215).

The interlingual transfer is the error which happens because the

students‟ mother tongue interferes during the process of learning. The interlingual

transfer often occurs because the students are not familiar with the system of the target language. Therefore they adopted the native language in their target language. Norrish (1983) states “the learner‟s utterances were thought to be

gradually „shaped‟ towards those of the language he was learning” (p. 22).

The intralingual transfer is the overgeneralization of target language. The source of error is from the target language itself. It means that the students

have learned the system of the target language but they do not master it yet. Norrish (1983) gives some examples of a deviant structure made by the learner: 1) *We are visit the zoo.

2) *She must goes.

3) *Yesterday I walk to the shop and I buy …

In the 1) and 2), the overgeneralization is that of removing the necessity for concord and overgeneralizing the rule of simple present. In 3), the redundancy involves the –ed form and „yesterday‟, both indicating time past (p. 32).

Context of learning refers is overlaps both types of transfer. The errors happen because of the misleading information from the teacher explanation or material given. Norrish (1983) also states “Two further types of error which may

be induced by teaching materials are the „false concept‟ and ignorance of rule restrictions” (p. 33).

3. Verb Phrases

Quirk, Greenbaum, Leech, and Svartvik give explanation about characteristic of verb phrases (1972, p. 71-75).

a. Finite Verb Phrase

There are some characteristics that differentiate between the finite verb phrases and the non-finite verb phrases. Those characteristics are: tense distinction, the verb phrase of a main clause, mood, and a finite verb form. Quirk at al. categorized the finite verb phrase into simple and complex finite verb phrases.

1) The Characteristics of Finite Verb Phrase

There are four characteristics of finite verb phrase. Those characteristics are tense distinction, the verb phrase of a main clause, mood, and a finite form. a) Tense distinction

Finite verb phrases have tense distinction. The distinction is present and past tense to express grammatical time relations, e.g.

He writes/ wrote a book.

b) The verb phrase of a main clause

Finite verb phrases can occur as the verb phrase of a main clause. There is person and number concord between the subject and the finite verb, e.g.

She goes to school. They go to school.

c) Mood

Finite verb phrases have mood. It indicates the speaker‟s attitude to the predication. Contrasting to the indicative mood, the imperative mood is distinguished to express a command, and the subjunctive is to express a wish, recommendation, and so forth. Both the imperative and the present subjunctive consist of the base form of the verb, e.g.

Open the window!

She suggests that he call them immediately. d) A Finite Form

Finite verb phrases have a finite verb form, e.g. She speaks loudly.

2) Categorization of Finite Verb Phrase

There are two categorizations of finite verb phrase. Those are simple finite verb phrase and complex finite verb phrase.

a) Simple Finite Verb Phrase

Simple finite verb phrase consists of only one verb. It may be imperative, present, or past.

Speak clearly! She speaks clearly. She spoke clearly.

b) Complex Finite Verb Phrase

There are four basic types of complex finite verb phrase. Those types are: type A (Modal/ Periphrastic), type B (Perfective), type C (Progressive), and type D (Passive).

 Type A ( Modal/ Periphrastic)

This Type consists of a modal or periphrastic auxiliary + the base of the verb-phrase head.

I should accompany

 Type B (Perfective)

It consists of the auxiliary have + the –ed participle of verb-phrase head. I have accompanied

 Type C (Progressive)

It consists of the auxiliary be+ the –ing participle of verb-phrase head. I am accompanying

 Type D (Passive)

It consists of auxiliary be + the –ed participle of the verb-phrase. I am accompanied

Besides those four types, they can also enter into various combinations with each other. The following are the example of the combination.

AB : I should have accompanied AC : I should be accompanying AD : I should be accompanied BC : I have been accompanying BD : I have been accompanied CD : I am being accompanied

ABC : I should have been accompanying ABD : I should have been accompanied ACD : I should be being accompanied BCD : I have been being accompanied ABCD: I should have been being accompanied

b. Non-finite Verb Phrase

Non-finite verb phrase does not have tense distinction or imperative mood, and cannot occur in construction with a subject of a main clause.

*He to talk. The correct form is He talked.

Modal auxiliaries cannot occur in finite verb phrases since they have no non-finite forms i.e. infinitive and participle.

Table 2.1: Non-finite Verb Phrases

INFINITIVE PARTICIPLE

SIMPLE to accompany Accompanying

COMPLEX

B to have accompanied having accompanied

C to be accompanying being accompanying

D to be accompanied *being accompanied

BC to have been accompanying having been accompanying

BD to have been accompanied having been accompanied

CD to be being accompanied *being being accompanied

BCD

?to have been being

accompanied

?having been being

accompanied

Notes:

[*] being accompanying and being being examined are unacceptable.

[?] to have been being accompanied and having been being accompanied are awkward.

B. Theoretical Framework

This research focuses on the error that the students made. This research begins by identifying the errors as Ellis and Barkhuizen (2005, p. 58) stated. To identify the errors, the researcher compares the sentences which learners produce with the correct one in the target language. After knowing the errors, the researcher clasifies those errors based on Dulay‟s classification (Dulay et al., 1982, p. 154-157) i.e. the surface structure taxonomy (omission, addition,

misformation, misordering), the comparative taxonomy (developmental error, interlingual error, ambiguous error and other error), and the communicative effect taxonomy (global error and local error). Using those taxonomies, the researcher

analyze the errors. The source of errors is analyzed using Brown‟s theory (1980,

p. 213-215) i.e. transfer, intralingual transfer and context of learning. He uses this theory since he is convinced that this theory is useful for analyzing the sources of error.

23 CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the methodology used in this research. The explanation of methodology consisted of six sections. Those sections are research method, research setting, research participants, instrument and data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research was a descriptive research. This research described the grammatical error related to the use of verb phrase found in the students‟ speech of the Public Speaking class. According to Sprinthall, Schmutte, and Sirois (1991), a research is called descriptive when the primary purpose of research is description (p. 98). This research also carried out a document analysis since the

researcher collected some data of the verb phrase error in the participants‟ speech

in the documents. According to Ary, Jacobs, and Sorensen (2010), the purpose of document analysis is to identify specified characteristics of written or visual material (p. 457).

The researcher analyzed videos to find out the data to answer the first and the second research questions. The first research question was to find out the common verb phrase errors made by the students and the second research question was to find out the source of errors made by the students. In collecting data, the researcher used stratified sampling. The stratified sampling was used to determine

the participants that the researcher studied. Ary et al. (2010) state that the stratified sampling is used to the population which is consists of a number of subgroups or strata (p. 153).

B. Research Setting

This research was conducted in Campus II Sanata Dharma University, Mrican,Yogyakarta. The researcher collected the video of the participants‟ performances in the Public Speaking Class from the Public Speaking lecturer. After getting the videos of the participants, the researcher conducted the process analysis. The researcher avoided the noisy places because they could disturb the process of video analysis. The processes of analyzing those videos were conducted from April until September 2014.

C. Research Participants

The participants of this research were eight students of the English Language Education Study Program from batch 2011 who had taken the Public Speaking Class. The researcher focused on the students who had taken the Public Speaking Class because they were learning to deliver speech in the Public Speaking Class.

This research used samples to get the data. This research used data sampling to limit the number of participants. Considering the limit of time, the researcher used stratified sampling. Ary et al. (2010) state the stratified sampling is used to the population which is consists of a number of subgroups or strata (p.

153). In this research, the researcher divided the participants into two groups. The first group contained the participants who had the high level skill in delivering a speech. Then the second group contained participants who had the low level skill in delivering a speech. The characteristics of the high level group were fluent, good pronunciation, good eye contact and clear sound. The characteristics of the low level group were fluent less, a lot of mistakes in pronunciation, bad eye contact. The performances of all students were recorded and then the researcher selected several videos. The selected videos were the data sampling. The criteria of the videos are (1) it has clear sound; (2) there is not much noise, and (3) it has a complete speech.

D. Instrument and Data Gathering Technique

In this research, the researcher gathered the data from the public speaking videos. The videos were about the performances of the students in delivering speech. The videos were the final exam of public speaking. The researcher used some instruments to gather the data. Those instruments were the human instruments and the documents.

1. Human Instruments

According to Ary et al (2010), the human is the primary instrument for the gathering and analyzing of data (p. 424). Here, the researcher is the primary instrument of this study. The researcher actively collected and analyzed the data.

2. Documents

The main instrument of this research was document. According to Ary et

al (2010), “the materials analyzed can be textbooks, newspapers, web pages, speeches, television programs, advertisements, musical compositions, or any of a

host of other types of documents” (p. 457). In this research, the type of document was a visual document i.e. video. The videos were recorded for the public speaking final exam. The researcher transcribed the videos of the public speaking to get the document. These videos contained the data that the researcher needed.

These documents were used to answer the first and the second research questions. The data were gathered by watching the videos containing the

participants‟ speech in the Public Speaking class. The researcher transcribed all the participants‟ speech. He played the videos many times to complete all of the

transcripts. After having done doing the transcripts, he collected the errors existed

in the participants‟ speech.

E. Data Analysis Technique

There were several steps that the researcher did. Firstly, the researcher analyzed the video to find out the errors made by the students. The videos were transcribed to make them easy to analyze. The researcher used the transcription to find out the mistakes. Then, the results were categorized based on the type of errors. The researcher also used checklist in analyzing the errors. The checklist was used to sort out the errors to find the types and the sources of the verb phrase errors. The researcher used Dulay‟s classification of the errors as shown in Table

3.1, i.e. omission, addition, misformation, misordering, developmental error, interlingual error, ambiguous error, other error, local error, and global error.

Table 3.1: Checklist of Verb Phrase Error Types

Num Utt Surface Structure Comparative Communicative

Omis Add. Msf. Msor Dvlp. Intrl. Amb. Oth. Lcl. Glo

In addition, the researcher found out the verb phrase errors which are frequently made. The researcher used Table 3.2: The Data of the Students Verb Phrase Errors Types to know the frequency of each type of error.

Table 3.2: The Data of the Students Verb Phrase Errors

Num. Surface Structure Comparative Communicative

Omis Add. Msf. Msor. Dvlp. Intrl. Amb. Oth. Lcl. Glo.

Total

After identifying the type of errors, the researcher investigated the sources

of the verb phrase errors made by the participants using Brown‟s classification i.e.

sources of errors, the researcher explained them based on the evidence that was found by the researcher.

F. Research Procedure

In conducting the research, there were several steps that the researcher did. Firstly, the data were about what kind of verb phrase errors that students made. To find the data from the Public Speaking students, the researcher asked the permission to the lecturer and the students of Public Speaking class. After the researcher got the permission, the researcher collected the video of the performance of the students. Then the videos were analyzed to find what kind of verb phrase errors that the students made. The researcher took note about the verb phrase errors found in the videos.

After identifying the type of errors, the researcher investigated the sources of the verb phrase errors made by the participants. The researcher found the

possible causes that were visible in the participants‟ speech. After getting the sources of errors, the researcher explained them based on the evidence found by the researcher.

29 CHAPTER IV

RESEARCH RESULT AND FINDINGS

This chapter contains the results of document analysis. This chapter is divided into two sections. The first section contains analysis of the students‟ verb phrase errors. The second section contains the sources of the verb phrase errors made by the participants.

A. The Students’ Verb Phrase Error

This section contains the data presentation of the verb phrase errors and the discussion of the verb phrase errors. The data presentation of the verb phrase

contains all of the data found in the participants‟ speech. The discussion of the

verb phrase errors contains the explanation of the verb phrase errors that the participant made.

1. Data Presentation of the Verb Phrase Error

The researcher collected data which were in the form of a speech contained in the videos. He watched and transcribed the selected videos to be able to analyze the data. After he watched and transcribed the selected videos, he made a list of utterances of the verb phrase errors occurred in those videos. Those listed utterances contained the verb phrase errors made by the participants.

The researcher only analyzed the verb phrase errors. The errors that were not related to the verb phrases would be ignored. The researcher classified the errors into ten classifications. There are three taxonomies used in this research i.e.

the surface structure taxonomy, the comparative taxonomy, and the communicative taxonomy. The classifications of the surface structure taxonomy were omission, addition, misformation, misordering. The classifications of the comparative taxonomy were developmental errors, interlingual errors, ambiguous errors, other errors. The global errors and local errors were the communicative taxonomy.

There were 117 utterances containing the verb phrase errors. The researcher found that there were at least two verb phrase errors in each utterance. The list of errors can be seen in Appendix C. There were 355 verb phrase errors occurring in the participants‟ speech. The number of the verb phrase errors can be seen in Table 4.1 and Figure 4.1.

Table 4.1: The Data of the Students Verb Phrase Errors

Num. Surface structure Comparative Communicative

Omis. Add. Misf. Misor. Dev

.

Inter. Am b.

Oth. Glo. Loc.

Total 62 28 19 10 67 22 8 22 26 91

Figure 4.1: The Percentage of the Students Verb Phrase Errors

The participants were divided into two groups. The researcher determined the groups considering the fluency of the participants. Besides the fluency, the researcher also looked to the way they delivered their speech for example the nervousness and the speed of the speech. The participants who were not fluent and they were nervous; they belonged to the low level group. In contrary, the participants who were fluent and they were not nervous; they belonged to the high level group. The first group consisted of four participants who had the high level in speaking. There were 148 verb phrase errors which were found in those

participants‟ speech. The Table 4.2 showed the errors made by the high level students. From the table, the most error that the high level group made was the local error as many as 37 and they made few ambiguous error i.e. 2 errors.

17.46 7.89 5.35 2.82 18.87 6.2 2.25 6.2 7.32 25.63 Omission Addition Misformation Misordering Developmental Errors Interlingual Errors Ambigous Errors Other Errors Global Errors Local Errors

Table 4.2: The High Level Students’ Errors

Num. Surface structure Comparative Communicative

Omis. Add. Misf. Misor. Dev

.

Inter. Am b.

Oth. Glo. Loc.

Total 27 11 7 5 36 5 2 6 12 37

148

The second group consisted of four participants who had the low level in speaking. There were 207 verb phrase errors occurring in their speech. The most error that the low level group made was the local error as many as 54 errors. The

participants made few misordering as many as 5 errors. The low level students‟

errors are showed in the Table 4.3.

Table 4.3: The Low Level Students’ Errors

Num. Surface structure Comparative Communicative

Omis. Add. Misf. Misor. Dev

.

Inter. Am b.

Oth. Glo. Loc.

Total 35 17 12 5 31 17 6 16 14 54

207

Based on the data, both the high level students and the low level students made all of the errors i.e. omission, addition, misformation, misordering, developmental error, interlingual error, ambiguous error, other error, global error

and local error. However, the frequency of making errors was different. The frequency of making errors indicates that the high level students made few errors compared with the low level students. It can be seen in the Table 4.2 and Table 4.3 that the low level students made a lot of errors rather than the high level students.

2. Discussion of The Verb Phrase Error

In this case, the researcher categorized the errors which were made by the participants into ten types of errors, namely, addition, omission, misformation, misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, and local errors. These errors will be explained in this sub-section.

a. Omission

According to the data, there were 17.46% omissions. The researcher found that the most participants omitted some items so the sentences were incorrect. The most omissions which the participants did in their speech were the omission of the verb suffixes (-s, -es, -ed, and –ing). For example, [1.a]* And after the teacher give the commands, in this utterance, the participant omitted the verb suffix –s. The verb suffix -s is needed because the subject is singular. The correct form is [1.b] And after the teacher gives the commands.

Another omission was that the participants omitted the auxiliary verb and linking verb. For example, [2.a]*Realia made using real item since this utterance

is a passive voice, it needs an auxiliary verb „be‟, the verb „made‟ is the past participle. So the auxiliary verb „is‟ is followed by the past participle to make a

passive voice. The correction is [2.b] Realia is made using real item. Besides the auxiliary verb, the participants omitted the linking verb. In this utterance [3.a] *

The… the solution Simon says game, the linking verb does not exist. The linking

verb „is‟ should be put to this utterance. Then, the sentence will be [3.b] The solution is Simon Says game.

Besides the omission of auxiliary verb and linking verb, some participants also omitted a main verb. For example, [4.a] *And second, teacher should a list on their mouth or their nose, the absence of the main verb is only small number compared to the others. The participant failed to put the main verb to the sentence. However, verb is the main part of a sentence. Therefore, a verb is needed. From

the utterance, the verb „make‟ is needed to complete the sentence. The correction is [4.b] And second, teacher should make a list of the part of body.

Some participants omitted the preposition „to‟. For example, [6.a] *Now, I will demonstrate you how to use flash card by using game, the absence of the

preposition „to‟ changed the meaning of the sentence. Here, „demonstrate‟ is a transitive verb and „you‟ is an indirect object. Therefore, the prepositional „to‟ is

needed. The correction should be [6.b] Now, I will demonstrate to you how to use flash card by using game.

This researcher also found some omissions of subject. Some participants did not realize that they omitted the subject, for example [7.a] * Why is game?. This sentence was an interrogative sentence. The absence of subject made the sentence confusing. It should be [7.b] Why is it game?. The other omission is the omission of negative marker. There is one participant who omitted the negative

marker of the sentence. The utterance was [8.a] * It’s fun, is it?. Based on the utterance, the participant omitted the negative marker in the question tag. The rule of a question tag is if the main sentence is a positive sentence, the question tag should be negative. Therefore, to correct the sentence, the negative marker (not) should be put to the question tag. Then, it should be [8.b] It’s fun, isn’t it?

b. Addition

Based on the data, the researcher found 7.89% additions. These errors were caused by adding some inappropriate items to the sentences. It made the sentences incorrect grammatically. Frequently, the most additions added by the participants were adding the verb suffixes (-s, -ed and –ing). The example of the addition of the verb suffix is in this utterance [9.a] *And, games provides important link between home and school. Here, the participant added the verb

suffix „-s‟. It is incorrect because the subject of this sentence is not singular. Hence, the correction is [9.b] And, games provide important link between home and school.

Moreover, the addition of an auxiliary verb and a linking verb occurred in

some participants‟ speech. The participant added the auxiliary verb

inappropriately therefore it causes the errors. In this sentence, [10.a] *it is work well, the auxiliary verb „is‟ is inappropriate because the sentence is a present tense. Besides that, the participant omitted the suffixes „-s‟, see example [1.a]. For the correction, this sentence will be [10.b] it works well. Other example, [11.a] * Children are really like to play games instead of [11.b] Children really like to play games.

The other addition is adding a verb to the utterance. In some cases, the researcher found some inappropriate verb. Adding the verb made the sentence difficult to be understood e.g. [11.a] * TPR can be used put in large or small classes. In this utterance, the word „put‟ made the sentence confusing. It should be omitted to make the sentence easy to be understood. The correction is [11.b] The TPR can be used in large or small classes.

There was one participant who adds to-infinitive inappropriately. The sentence was [12.a] In this case, in this… it’s no matter to have how many student you have as long as you are prepared to take care it, the learner will follow. The participant added the to-infinitive to the sentence therefore the sentence was confusing. The possible correction is [12.b] In this case, it’s no matter how many students you have as long as you are prepared to take care it, the learner will follow.

c. Misformation

The researcher found 5.35% misformation errors. These errors were incorrect form of the verb phrase that the participants made. There are some factors that influence the misformation. The first factor is the subject and verb agreement. There were some participants put the wrong form of auxiliary verb in their sentence. For example, [13.a] *The teacher are required to be more active in speaking and giving commands but this game requires a little preparation. This sentence is a passive sentence. The subject of this sentence is singular therefore

to be more active in speaking and giving command but this game requires a little preparation.

The incorrect form of a linking verb also belonged to the misformation. Some participants did not pay attention in using linking verb. The wrong form of linking verb can be seen in this utterance [14.a] * That’s why we need to give some activities which is far from reading and writing activities. Here, the form of linking verb is not correct. There is a relative pronoun (which) instead of the noun

(activities) in the sentence. Therefore the linking verb of this utterance is „are‟. It

should be [14.b] That’s why we need to give some activities which are far from reading and writing activities.

Besides the wrong form of auxiliary verb, the participants also made the wrong form of verb. For example, [15.a] *Each flash card have a category like it is food category and it is animal category, in this utterance, the subject is singular. Besides that, the sentence is present tense. Therefore, the form of the verb is incorrect in this sentence. It should be [15.b] Each flash card has a category like it is food category and it is animal category.

d. Misordering

There were 2.82% categorized as misordering. The incorrect word order especially the order of linking verb and the auxiliary verb caused errors. Based on the data, for instance, [16.a] *Well, so what pin on back is? , as the sentence is the interrogative sentence, the linking verb must follow the Wh-question. If it is corrected, it should be [16.b] * Well, so what is pin on back?. In the same case, the auxiliary verb also must follow Wh-question, for instance [17.a] * When we

should use this game for our students? instead of [17.b] When should we use this game for our students?

Besides the interrogative form, the participants also made misordering in making verb phrase. For example, [18.a]* So here, I will drive you to three destination to see what is pin or back, in this case, the position of auxiliary verb is incorrect because it is not an interrogative sentence. It should be [18.b] So here, I will drive you to three destinations to see what pin or back is.

e. Developmental Error

Based the data presentation, the developmental errors were 18.87%. The errors that the participants produced in target language were similar to the errors that children made in their first language. The participants applied the rule that they had known to the sentences although they failed. Based on the data, there are some factors included to the developmental errors. The first factor was omission. Some participants omitted the some items in the sentence i.e. auxiliary verb,

linking verb, negative marker, and preposition „to‟. For example, [19.a] * Any ideas? instead of [19.b] Do you have any idea?. Other example, [20.a] * Realia made using real item instead of [20.b] Realia is made using real item.

The other omission included into this developmental error is the omission of the verb suffixes. The participant failed to apply the grammatical rule to the sentence. It is like children who learn their first language. For instance, [21.a] * Simon Says game develop concentration for the children, the omission of suffix –s indicates the participant did not pay attention to the grammatical rules. The

possible correction was [21.b] The Simon Says game develops children’s concentration.

The other factors that cause the developmental error are the addition; some participants added some un-important items in the verb phrase. This addition occurred because the participant wanted to apply the grammatical rule however they applied it in the wrong utterance. For example, [22.a] * And, games provides important link between home and school instead of [22.b] And the games provides important link between home and school. The participant applied the incorrect rule to the sentence. The participant thought that the subject was singular therefore the participant added suffix –s to the utterance.

For addition, the factors that cause the developmental error are misformation and misordering. Almost, the participants did misformation because the participants did not pay attention to the subject-verb agreement. It is equal to children who learn language. The example can be seen in the explanation of misformation. The other factor is misordering. The misordering made by the participant was the wrong order of the auxiliary verb. For example, [23.a] * Well, so what pin on back is? Instead of [23.b] Well, what is pin on back?

f. Interlingual Error

Based on the data presentation, there were 6.20% interlingual errors. The interlingual errors are the sentences produced by the participants, which have

similarity in structure and semantically equivalent in the participant‟s native

language. For example, [2.4.a] * So it will make your children have freedom to speak that they want to speak, the structure of this utterance is equal to Bahasa

Indonesia, “Jadi itu akan membuat siswa anda memiliki kebebasan untuk

berbicara tentang apa yang mereka ingin katakan”. It seems that the participant directly translated the Indonesian sentence to English. For the correction, the sentence should be [24.b] So it will make your children free to speak what they want to speak.

g. Ambigous Error

Based on the data, there were 2.25% ambiguous errors. The ambiguous errors are errors that can be put in the developmental error or interlingual error. For example [25.a] * You must describe the thing just to only one opponents so the other opponent should silent, this utterance was ambiguous error because it can be categorized as a developmental error or an interlingual error. The omission

of auxiliary verb is like the children‟s error i.e. developmental error. However, the absence of auxiliary verb also is like the participant‟s native language “Kamu harus mendeskripsikan sesuatu hanya kepada seorang lawan jadi lawan yang lain

harus diam”. The participant‟s native language does not use an auxiliary to

express the same condition although it was needed in English. For the correction, it should be [25.b] You must describe the thing just to one opponent so the other opponents should be silent.

h. Other Error

There are 6.20 % belonged to other error. Other errors are the errors that are not included to the developmental errors and interlingual errors. There are some errors included in other error. The first is the omission of a main verb. For instance, [25.a] * And second, teacher should a list on their mouth or their nose,

the absence of the main verb belonged to other error. [26.a] Second, teacher should make a list on their mouth or their nose. Other finding of other error was the participant used inappropriate word for example in [26.a] * So (edited) blow up the dice. The participant translated the verb from Bahasa Indonesia to English incorrectly. It should be [26.b] So (edited) throws the dice up.

i. Global Error

The global errors that the participant made were 7.32%. Those errors significantly hinder the communication. The audiences could not understand what the participants said clearly because the meaning of the sentence was changed.

The omission „to‟ changes the meaning of the sentence. For example, [27.a] *Now, I will explain you about how to play this game, the „to‟ is needed to make

the sentence correct. Based on the utterance, „you‟ is indirect object and “explain”

is a transitive verb. Therefore, this utterance needs „to‟ to show the correct meaning. It should be [27.b] Now, I will explain to you how to play this game.

The other global error is the omission of the auxiliary verb. In this utterance, [28.a] *Realia made using real item is the passive voice. The passive

voice needs the auxiliary verb „be‟. The absence of auxiliary „is‟ changed the

meaning of the sentence and makes the sentence confusing. Hence, the correction is [28.b] Realia is made by using real item.

j. Local Error

Based on the data which were found, the most errors made by the participants were local errors. Those errors did not significantly hinder the communication. The audiences could still understand what the participants said

although the participants did not say accurately. In this category, the researcher also found some errors which are also included to the surface structure taxonomy i.e. omission, addition, misformation and misordering.

According to the data, there were 25.63% local errors. These local errors were caused by some errors. Therefore, there are some subcategories of the local errors. Those categories are the lack of auxiliary verbs, the lack of linking verbs, and the lack of suffixes.

The first subcategory is the lack of auxiliary verbs. It means that the local errors are caused by the lack of using auxiliary verb. For example [29.a] *You see? , in this utterance, there was not an auxiliary verb whereas the auxiliary verb is needed to make yes-no question. In this utterance, the absence of the auxiliary verb does not change the meaning. For the correction, the sentence should be [29.b] Can you see?

The second subcategory is lack of linking verbs. It means that the local errors are caused by lack of using linking verb. For example [30.a] * This material are quite important for the student since if they can master this material, here the wrong form of linking verb does not change the meaning. The correction for this utterance should be [30.b] This material is quite important for the student since they can master this material.

The third subcategory is lack of suffixes. It means that the local errors are caused by the lack of adding the suffixes. Some participants added the verb-suffix inappropriately to the verb. Based on the data, the researcher found [31.a] * You can knows about the name, the color, and may be the… the English name. Based

on the utterance, the participant added the suffix “-s”. The addition of verb suffix

“-s” does not change the meaning. The correction will be [31.b] you can know about the name, the color, and may be the English name.

B. The Sources of Verb Phrase Error

After the researcher determined the errors by putting the errors into the classifications, He found the source of errors i.e. interlingual transfer, intralingual transfer, and context of learning. He found those sources of errors based on the

errors made by the students. He used Brown‟s theory and Norrish‟s theory to dig

the sources of errors up as the researcher explained in Chapter II. Based on the data, in 177 utterances, there were 26 interlingual transfers, 78 intralingual transfers and 13 context of learning. Appendix F presented the example of the sources of error.

1. The Interlingual Transfer

The interlingual transfer is the errors caused by the influence of students‟

native language. The students adopted their native language and then they applied it to the target language. Frequently, the participants translated the Indonesian language word-by-word into English directly. However, the structure of both languages was different therefore it led the audience to the misunderstanding. The

interlingual transfer also can be found in the participants‟ speech. From the

participants‟ speech, the researcher found 26 errors which were interlingual

Num. Utterance Interlingual transfer

Intralingual transfer

Context of learning

74. Whether the student answer it correctly or not, we should answer

it with “yes, it is an apple”.

√

75. And the student have already

emm… repeated again and again. √

76. And then, we can go on to deviding the class into two big groups.

√

77. For example, the buyer want to buy

the … the grape and she or he will

ask “how much is the grape?”…

√

78. Because our teaching method will not only just reading the reading the lesson is on the book and then

doing the exercises, …

√

79. The third one that it can grasp the

student attention… √

80. ... so that our learning process would be work well.

√

81. … teaching English especially in vocabulary subject does not the teacher read vocabulary in

blackboard or whiteboard…

√

82. … and after that they imitate what

the stu… what the teacher say, … √

83. The teacher must make the student be fun and enjoy when they study vocabulary.

√

84. … I introduce you one the media instead of using flash card.

√

85. The first, flash card is simple and it no expensive.

√

86. And the last, flash card are really handy resource to have and can be useful at every class.

√

87. … TPR can be combine with using flash card.

Num. Utterance Interlingual transfer

Intralingual transfer

Context of learning

88. Is very memorable … √

89. TPR can be used put in large or small classes.

√

90. In this case, in this… it‟s no mater to have how many student you have as long as you are prepared to take care it, the learner will follow.

√

91. And the last is it is no need a lot of preparation and a lot of time.

√

92. What you… you have explain … √ 93. … what you want to a shared your

students.

√

94. Vocabulary is important parts the student must be have had when learn English language.

√

95. And using flash card in TPR make

more fun and happy and useful … √

96. … when this vocabularies for students who third grade.

√

97. Students can more have clearly understand and easy to remember.

√

98. Because children as very very unique characteristic.

√

99. And why is important to to

children to teach… to learn

English.

√

100. First, if the children learning

English from early age, … √

101. … they will more able to understand.

√

102. They will more able to learn about

English … √

103. They were in the critical of thinking.

√

104. The children will not forget about English until grown up

√

105. … ,until they adults. √

Num. Utterance Interlingual transfer

Intralingual transfer

Context of learning

107. In this occasion, I used matching card, why I use matching card?

√

108. Because matching card like a games so the students will enjoy the learning process.

√

109. … they will not get disturb by other things.

√

110. And why is important to use this media?

√

111. It lik… like a games, the children will enjoy will learning process.

√

112. The children need to matching … √ 113. And if they were finish to match

them and all of them is true.

√

114. This interesting? √ 115. First, is it important to the children

to learn about English from early age.

√

116. … so the children will not bored in the class.

√

117. And … I think is it enough for today.

√

APPENDIX F

THE SOURCE OF VERB PHRASE ERROR CLASSIFICATIONS AND

EXAMPLES

No. Source of Error Type Example Total 1. Interlingual Transfer Using Indonesian structure Children need concentration to pay attention what the teacher say.

26

The player ask with English.

Omission subject And why is important to children to learn English?

Omission „be‟ This interesting? Wrong order of

auxiliary verb

When we should use this game for our students?

The omission of verb

Teaching English especially in vocabulary subject does not the teacher read vocabulary in blackboard or whiteboard 2. Intralingual Transfer Subject-verb agreement

Simon Says game develop children vocabulary.

78

Using “be”

followed by verb 1

Children are really like to play games.

Order of linking verb/ auxiliary verb

Well, so what pin on back is?

So here, I will drive you to three

destination to see what is pin on back.

Using –ing in present tense

But before we talking about game, ... Had/have

followed by verb 1

But we, adults had teach them how to speak in a right form, in a right grammar. Have to followed

by verb -s

You have to grasps the attention of your children.

Let followed by verb -s

But let yourself joins the game

Using verb –ing after auxiliary verb

Thank you for this occasion so I can standing here in front

of you …

Using verb 1 in passive sentence

It will be mix with other card categories Passive sentence

without “be” Realia made using real item Using were

instead of have

So it‟s more effective

because students can experience it as what we were said and student can also use their sense to learn. Using participle

-ing / -ed following to infinitive

And then, we can go on to deviding the class into two big groups.

what you want to shared your students.

3. Context of Learning

Using wrong vocabulary

So (edited) blow up the dice.

13

Doesn‟t use

preposition to

Now, I will

demonstrate you how to use flash card by using game.

Doesn‟t use not

in question tag

It‟s simple, is it?

Lack of using

“be able to” They will more able to _{learn about English …}