An error analysis in learning direct and indirect speech of imperative sentences: a case of study at SMK Perwira Jakarta

( A Case of study at SMK Perwira Jakarta)

By : Dian Dzikraria

107014001479

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

( A Case of study _{at SMK Perwira Jakarta)} The ooSkripsi"

Presented to the Faculty of Tarbiyah and Teachers Training in

A Partial Fulfillment of the Requirements

for the Degree of Strata 1 (S.Pd.) in English Language Education

By:

Dian Dzikraria

107014001479

Approfe by the advisor

,.1,,,u---NIP. 1964 12 121991030 1002

DEPARTMENT OF ENGLISH EDUCATION

FACUiTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

Tarbiyah and Teachers Training certifies that the "skripsi" (Scientific paper) entitled "AN ERROR ANALYSIS IN

LEARNING DIRECT

AND

INDIRECT SPEECH

OF IMPERATIVE

SENTENCES

(A

Case

of

Study at SMK Perwira Jakarta)" written by Dian

Dzil<raria, students' registration number: 107014001479, was examined at

examination session of the faculty of Tarbiyah and Teacher Traning on Tuesday,

June lOth 2014.The "skripsi" has been accepted and declared to fulfilled one of

the requirements for academic title of 'S.Pd.' in English Language Education at

the English Education Department.

Jakarta, 1 5th July, 20 14

Chairman:

EXAMINTATION COMMITTEE

Drs. S)'auki" M.Pd.

NrP. 196412t2 t99103

t

002

Secretary: Zaharil Anasv. M.Hum. NrP. 19761007 2007t0 1002

Examiners: 1.Dr. Ratna Sari Dewi. M.Pd.

NIP. 19720501 199903 2 013

2. Mava Defianty. M.Pd.

NrP. 198012t3 200901 2 005

Dean of Faculty of Tarbiyah and Teachers' Training,

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pr,. o. NIP. 19591020 198603 2 001

SURAT PERNYATAAN KARYA

SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama NIM

Jurusan/Prodi

Judul Skripsi

Dian Dzikraria

r070t4001479

Pendidikan Bahasa Inggris /Sl

AN ERROR ANALYSIS IN LEARNING DIRECT

StrNTENCES(ACaseof AND INDIRECT SPEECH OF IMPERATIVE

study at SMK Perwira Jakarta)

Dosen Pembimbing :

l. Drs.Syauki, M.Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil kaya sendiri

dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

J akarta, I 5th July, 20 I 4

NrM. t07014001479

i

Dzikraria, dian. 2014, AN ERROR ANALYSIS IN LEARNING DIRECT AND INDIRECT SPEECH OF IMPERATIVE SENTENCES of the First Grade Senior High School at SMK Perwira Ulujami Jakarta, Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor : Drs.Syauki, M.Pd

Keywords : Error Analysis, Reported Speech of Imperative Sentence

This research is aimed to obtaining the clear information about the level of the students error in reported speech of imperatives sentence by using descriptive analysis method. The sample of this research 37 students from 39 students because two of students were absent of X AK-1 of the first grade students at SMK Perwira Jakarta. To collect the data the writer gave a test and interview to know

why the students do in errors finding. The most students’ errors in changes quoted

commands to-infinitive with the suitable tenses, there are 53% who got errors.The total averages of frequency error made by students are 30% who got error in the change of pronoun. It can be explained that the students made errors because of this inaccuracy caused by the incomplete application of rules, first language interference, and lack of attention.

ii

Dzikraria, dian. 2014, AN ERROR ANALYSIS IN LEARNING DIRECT AND INDIRECT SPEECH OF IMPERATIVE SENTENCES of the First Grade Senior High School at SMK Perwira Ulujami Jakarta, Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor : Drs.Syauki, M.Pd

Keywords : Error Analysis, Reported Speech of Imperative Sentence

Penelitian ini bertujuan untuk mendapatkan informasi yang jelas tentang tingkat kesalahan siswa dalam reported speech of imperative sentence dengan menggunakan metode deskriptif. Sampel penelitianini di ambil dari 37 siswa dari total 39 siswa dikarenakan 2 orang siswa tidak masuk. Bertempatan dikelas X AK-1 dari siswa kelas satu di SMK Perwira Jakarta. Untuk mengumpulkan data penulis memberikan tes dan wawancara untuk mengetahui mengapa siswa melakukan kesalahan. Kesalahan yang paling banyak siswa lakukan adalah dalam perubahan kalimat perintah to-infinitive dengan tenses yang sesuai, terdapat 53% yang mendapat errors .Total rata-rata dari frekuensi kesalahan yang dibuat oleh siswa adalah 30% yang mendapat kesalahan dalam perubahan pronoun. Hal ini dapat menjelaskan bahwa siswa melakukan kesalahan karena ketidak telitian yang disebabkan aplikasi yang tidak lengkap dari aturan, gangguan bahasa pertama, dan kurangnya perhatian

iii

In the name of Allah, The Beneficient, the Merciful.

All praise be to Allah, Lord of the Worlds, who has bestowed strength and

health upon the writer in writing this “skripsi’. Peace and blessing be upon our

prophet Muhammad, his family, companions, and all his followers.

First of all, the writer would like to express her greatest honor and love to her beloved family: her parents ( father As. Syakur and mother Siti Jawiyah) for their best support, prayer and motivation, and all members of the family who always give their love, care, and moral encouragement to finish her study.

The writer would like to express her greatest thankfulness and gratitude to her advisor Drs.Syauki, M.Pd for his valuable help, guidance, comments, corrections and suggestions and who has been very patient to assist her so that the

writer could finish writing this “skripsi”.

Furthermore, her greatest gratitude also goes to :

1. All lecturers of English Education Department who have taught her new

knowledge and have given her gorgeous experiences in study.

2. Drs. Syauki, M.Pd. and Neneng Sunengsih S.Pd., the head and secretary of

English Education Department.

3. Dra Nurlena Rifa’I, M.A. Ph.d., the Dean of Faculty of Tarbiyah and Teachers Training.

4. The principal and the English teacher of Senior High School (SMK) Perwira

Jakarta for permitting and helping the writer to conduct the research.

5. All her beloved friends whose name cannot be mentioned one by one who

iv

shortages. Thus, she would be grateful to accept any suggestions and corrections from anyone for better writing.

Jakarta, April 2014

v

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I: INTRODUCTION A. The Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitations of the Study ... 4

D. The Formulations of problem ... 4

E. The Objective of Study ... 5

F. Significant of Study ... 5

CHAPTER II: THEORITICAL FRAMEWORK A. Error and Error Analysis ... 6

a. Concept of Error ... 6

b. Error Analysis ... 7

c. The Cause of Error ... 8

d. Types of Error ... 10

e. The Procedure of Error Analysis ... 12

B. Reported Speech ... 13

a. Meaning of Reported Speech ... 13

b. The Kind of Speech ... 14

vi

f. Reported Speech in Imperative Sentences ... 22

CHAPTER III: RESEARCH METHODOLOGY A. The Purpose of the research ... 27

B. Time and Places of the study ... 27

C. Population and sample of the study ... 27

D. Method of the study ... 27

E. Instrument of the research ... 28

F. Technique of data analysis ... 28

CHAPTER IV: RESEARCH FINDINGS A. Data Description... 30

B. Data Analysis ... 36

C. Data Interpretation ... 38

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestion ... 43 BIBLIOGRAPHY

vii

2. Table 2.2 Typical changes of time expressions in indirect speech ... 18

3. Table 2.3 Pronouns and Tenses may need to change ... 19

4. Table 2.4 Time that may need to change ... 19

5. Table 2.5 Place that we may need to change ... 19

6. Table 2.6The main verb in the Subordinate Clause is not changed in the Indirect Speech ... 20

7. Table 2.7 Imperative sentences changing into indirect or reported speech form ... 27

8. Table 4.1 Student’s score of test result ... 30

9. Table 4.2 Frequency of error made in the change of to-infinitive ... 32

10.Table 4.3 Frequency of error made in the changes of pronoun ... 34

viii

suitable tenses Percentages ... 39

2. Figure 4.2 The changes of pronoun in transformation Percentages ... 40

3. Figure 4.3 Frequency of error made in the change of to-infinitive ... 40

ix

2. APPENDIX 2 Kisi – kisi Instrument

3. APPENDIX 3 Test and Answer

4. APPENDIX 4 Hasil wawancara guru

5. APPENDIX 5 Hasil wawancara siswa

6. APPENDIX 6 Surat Bimbingan Skripsi

7. APPENDIX 7 Surat Permohonan Izin Penelitian

1 A. The Background of Study

As international language, English takes an important rules in the world. Due to the important of understanding English as international communication, the Ministry Education of Indonesia includes English as foreign language that students need to learn. English becomes a compulsory subject to teach started from primary school until university.

Considered as foreign language, English has different grammatical rules from Indonesia language. Therefore, some students get hard to learn English Grammar. Especially English has different change verb tense that Indonesian

language doesn’t have. It results many students who try learnt English cannot avoid to make mistake or error in their learning process.

Based on the writer experience in learning English, grammar is one of the most difficult aspects other than any skills. Because it has many tenses, structure, and pattern form that the writer should know and put on the right place. Not only the writer but other students who try to learn English have a same problem.

However grammar is very important within the English Language, since it is in effect the glue that holds the language together. With the use of incorrect

grammar sentences can become meaningless and their message is unclear.1 For

example, if the learners speaking or writing in a grammatically incorrect manner can be just as confusing as trying to understand a foreign language can be. It is important to use their words properly in order to get their point across effectively, and practicing good basic grammar can also add credibility to what they say and write.

1

According to Marianne Celce Murcia and Diane Larsen “Grammar and

rhetoric books generally recognize three ways for speaker and writer to attribute statements or thought to other people: direct quotation, indirect reported speech,

paraphrase.”2

Direct and indirect speeches are one of many grammatical categories which is important to be learnt by students. The students need to learn because it is one of three ways for students to report or share their statments or thought to other people especially when they communicate between each other.

Michael Swam stated in Practical English Usage that reported speech are spoken or thought in one place by one person may be reported in another place at

a different time, and perhaps by another person3

Sometimes students speak to others in practical communication, it means

that students have to recite one’s saying. When students in practical

communication in English it will have imperative and discussion in direct and indirect speech. The students should know all about Direct and Indirect Speech because all these sense Direct and Indirect Speech in imperative sentence are still being used in wrong pattern.It can be concluded from statement above, that the grammatical changes which happened when the direct form transformed into indirect form has become one of difficulties that occur when the students learn reported speech. Therefore, it is important for students to have a good understanding on it and memorize the rule or form very well.

Brown Said that ”second language learning is a process that is clearly not unlike first language learning in its trial and errors nature”. It means that the

learners cannot avoid errors in learning second language.4

2

Marianne Celce and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s Course, (New York: Heinle Publisher, 1999),2nd ed, p.68.

3

Michael Swan, Practical English Usage, (Oxford University Press, 1980),p.481.

4

H. Douglas Brown, Principle of Language Learning and Teaching, (London, Longman Inc 2000),p.217

The students often make mistakes and even errors in learning Englishespecially in reported speech of imperative sentences, for example the students are still confused bychanges of tenses and pronoun that can occur in reported speech. Error always occurs although the best effort has been done. Therefore, when they try to speak or write the target language, it is inevitable for them to produce many errors.Making Errors are a natural in English learning process learning.

In process of learning English, the students’ errors are very useful ways of

showing what they have and have not learnt. By learning reported speech the students will learn and understand the way to report speeches such as statement, question and imperative. But in this paper the writer focuses on reported speech of imperative sentences.

The writer assumes that students will absorb grammar rules as they hear, read, and use the language in communication activities especially in reported speech of imperative sentence. The students strategy does not allow them to use one of the major tools they have as learners. The students actively try to understand of what reported speech of imperative is and how it works in the language they have already known.

To turn direct speech into indirect speech in right form needs changing of tenses, pronouns, word order and adverbs. Beside, those are divided into three kinds: statement, question, and imperative. Probably it can cause students get confusion to understand direct and indirect speech material. Therefore this study focuses on the errors in direct and indirect speech of imperative sentences made by students of SMK Perwira.

Based on description above, the writer would like to conduct the research on the students errors in learning reported speech. This study is done in first year

students of SMK Perwira. So the writer would like to discuss it in this “skripsi”

“ AN ERROR ANALYSIS IN LEARNING DIRECT AND INDIRECT SPEECH OF IMPERATIVE SENTENCES ( A Case of study at SMK Perwira Jakarta)”

B. The Identification of Problem

Based on the background of the study above, there are many problems that can be identified in this research such as:

1. The problem of changes tenses

2. The problem of changes pronoun

3. The problem of changes adverb

4. The problem of grammatical changes

5. The problem of usingwrong form and usage in direct and indirect

speech of imperative

6. Poor vocabularies

C. The Limitation of study

It is important to make limitation in order to clarify the problems. This study focuses on errors in direct and indirect speech of imperative sentence at SMK Perwira Jakarta.

D. The Formulation of problem

Based on the background described above, this study intends to formulate the problems as follows:

1. What are the most common types of errors that students made in direct

and indirect speech of imperative sentence? 2. What are the reasons of students’ error?

E. The Objective the study

Based on the formulation of problem above, the objective of this study as bellow:

1. To get the most common of types of errors made by students at SMK

Perwira in direct and indirect speech of imperative sentence.

2. To find out the students cause of errors made by the students.

3. To find out the students difficulties in direct and indirect speech.

F. Significant of study

The result of this study is expected can be benefit for the writer herself particularly to improve her perception of error analysis and for anyone who reads this paper generally. Moreover for the students of English Education, they can read this paper as additional information of error analysis.

6

A. Error and Error Analysis

1. Concept of Error

Dullay stated “Error are the flawed side of learner side of learner speech of writing”.1

Its mean that there is something wrong in norms of language performance. But most of the people stil misunderstand about the definitions of both.

Depend on the writer opinion, error and mistake are not same. Errors are a noticeable and cannot be self corrected and mistake is the opposite. They are deviations from the adult grammar of native speakers, and reflect the competence in the target language.

According to Taylor “The only way we can reasonably determine whether a mistake is slip or a genuine error is reference to the writers

semantic and structural intentions”.2

Making Errors for the learners are a natural and unavoidable part of the process of learning English. Many kinds of errors arise when the learners write because they do not master the English structure well. Also, errors are the inability of the students in using rules of the components and elements of the second language.

Brown Said that ”second language learning is a process that is clearly

not unlike first language learning in its trial and errors nature”. It means that

the learners cannot avoid errors in learning second language.3

1

Heidi Dullay, Language Two, (New York, Oxford University Press,1982),p.139

2

John Norrish, Language Learners and their Errors, The Macmillan Press Limited,1983),.p77

3

H.Douglas Brown, Principle of Language Learning and Teaching, (London, Longman Inc 2000),p.217

So almost the learners must make errors when they are learning English because it is difficult to separate error in the process of learning English.

The writer assumed about some problems that the learners are having now and help the teacher to plan remedial work. In addition, the teacher should not see negatively as a sign of failure but see them positively as an indication of what the teacher still needs to teach.So, if the teacher tries to prevent students; errors, the students never finds out what they do not know.

2. Error Analysis

Errors Analysis assumed a new role in applied linguistics, it was applied to new issues and questions within second language acquisition research. Thestudy of errors in non-native language performance. It will consider three perspectives reviewing the use of Error Analysis: (1) to account for linguistic competence; (2) to identify learning processes and

strategies, and (3) to provied input to language pedagogy.4

Error is something difficult to avoid for beginner in learning language process, it is natural part of language learning. Learning the second language is a process unlike learning the first language, learner will directly connect with such vocabulary, a new grammatical pattern and foreign pronunciation which different from the first language. Error always occurs although the best effort has been done. Therefore, when they try to speak or write the target language, it is inevitable for them to produce many errors.

According to Jack Fisiak “to define „error’ in a formally rigorous and

pedagogically insightful way or to systematically account for the occurrence

of errors either in linguistic or psychological terms.5 It is a way of looking at

errors made by the learners of the target language. Error analysis is an

independent source of valid data. It provides information on students’ errors,

which in turn helps teachers to correct students’ errors, and also improves the

4

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2641948

5

Jack Fisiak, Constrantive Linguistics and the Language Teacher, (England, Pentagon Press Ltd, 1981),p.221-222

effectiveness of their teaching. Apparently errors give sign to teacher and researchers how target language learning is successfully achieved. According

to Pit Corder as quoted by Brown: „A learner’s errors are significant [that]

they provide the researcher the learner is employing in the discovery of the

language.6

Corder explained, “Our object in error analysis is to explain error

linguistically and psychologically in order to help the learner to learn”7

Guntur Taringan said: “Analysis kesalahan adalah suatu prosedur kerja, yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sample pengidentifikasian yang terdapat dalam sample, penjelasan kesalahan tersebut, pengklasifikasian kesalahan itu berdasarkan penyebabnya, serta pengevaluasi antara keseriusan kesalahan

itu”8

To be more detail, Sharma explained,” Error analysis is defined as a

process based on analysis of learners error with the one clear objective evolving a suitable and effective teaching learning strategy and remedial measure necessary in certain clearly market out areas of the foreign

language.9

From some statements above, it can be seen that errors in learning a

second language are caused by the interference of the learners’ mother

tongue. In other words, errors made the learners sometimes are caused by use of the first language. So, the writer tries to conclude that error analysis is a way of looking at error made by the learner of the target language.

3. The Cause of Error

One of the first and most important studies conducted in the field of Error Analysis was the one done by Richards. His study involved learners

6

Brown,op.cit.,p.217

7

S. Pit Corder , Technique in Applied linguistic, (Oxford University Press, 1974),p.139

8

http://journals.English%20Training%20Center%20%20Error%20Analysis.htm

9

from different language background and showed the different types of errors relating to production and distribution of verb groups, prepositions, articles, and the use of questions. Based on this, he distinguished three sources of errors:

a. Interference errors: errors resulting from the use of elements from one

language while speaking or writing another.

b. Intralingual errors: errors reflecting general characteristics of the rule

learning such as faulty generalization,incomplete application of rules and failure to learn conditions under which rules apply

c. Developmental errors: errors occurring when learners attempt to build up

hypothesis about the target language onthe basis of limited experiences.10

According to Richards intralingual errors are also divided to the following categories:

a. Overgeneralization errors: the learner creates a deviant structure on

the basis of other structures in the targetlanguage

b. Ignorance of rule restrictions: the learner applies rules to context

where they are not applicable

c. Incomplete application of rules: the learner fails to use a fully

developed structure

d. False hypothesis: the learners do not fully understand a distinction

in the target language.

James in his study, showed the different types of learners' errors relating to omission, overinclusion,misselection use wrong words not wrong forms, misordering, blends or blending arises when two alternative grammatical forms are

10

Robinett Betty Wallace & Jacquelyn Schachter, Second Language Learning, the University of Michigan, the University of Michigan Press and simultaneously,1983,.p198

combined to produce an ungrammatical blend.Based on this, he stated that there are four causesof errors.11

a. Interlingual errors (Mother-tongue influence): these kinds of errors

are influenced by the native languages which interfere with target language learning

b. Intralingual errors: those due to the language being learned target

language

c. Communication strategy-based errors which are subdivided into the

holistic strategies or approximation and analytic strategies or circumlocution

d. Induced Errors: these errors are the result of being misled by the way in which the teachers give definitions, examples, explanations and arrange practice opportunities. In other words, the errors are caused mostly by the teaching and learning process as follows: Materials-induced errors, Teacher-talk induced errors, Exercise-based induced errors, Errors induced by pedagogical priorities, Look-up errors.

The writer concluded that the errors made by the students were both from the intralanguage andinterlanguage interference. This is while the errors caused by mother tongue interference were in a small proportion.

4. Types of Error

Dulay, Burt, and Krashen said that errors are the flawed side of learner speech or writing. Students cannot learn languages without first systematically

committing errors. There are four descriptive taxonomies to analyze errors12,

there are:

11

Carl James, Error in Language Learning and Use, (New York ,Longman Inc, 1998), p. 179

12

a. Linguistic category taxonomy which classifies errors according to either or both the language component (phonology, syntax, morphology, semantics, and discourse).

b. Surface strategy taxonomy which high lights the way surface

structures are altered (omission, addition, misinformation, and misordering).

c. Comparative taxonomy which classifies errors based on comparison

between the structure of language learner errors and certain other types of construction.

d. Communicative effect taxonomy which deals with errors from the

perspective of their effect on the listener or reader.

According to Richards intralingual error types are caused by the target language itself like:

a. False analogy, misanalysis or learners form a wrong hypothesis,

b. Incomplete rule application this is the converse of overgeneralization

or one might call it under generalization as the learners do not use all the rules

c. Exploiting redundancy this error occurs by carrying considerable

redundancy. This is shown throughout the system in the form of unnecessary morphology and double signaling

d. Overlooking co-occurrence restrictions this error is caused by

overlooking the exceptional rules

e. Hypercorrection or monitor overuse this results from the learners’ over

cautious and strict observance of the rules

f. Overgeneralization or system simplification this error is caused by

the misuse of words or grammatical rules

Error analysis does not regard as the persistence of old habits but rather as sign that learner is internalizing and investigating the system of the new language.

5. The Procedure of Error analysis

Error analysis is proposed as a means to supplement diagnostic techniques with exceptional students. A purpose and definition of error analysis are provided. Also, procedures to use error analysis are explained along with basic guidelines to prevent abuse of error analytic techniques. Pit Corder as quoted by Rod Ellis suggest the following steps in error analysis research13, there are:

a. Collection of a sample of learner language. this step depends on

correct interpretation of the learners intentions. It can be arrived by teachers interpretation.

b. Identification of error. Here one needs to distinguish between true

errors and slips. Errors can be "overtly idiosyncratic" (ill-formed in terms of target language rules) or "covertly idiosyncratic" (sentences superficially well-formed but when taking the context into account they are clearly ungrammatical).

c. Description of error. This involves assigning a linguistic classified to

each error.

d. Explanation of error.In this stage of the procedure, an attempt is made

to identify the psycholinguistic cause of the errors.

e. Evaluation of error.This stage involves assessing the seriousness of

each error in order to make principled teaching decisions which are to be processed in step.

The steps that learners follow get the researcher and language teachers realize that if the mistakes or errors of language learners in constructing the new language system are analyzed carefully.

13

B. Reported Speech

1. Meaning of Reported Speech

In English grammar, reported speech is one of many grammatical categories which is important to be learnt by students. It is needed to be learnt because it is one of three ways for students to report or share their statements or thoughts to other people especially when they communicate between each other.

Reported speech is commonly used to report what other people have said or thought without reporting the exact word. With indirect reported speech, one wishes to report the content of the original source without

necessarily repeating sentences exactly as they were originally uttered.14

To report people word’s, thoughts, and beliefs there are two main

ways: direct and indirect speech. Reported speech is also used when people are interested not in the words that someone has chosen, but in the essential information they conveyed.

Reported speech can be found in newspaper reports, fiction, talking or writing about conversation, reports, articles or speeches peoples have heard or read. By learning reported speech definitely students will able to quote

somebody’s words or thoughts, whether in direct or indirect speech and also

the students will learn and understand the way to report speeches such as statements, questions and imperative.

Reported Speech refers to reproducing the idea of another person’s

words. Not all of the exact words are used verb forms and pronoun may change.

Michael Swam stated in Practical English Usage that reported speech are spoken or thought in one place by one person may be reported in another

place at a different time, and perhaps by another person15

14

George E. Wilson, Julia M. Burk, Let’s Write English, American Book Company, New York: 1980

15

Betty Schamper Azar stated on Understanding English Grammar,

“Reported Speech refers to using a noun clause to report what someone has said”16

A.J. Thompson and A.V. Martinet stated in their books A Practical English Grammar, “In indirect speech we give the exact meaning of a remark

or a speech, without necessarily using the speaker’s exact words.”17

Reported Speech also referred to as reported speechrefers to a sentence reporting what someone has said. It is almost always used in spoken English.

It can be known from several definitions above that reported speech is

to quote somebody’s idea or thoughts without exactly repeating the exact

word produced by the speaker.

2. The Kind of Speech

When someone try to report what someone else says or has said (thinks or has tought) or what another said or thought on a previous occasion oneself two ways are open to one, either to give the exact words : direct speech , or to adapt the words according to the circumstances in which they are new quoted: indirect speech. In other words,there are two main ways of reporting people words, thoughts, and beliefs:

a. Direct Speech

A sentence or several sentences that reports speech or thought in its original form, as phrased by the original speaker also called Direct or quoted speech. It is usually enclosed in quotation marks(" ") in writing.18 The cited speaker is either mentioned in the inquit ("he/she says") or implied.

16

Betty SchrampherAzar, Understanding And Using English Grammar, (BinarupaAksara, 1993),p.275

17

A.J.Thompson and A.V.Martinet, A Practical English Usage, (New York: Oxford University Press, 1986) 4thed, p.269

18

When the student reported used direct speech forms, it is possible to include many features that dramatize the way in which an utterance was produced. The quotative framecan also include verbs which indicate the speaker's manner of expression (e.g. cry, exclaim, gasp), voice quality (e.g. mutter, scream, whisper), and type of emotion (e.g. giggle, laugh, sob). It can also include adverbs (e.g. angrily, brightly, cautiously, hoarsely, quickly, slowly) and descriptions of the reported speaker's style and tone of voice, as illustrated in.

b. Indirect Speech

Indirect speech, also called reported speech19, means of expressing the

content of statements, questions or other utterances, without quoting them explicitly as is done in direct speech. In terms of grammar, indirect speech

often makes use of certain syntactic structures such as content

clauses "that"clauses and sometimes infinitive phrases.

In indirect speech certain grammatical categories are changed relative to the words of the original sentence.

Indirect speech is not normally enclosed in quotation marks or any similar typographical devices for indicating that a direct quotation is being made. However such devices are sometimes used to indicate that the indirect speech is a faithful quotation of someone's words.

Example:

 Please leave the room.

I asked them to leave the room. (use of infinitive phrase)

In indirect speech, words generally have referents appropriate to the context in which the act of reporting takes place, rather than that in which the speech act being reported took place or is conceived as taking place. The two acts points are in time and place and the person speaking and also in the person being addressed and the linguistic context. So when a sentence

19

involves words or forms whose referents depend on these circumstances, they are tend to change when the sentence is put into indirect speech.

C. Types of Pronoun

1.Personal pronouns

Personal pronoun describes the person speaking (I, me, we, us), the person spoken to (you), or the person or thing spoken about (he, she, it, they, him, her, them).20

TABLE 2.1 Personal Pronoun

Person Subject Object

1st Person I Me

Singular 2nd Person You You

3rd Person He, She, It Him, Her, It

1st Person We Us

Plural 2nd Person You You

3rd Person They Them

2. Reflexive Pronouns

They are : myself, our self, thyself, yourself, himself, herself, oneself

or one’s self, itself; ourselves, yourselves, themselves. They refer to the subject of the preposition in which they stand, indicating that the action performed by doer passes back to him.

3. Reciprocal Pronouns

They are: each other, one other. They express mutual action or

relation on the part of the persons indicated by the subject.

20

Curme George O, ENGLISH GRAMMAR, (NEW YORK, BARNER&NOBLE, INC)p.13-15

4. Relative Pronouns

a. Relative Pronouns with Antecedent

The personal pronouns may stand in either a principal or a subordinate clause, but these relative pronouns always stand in subordinate clause, where they have two office to fill. These

relative pronouns are: who (whom, whose), which, what, that, and

other less.

b. Indefinite and general Relative Pronouns

The meaning here is always indefinite or general, hence there can be no reference to a definite antecedent; but these pronouns have same relative force as the relatives in 1, linking the subordinate clause in which they stand to the rest of the sentence.

these pronouns are: who, what; whoever, whosoever, whoso, what

(so)-ever; which, whichever.

5. Indefinite Pronouns

They are: somebody, anybody, everybody, nobody, something,

somewhat, anything, aught, nothing, naught. These words were originally indefinite nouns, but they have developed into indefinite pronouns, as can be seen by our hesitation to put an article or other modifying adjective before them.

6. Interrogative Pronouns

These pronouns are: who (whose, whom), what, which (one). This is

happen when the situation is so indefinite that we are aroused to inquire after the exact state of things.

7. Limiting Adjectives Used as Pronouns

The substantive forms of a number of limiting adjectives are used not only in adjective functions but often also as pronouns.

8. Exclamatory Adjective Used as Pronouns

The exclamatory adjective what a used as pronouns: what a one he is to make excuses!

The following table shows some typical changes of time expressions in indirect speech. The changes are not automatic but they are depend on the context:

TABLE 2.2

Typical changes of time expressions in indirect speech Direct Speech Indirect Speech

Today That day

Yesterday The day before

The day before yesterday Two days before

tomorrow The next day/the following day

The day after tomorrow In two days’ time

Next week/year, etc. The following week/year, etc.

Last week/year, etc. The previous week/year, etc.

A year, ago, etc. A year before/ the previous year

But if the speech is made and reported on the same day these time

changes are not necessary.21

D. Reported Speech in Statement or Declarative Sentences

Reported statements are one form of reported speech.22 The learners

usually introduce reported statements with "reporting verbs" such as "say" or "tell":

 He said (that)...

 He told me (that)...

When the learners use their own words to report speech, there are one or two things that sometimes change:

21

Lukman Hakim, M.A, A Concise English Grammar, (Jakarta, SENTRA MEDIA, 2007)p.100

22

Dixson Robert, J,. M.A. Everyday English, (Florida, Gents Publishing Company, Inc, 1957) p.,144

 Pronouns may need to change to reflect a different perspective

 Tenses sometimes has to go back one tense (eg, present becomes past) TABLE 2.3

Pronouns and Tenses may need to change

Pronoun Tenses

direct statement He said, "I am sick."

reported statement He said (that he was sick.

There are sometimes other things too that we may need to change,

such as time or place. examples:

TABLE 2.4

Time that may need to change

pronoun Tenses Time

direct statement Jane said, "I was sick yesterday.”

reported statement

Jane said (that)

she had been sick theday before TABLE 2.5

Placethat we may need to change

pronoun Tenses Place

direct statement Jane said, "It is hot in here."

reported statement

Jane said (that)

"It was hot in there.

The rules to change the speech of the sentences is all the PRESENT

TENSE forms of the main verbs in the subordinate clause are changed into

becomes „were’; „shall’ becomes „should’; „come’ becomes „came’; and so on… e.g.23

Even though the main verb of the main clause of the Direct Speech

sentence is in PAST TENSE, the main verb in the Subordinate Clause is not

changed in the Indirect Speech when that Verb expresses a regular habit, a

universal truth or a natural occurrence.24

TABLE 2.6

The main verb in the Subordinate Clause is not changed in the Indirect Speech

Direct Speech Reported Speech

Simple Present Simple Past

Present Progressive Past Progressive

Simple Past

Past Perfect Simple Present Perfect Simple

Past Perfect Simple Past Progressive

Past Perfect Progressive Present Perfect Progressive

Past Perfect Progressive

Future I (going to) was / were going to

Future I (will)

Conditional I (would) Conditional I (would)

You must change the tense if the introductory clause is in Simple Past (e. g. He said). This is called backshift.

The students should not change the tense if the introductory clause is in Simple Present (e. g. He says). Note, however, that you might have to

change the form of the present tense verb (3rd person singular).25

23

Lukman Hakim, op.cit.,p.99

24

Idib.,p.100

25

E. Reported Speech in Questions Sentences

When students report an Interrogative (question) Sentence in the Indirect Speech, the students should change the introductory verb, usually

„said to’, into „asked’, „inquired’, „demanded to know’, etc. Related.26 The students also report when they are saying what other people asked or wanted to know. So, the students do not use “do” or “question marks” in

indirect questions.

There are three forms of questions :27

a. Normal word order is used on reported questions, that is, the

subjects comes before the verb and it is not necessary to use “do” or “ did”

Example:

"Where does Peter live?" → She asked him where Peter lived

b. Yes or No Questions, this type of question is reported by using

ask+ if or whether + clause Examples:

"Do you speak English?" →He asked me if I spoke English

"Is it raining?" → She asked if it was raining.

c. Question Words, this type is reported by using „ask’ or another

verb like „ask + question word + clause. The clause contains the question, in normal word order and with the necessary tenses change

Example:

"What is your name?" he asked me. → He asked me what my

name was.

"How old is your sister?", he asked. →He asked how old her sister was.

26

Allen, W. stannard, Living English Structure, London, Longman Group Limited, 1974,.p.253

27

F. Reported Speech in Imperative Sentences

When the students change an imperative sentence from direct to indirect speech, the reporting verb is 'ordered' or 'requested' or another verb which best suits the situation. The reported speech is introduced with the

'to'-infinitive of the verb used in the request or command.28

John said to his father, ‘Please stop smoking." (Direct imperative) John pleaded with his father to stop smoking. (Indirect imperative) Imperative sentences use the base verb (bare infinitive) to ask a person to perform an action. Imperative sentences can be:

 Commands or orders: Finish your work on time.

 Directions: Take the elevator to the seventh floor and go to Suite 710.

 Instructions: Complete the form in blue or black ink.

 Requests/ invitations: Please sign in at the security desk.

 Warnings: Don’t use the elevator in case of a fire.

The students often report imperatives with the reporting verb tell or ask. The structure is as follows:

[WHO + tell/ ask (often in the simple past tense) + WHOM + infinitive]29

Examples:

 My supervisor told me to finish my work on time.

 The woman at the reception desk told me to take the elevator to the seventh

floor and go to Suite 710.

 The receptionist told me to complete the form in blue or black ink.

 They asked me to sign in at the security desk.

 The building manager told us not to use the elevator in case of a fire.

28

http://www.englishforums.com/content/lessons/indirect-reported-and-direct-speech.htm

29

Murphy Raymond, ENGLISH GRAMMAR IN USE, New York, Cambridge University Press, 2004,.p.96

Imperative sentences do not normally have an expressed subject. This

is because the subject ‘you’ is usually understood. As a result of this,

imperative sentences begin with a verb in the simple present tense.

An imperative sentence expresses ideas such as advice, order, request, suggestion, instruction, permission, allowance etc.

In order to change an imperative sentence into the indirect speech,

student used to-infinitive. A that clause is also possible in some cases. Note

that instead of ‘said’ we use one of the following reporting verbs: Advise,

command, request, suggest, threaten, order, forbid, decree, propose, entreat, prompt, counsel, pardon, beg, persuade, instruct etc.30

Traditional grammar textbooks state that “commands can be changed

into request in several ways by using politeness conventions. The most frequently mentioned way is by adding please either before or after the command.

As in:

Please be careful or be careful, please.

So as to turn them into polite requests.

Here is a list of reporting verbs which can be used to report what people say:

a. Verbs followed by ‘if’ or ‘whether’ + clause:

ask say

enquire see

know wonder

Remember

30

b. Verbs followed by a that-clause:

add doubt reply

admit estimate report

agree explain reveal

announce fear say

answer feel state

argue insist suggest

boast mention suppose

claim observe tell

comment persuade think

complain propose understand

confirm remark warn

consider remember

deny repeat

c. Verbs followed by either a that-clause or a to-infinitive:

decide promise

expect swear

guarantee threaten

hope

d. Verbs followed by a that-clause containing should + infinitive or subjunctive (bare infinitive)

advise insist recommend

beg prefer request

e. Verbs followed by a clause starting with a question word:

decide imagine see

describe know suggest

discover learn teach

discuss realize tell

explain remember think

forget reveal understand

guess say wonder

f. Verbs followed by object + to-infinitive

advise forbid teach

ask instruct tell

beg invite warn

command

Imperative sentence in Indirect Speech does not takeany conjunction.

instead, it takes “to-infinitive” form of the FINITE verb in the subordinate clause of Direct. Sentences containing orders, requests, warnings, advice, etc. are in the Imperative Mood and are called Imperative Sentences. In reporting

them in the Indirect Speech, the Introductory Verb „said’ has to be replaced by „asked’, „ordered’, „advised’, „requested’,„warned’, „commanded’, etc.

depending on the context.31

The Subject of the subordinate clause in the Direct „you’ is not

mentioned but understood.This is because an order, warning or request is

usually given to the listener, the Second Person Pronoun „YOU’, and therefore, there is no need to mention it specifically.

31

The main verb in the subordinate clause in the Direct Speech

Sentenceis changed into the “to-infinitive” form; consequently, the whole complex sentence is changed into a simple sentence in the Indirect Speech.

Example:

Billy said to me, “Give me your book!” (Direct)

The words Billy, me and bookare not changed because Billy and me

are in the main clause of the Direct Speech. Bookis notchanged

because it is a NOUN. Example:

Billy ordered me to give him my book. (Indirect)

‘Said to’ is changed to „ordered’ because the exclamation mark (!)

shows that this expression is an order; „Give’ is changed into ‘to give’,the „to

-infinitive’ form of the verb word „give’; „me’ is changed into„him’ because it

is related to „John’, the subject of the main clause, and it is in the objective case; „your’ is changed into „my’ because it is related to „me’ in the main

clause, and „I’ am the one reporting the speech; and, finally, the exclamation

mark (!) is dropped and the full stop is used in its place.

When a sentence is imperative, changing it into indirect or reported speech form is done as follows:

TABLE 2.7

Imperative sentences changing into indirect or reported speech form Positive Imperative

Be quiet!

Order + infinitive

He ordered me to be quiet. Negative Imperative

Don't come here again.

Tell + not + infinitive

He told us not to go there again. Imperatives used as request

Please give me some time.

ask + infinitive

He asked me to give him some time. Reporting verb is in the present tense, there is no alteration in the reported sentence. Moreover, a sentence in direct speech in a present or future tense can stay unchanged if what is said is still true.

27

A. The Purpose of the Research

This study is entitled “An Error Analysis in Learning Direct and

indirect Speech of Imperative Sentences”. Then, the purposes of this study are

as follows:

1. To know the error that students make of SMK Perwira in learning reported

speech of imperative sentence.

2. To find out the reasons why the students doing errors in learning reported

speech of imperative sentence.

B. Time and place of the study

The writer conducted her research at SMK Perwira which is located on

Jl.H. Dilun No 4 Ulujami South Jakarta. The research was carried on

February17thup to March 05th ,2014.

C. Population and sample of the study

In this study the writer took the population of the first year students of SMK Perwira. The students consist of two classes. Class X AK-1consist of 39 students, class X MP-2 consist of 32 students. So, the total number of the first year students of SMK Perwira Jakarta is 71.

The writer decided not to take the whole population as sample in her study. She only took one class (X AK-1) which consists of 39 students. The sample is taken by using purposive sampling technique.

D. Method of the study

To do the research, the writer used qualitative method. After that the writer collected data with using instruments. There are two kinds of instrument that the writer used: English written test and Interview.

E. Instrument of the research

The writer used test as an instrument to obtain the data, she made the test about reported speech of Imperative sentence in her research. The writer gave a written test focused on the subject matter that they studied before. The test consists of 20 questions. It is divided into two parts.

The first part consists of 10 questions asking the students to change quoted commands to infinitive clauses with the suitable tenses.

The second part consists of other 10 questions asking the students to complete the sentences by fill in the black spaces with the suitable pronoun. Kind of instruments that the writer used are:

1. English written test

The writer gave the written test to get the data about the frequency of the error in the transform or change quoted commands to infinitive clauses with the suitable tenses and pronouns in learning reported speech of imperative sentence.

2. Interview

The writer interviewed an English teacher and some students who got low and high scores to reinforce the analysis and to find out the reasons why the students doing error in learning reported speech of imperative sentence.

F. Technique of Data Analysis

The technique of data analysis used by the writer in this research is descriptive analysis technique (percentage), she used formula as follows:

P = F X 100 %

N

P = Percentage

F = Frequency of error made

After the writer have the frequency and percentage of error, the writer looked for the average mark by using formula:

P = F X 100 %

N X n p = percentage f = frequency

N = Number of students n = Number of items

30 A. Data Description

In this chapter, the writer will report the description of data. She gave the test to the thirty seven students of the first year of SMK Perwira Jakarta. However, there were 2 students absent when the writer gave the test. The test consisted of 20 items divided into two parts (A and B). These two parts of test

were given to take student’s score in reported speech of imperative sentence;

1. Part A : To test student’s ability to change quoted commands to infinitive

clauses with the suitable tenses.

2. Part B : To test student’s ability to change the direct and indirect

imperative sentence by using suitable pronoun in its transformation. TABLE 4.1

Student’s score of test result

No

Students identification

Number (N)

Score No

Students identification

Number (N)

Score

1 Student 1 70 20 Student 20 35

2 Student 2 85 21 Student 21 80

3 Student 3 35 22 Student 22 40

4 Student 4 60 23 Student 23 40

5 Student 5 70 24 Student 24 70

6 Student 6 35 25 Student 25 80

7 Student 7 55 26 Student 26 50

8 Student 8 70 27 Student 27 75

9 Student 9 60 28 Student 28 70

10 Student 10 85 29 Student 29 50

11 Student 11 75 30 Student 30 35

12 Student 12 70 31 Student 31 45

13 Student 13 65 32 Student 32 40

14 Student 14 40 33 Student 33 40

15 Student 15 70 34 Student 34 35

16 Student 16 50 35 Student 35 50

18 Student 18 75 37 Student 37 50

19 Student 19 60

Average 57

Highest Score 85

Lowest Score 35

Based on the table above, the writer had the English score from the test about Reported speech of imperative sentence. The average score is 57 the highest score is 85 and the lowest score is 35.

The following table will discuss the frequency of error in change quoted commands to infinitive clauses with the suitable tenses and pronouns in imperative sentence.

TABLE 4.2

Frequency of error made in the change of to-infinitive

No

Change quoted commands to-infinitive with the suitable tenses

Item Number

(n)

Frequency of Error Made (F)

Percentage

1 "Get your backpack and _{lunch!" → to get his} backpack and lunch

1 ₁₈ 4.8 %

2 "Don't make me late

again." →not to make him late again.

2 25 6.7%

3 "Hurry up!" → to hurry up

3 20 5.4%

4 "Leave me alone!" →to leave him alone

4 12 3.2%

5 "Walk alone!" → to walk alone

5 13 3.5%

6 "Be kind to your

brother." → he should be

kind to his brother

7 "Please be ready on time

every morning." → should be ready on time every morning

7 28 7.5%

8 "Warn me ten minutes

before you leave." → to warn him ten minutes before he left

8 18 4.8%

9 "Set your alarm before

you go to bed." → to set his alarm before he went to bed

9 20 5.4%

10 "Go ahead without me."

→ to go ahead without

him

10 15 4.0%

Total 10 198 100%

To find out the average of total frequency error made by the students in change quoted commands to infinitive clauses, the writer uses formula:

P = F x 100 % N X n

P = 198_ x 100 % 37 X 10

P = 198 x 100 % 370

From the data above, it can be concluded that there are 53% students who got error in the change of quoted commands to infinitive clauses with the suitable tenses. After that the writer would like to analyze the error of each item in the change of quoted commands to infinitive clauses with the suitable tenses. These are the items related to the students’ error:

First, the writer discussed about the change quoted commands to infinitive

clauses" Get your backpack and lunch!" → to get his backpack and lunch, there

are 18 students or 4.8% who made error in item number 1.

Second, the writer discussed about the change quoted commands to infinitive clauses "Don't make me late again." → not to make him late again, there are 25 students or 6.7% who made error in item number 2

Third, the writer discussed about the change quoted commands to infinitive

clauses" Hurry up!" → to hurry up, there are 20 students or 5.4% who made error

in item number 3.

Fourth, the writer discussed about the change quoted commands to infinitive clauses" Leave me alone!" → to leave him alone, there are 12 students or 3.2%who made error in item number 4.

Fifth, the writer discussed about the change quoted commands to infinitive clauses" Walk alone!" → to walk alone. There are 13 students or 3.5% who made error in item number 5

Sixth, the writer discussed about the change quoted commands to infinitive

clauses" Be kind to your brother." → he should be kind to his brother. There are

29 students or 7.8%who made error in item number 6.

Seventh, the writer discussed about the change quoted commands to

infinitive clauses" Please be ready on time every morning." → should be ready on

time every morning. There are 28students or 7.5% who made error in item number 7.

Eighth, the writer discussed about the change quoted commands to infinitive clauses" Warn me ten minutes before you leave." → to warn him ten minutes before he left. There are 18 students or 4.8%who made error in item number 8

clauses" Set your alarm before you go to bed." → to set his alarm before he went to bed. There are 20 students or 5.4% who made error in item number 9.

Tenth, the writer discussed about the change quoted commands to infinitive

clauses" Go ahead without me." → to go ahead without him. There are 15students

or 4.0%who made error in item number 10.

The total averages of frequency error made by students are 53%students who got error in the change quoted commands to infinitive clauses.

TABLE 4.3

Frequency of error made in the changes of pronoun

No Changes of Pronoun Item Number

Frequency of Error

made

Percentage

1 Your become my 1 12 3.2%

2 me become her 2 12 3.2%

3 Your become my 3 8 2.1%

4 Your become my 4 7 1.8%

5 me become him 5 9 2.4%

6 Your become my 6 7 1.8%

7 M y become her 7 20 5.4%

8 me become him 8 10 2.7%

9 Mr.ali become him 9 15 4.0%

10 Me become her 10 13 3.5%

To find out the average of total frequency error made by the students in change of pronouns, the writer uses formula:

P = F x 100 % N X n

P = 113_ x 100 % 37 X 10

P = 113 x 100 % 370

P = 30%

These are the items about the students’ error in the change of pronouns: First, the writer discussed about the change of pronoun your become my. There are 12 students or 3.2%who made error in item number 1. There are 8 students or 2.1%who made error in item number 3.There are 7 students or 1.8% who made error in item number 4 and 7 students or 1.8% who made error in item number 6.

Second, the writer discussed about the change of pronoun me become

her. There are 12 students or 3.2%who made error in item number 2 and 13

students or 3.5%who made error in item number 10.

Third, the writer discussed about the change of pronoun me become

him. There are 9 students or 2.4%who made error in item number 5 and 10

students or 2.7% who made error in item number 8.

Fourth, the writer discussed about the change of pronoun my become

her. There are 20 students or 5.4% who made error in item number 7.

Fifth, the writer discussed about the change of pronoun Mr.ali become

him. There are 15 students or 4.0%who made error in item number 9.

The total averages of frequency error made by students are 30% students who got error in the change of pronoun.

B. Data Analysis

After the writer did the research, she had the English test score, the

frequency and percentage of students’ error in the change quoted commands to

infinitive clauses and pronouns of reported speech of imperative sentence.

The writer would like to analyze students’ error after she got the

students test score. She processes the calculation of result of the test by

changing the result into percentage. Then to analyze students’ error in

changing quoted commands to infinitive clauses with the suitable tenses with observation, writing test and interview, as follows:

1. English Written Test

After the writer finished and analyze the data about the frequency of the error in the transform or change quoted commands to infinitive clauses with the suitable tenses and pronouns in learning reported speech of imperative sentence, it can be concluded that in Part A there are 53% students who got error in the change of quoted commands to infinitive clauses with the suitable tenses. In part B there are 30% who got error in the changes of pronoun in transformation

2. Interview

To find the reasons why students got error in learning reported speech of imperative sentence, the writer did the interview. She interviewed the English teacher of SMK Perwira and 4 students of class X AK-1. They consisted of 2 students who got low score and 2 students who got high score. In doing her interview, the writer proposed 5 questions related to the topic which must be answered clearly by students and 8 questions for the teacher.

After the writer finished got the data from interviewing some students and a teacher, the writer found some reasons why students got error in learning reported speech of imperative sentence.

The error happened because many students were still confused to change quoted commands to infinitive clauses with the suitable

tenses and pronouns, so the students difficult to answer correctly to

change the speakers which are reported in the 1st and 2nd person turned

into 3rd person. In other word, they still did errors changing quoted commands to-infinitive clauses and pronouns correctly into reported speech of imperative sentence.

3. The Types of Error

There are some types of errors that the writer found in observation. First intralingual error, these errors are common in the speech of second language learners, irrespective of their mother tongue. There are some types of error as follows:

Overgeneralization or system simplification his error is caused by the misuse of words or grammatical rules. For example in part A no

1, Jack shouted "Get your backpack and lunch!" → Jack told his

brother to get his backpack and lunch”. There are4.8 % or 18 students

who made error. Some of them answer with “Jack told his brother get

his backpack and lunch” they miss to-infinitive and Jack told his

brother to get her backpack and lunch, they change wrong pronoun

being “her, his, they…” but the correct answer is “him”. The same case

it happen in some numbers in part A such as: no 3,4,5 ,8,9,10.

False analogy, misanalysis or learners form a wrong hypothesis.

For example in part A no 2, Jack said "Don't make me late again." →

Jack told his brother not to make him late again. There are 6.7% or 25

students who made error, they were answer it with “Jack told his

brother to not make him late”. The same case it happen in some

numbers such as: no 6 and 7. In case no 6 Jack's mother said, "Be kind to your brother." → Jack's mother said that he should be kind to his brother. There are 29 students or 7.8% who made error. Some of

students answer it with “Jack's mother said that he to be kind to his

brother.” They didn’t change the tenses and keep thinking is should be

Second, Internal and external factors are influenced the students’ error in learning direct and indirect speech of imperative sentence. These errors appear because of fatigue, lack of attention, or lack of knowledge in learning direct and indirect speech of imperative sentences. The students have worse mind sets or an opinion that they believe that grammar is difficult subject.

Third, language interference also leads to grammatical errors. Lack of attention causes in producing grammatical errors. The writer is actually in the advanced level of learning English. However, there are some errors found while others are grammatically well-formed for the same rule of grammar.

C. Data Interpretation

After classifying the items into area tested and analyzing the frequency of error in each item, the writer described the error into change quoted commands to-infinitive clauses and pronouns in transformation direct speech into reported speech of imperative sentence in the percentage as follows:

TABLE 4.4

The frequency of error in each item

No. Error Percentage

1. To change quoted commands

to-infinitive clauses with the suitable tenses

53%

2. The changes of pronoun in

transformation 30%

The table above shows that many students made error in the changing quoted commands to-infinitive clauses and pronouns. in part A, there are 53% who made error in the change quoted commands to-infinitive clauses with the suitable tenses in transformation direct speech into reported speech of

imperative sentence, its means that 47% can answer it well.

FIGURE4.1

The changing quoted commands to-infinitive clauses with the suitable tenses Percentages

In part B, 30% who made error in the change of pronouns in the transformation direct and indirect of imperative sentences, it means that 70% can answer it well. And, it also shows that the range of their percentage is not too broad. However, the higher errors in learning reported speech of imperative sentence are in the change quoted commands to-infinitive clauses with the suitable tenses and pronouns.

To change quoted commands

to-infinitive clauses with the suitable

tenses

PrecentageCorrect Answer

FIGURE4.2

The changes of pronoun in transformation Precentage

This are the chart of Part A, frequency of error made in the change of to-infinitive. From this chart above, it can be seen graphic that there are who got error in the change of quoted commands to infinitive clauses with the suitable tenses.

FIGURE4.3

Frequency of error made in the change of to-infinitive

The changes of pronoun in

transformation

PrecentageCorrect Answer

Precentage wrong Answer

0 5 10 15 20 25 30

Item Number (n)

Frequency of

Error Made (F) Percentage

This are the chart of Part B, frequency of error made in the changes of pronoun. In here we can see the graphic of students errors made still high.

FIGURE 4.4

Frequency of error made in the changes of pronoun.

This inaccuracy was caused by the incomplete application of rules, first language interference, translation, and lack of attention. For examples Part A no 1, Jack shouted "Get your backpack and lunch!" → Jack told his

brother to get his backpack and lunch. Some of them answer with “Jack told

his brother get his backpack and lunch” they miss to put to-infinitive.

The mother tongue of the writer influences how the writer constructs or translates English sentences without concerning the grammatical rules in English. For examples in test part A no 2, Jack said "Don't make me late again." → Jack told his brother not to make him late again. Some students

answer it with “Jack told his brother to notmake him late”.

The writer can conclude that most of the first year students of SMK Perwira still were hard to change quoted commands to-infinitive clauses with the suitable tenses and pronouns in the right form in converting direct speech into reported speech of imperative sentence. Then from observation and interview can be seen that internal and external factors are influenced the

students’ error in learning direct and indirect speech of imperative sentence.

0 2 4 6 8 10 12 14 16 18 20 Y o u r b e come my m e b e com e h e r Y o u r b e come my Y o u r b e come my m e b e com e h im Y o u r b e come my My b e com e h e r m e b e com e h im Mr.al i b e com e h im Me b e com e h e r Item Number

Frequency of Error made Percentage

42 A. Conclusion

Based on the data analysis and interpretation, it can be concluded that the errors in the students test at first grade of students at SMK Perwira Ulujami Jakarta.

In part A, there are 53% who made error in the change quoted commands to-infinitive clauses with the suitable tenses in transformation direct speech into reported speech of imperative sentence, its means that 47% can answer it well.

In part B, 30% who made error in the change of pronouns in the transformation direct and indirect of imperative sentences, it means that 70% can answer it well. And, it also shows that the range of their percentage is not too broad. However, the higher errors in learning reported speech of imperative sentence are in the change quoted commands to-infinitive clauses with the suitable tenses and pronouns.

It can be explained that the students made errors because of this inaccuracy caused by the incomplete application of rules, first language interference, and lack of attention. The mother tongue of the writer influences how the writer constructs English sentences without concerning the grammatical rules in English.

B. Suggestion

Based on the conclusion above, the writer would like to give some suggestions as follows:

1. The Students

a. It is necessary for the students to do more experiences in reported

speech of imperative. The students need to be careful when they read and answer the test

b. The students should understand how to change the direct speech

into reported speech of imperative sentence and memorize the rule for the sequence of tense and pronoun in transformation.

2. The Teacher and Other researchers

a. The teacher needs to raise her voice when she teaches in classroom

who sit in the rear. It can make the students give more attention about the material that the teacher give.

b. The teacher should give more exercise and explanation about

reported speech of imperative sentence to the students especially who got low scores.

c. Other researchers are able to use this paper for their reference in order tomake a better research in other fields of study.

Allen, W. Stannard, Living English Structure, London, Longman Group Limited, 1974

Azhar, Betty Schrampfer, Understanding and Using English Grammar, Jakarta,

Binarupa Aksara , 1993

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London, Longman Inc 2000

Celce, Marianne and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s

Course 2nd ed, New York: Heinle Publisher, 1999

Corder,S.Pit,Technique in Applied linguistic, London, Oxford University Press, 1974

Creswell JohnW., Educational Research; Planning, Conducting and Evaluating

Quantitative and Qualitative Research 4th Edition, Boston, Pearson Educational, Inc, 2012

Dixson Robert,J,. M.A. Everyday English, Florida, Gents Publishing Company,

Inc, 1957

Dullay, Heidi, Language Two, New York, Walton Street: Oxford University

Press, 1982

Ellis, Rod, The Study of Second Language, Oxford: University Press,1995 Frank, Marcella, Modern English, New York, Prentice-Hall, INC, 1972

Fisiak, Jack, Constrantive Linguistics and the Language Teacher, Great Britain,

Pentagon Press Ltd, 1981

Glass Susan M.and Larry Selinker, Second Language Acquisition, New York,

Lawrence Erlbaum Associates, Inc, 2008

Hansen Barbara and Rebecca McDaniel, Simplified Sentence Skills, Illinois, NTC

Publishing Group, 1998

Hakim Lukman, M.A, A Concise English Grammar, Jakarta, SENTRA MEDIA,

2007

Hasil Wawancara

Tanggal :17 Februari 2014 TempatKelas : Kelas

Informant : Siswa Student 1

1. Menurut kamu hal tersulit mempelajari Bahasa Inggris itu apa? Berikan alasan

Answer: Grammar, karena sering tertukar dalam penempatannya

2. Cara belajar apa yang kamu sukai saat belajar mata pelajaran Bahasa Inggris dikelas?

Answer: Nonton Film dalam ber Bahasa Inggris

3. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported of imperative?

Answer: berisik

4. Apakah kamu dapat memahami penjelasan guru tentang materi reported of imperative?

Answer: Bisa

5. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported of imperative? Berikan alasannya

Answer: iya, Pronounsnya suka bingung

Student 2

1. Menurut kamu hal tersulit mempelajari Bahasa Inggris itu apa? Berikan alasan

Answer: Grammar dan vocabularies, susah dan banyak arti yang tidak paham 2. Cara belajar apa yang kamu sukai saat belajar mata pelajaran Bahasa Inggris

dikelas?

3. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported of imperative?

Answer: Kurang kondusif

4. Apakah kamu dapat memahami penjelasan guru tentang materi reported of imperative?

Answer: Lumayan

5. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported of imperative? Berikan alasannya

Answer: iya, kadang lupa susunan pergantian pronounnya.

Student 3

1. Menurut kamu hal tersulit mempelajari Bahasa Inggris itu apa? Berikan alasan

Answer: Semuanya, tidak mengerti

2. Cara belajar apa yang kamu sukai saat belajar mata pelajaran Bahasa Inggris dikelas?

Answer: Nonton

3. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported of imperative?

Answer: Berisik

4. Apakah kamu dapatmemahamipenjelasan guru tentangmateri reported of imperative?

Answer: Tidak

5. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported of imperative? Berikan alasannya

Answer: Iya, semuanya tidak ngerti

Student 4

1. Menurut kamu hal tersulit mempelajari Bahasa Inggris itu apa? Berikan alasan

2. Cara belajar apa yang kamu sukai saat belajar mata pelajaran Bahasa Inggris dikelas?

Answer: Speaking

3. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported of imperative?

Answer: berisik banyak yang ribut

4. Apakah kamu dapat memahami penjelasan guru tentangmateri reported of imperative?

Answer: Tidak

5. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported of imperative? Berikan alasannya

KEMENTERIAN AGAMA UIN JAKARTA

FITK

Jl. lr. H. Juanda No 95 Ciputat 15412 tndonesia

FORM (FR)

No. Dokumen

:

FITK-FR-AKD-081 Tgl.

Terbit :

1 Maret 2010 No.

Revisi: :

01

Hal 1t1

SURAT BIMBINGAN

SKRIPSI

Nomor : Un.0 1/F. l4(M.0 i _{.y.3.! -5.9.n0t} t Lamp. :

-Hal

: Bimbingan Skripsi

Kepada Yth.

Drs. Syauki, M.Pd Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

Ass alamu' alaikuin wr.wb.

Dengan

ini

diharapkan kesediaan Saudara

(materi/teknis) penulisan skripsi mahasiswa:

Jakarta, 23 Mei20ll

untuk menjadi pembimbing

IlIl

Nama

NIM

Jurusan Sernester

Judul Skripsi

''SOME DTFFICULTIES IN LEARNING DIRECT AND INDIRECT SPEECH OF

IMPERATIVE SENTENCES''

(A case study in the Frist Year of SMA MUHAMMADIYAH 25 Setiabudi Pamulang)

Judul tersebut _{telah disetujui oleh Jurusan} yang bersangkutan pada ranggal 28 April 2011

abstraksi/or.rtline terlampir. Saudara dapat melakukan perubahan redaksional pada judul

tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menehubungi

Jurusan terlebih ciahulu.

B-imbingan skripsi,

ini

diharapkan selesai dalam waktu

6

(enam) bulan, dan r!apat

diperpanjang selarna 5 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas'perhatian dan i<erja sama saudara, kami ucapkan terima kasih.

W'as s al amu' a I a i kum wr.w b.

a.n. De

K idikan Bahasa lnggris Dian Dzikraria

107014001479

Pendidikan Bahasa In ggris

VIII (Delapan)

Drs. Sv

anrpli"q .Pd

199103 I 002

Tembusan:

l.

Dekan FITK

KEMENTERIAN AGAMA

M

UIN JAKARTA

',

r,{{f*;

FlrK

t :Y-' 1 ? ' Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen

:

FITK-FR-AKD-082 Tgl.

Terbit :

1 Maret 2010 No. Revisi: : O2

Hal 1t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. I /KN'1.01 .1t..!'3..tZOl q Larnp. : Oulline/Proposal

Hal

: PermohonanlzinPenelitian

Kepada Yth.

Kepala Sekolah SMK Perwira

di Ternpat

A s s al am u' ctl a.ikttnt w r.w b.

Dengan hormat karni sampaikan bahwa,

Nama

NIM

-i r-rr"usan

Se mester

Tahun Ahaclenrik

juclLil _Skripsi

Jakafta, l4 Februari 2014

Dian Dzikraria

1A701^4001479

Pendidihan Bahasa Inggris

XIIi

2Al312014

,,AJ'J

EKROFI A]IALI,SIS

I}i

LEAPJ|]]\IG

II,|DIRECT SPEECH OF {MPERATIVE SENTENCES ( A Case

SMK Perwiro Jakaria)"

DIRECT A]VD

of Study at the

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta

yairg sedang rnenyusun skripsi. dan akan mengadakan penelitian (riset) di i nstans i/sekoIdh/r, r adrasah yang Saudara p irnp in.

Untuk

itu

karni mohon Saudara dapat mengizinkan mahasiswa tersebut m e Iak-sanakan pene litian dirnaksLrd.

Atas perhatian dap kerja sama Saudara, kami ueapkan terima kasih.

W assalamu I nlaiktm it r.w b.

ikan Bahasa Inggris

; M.Pd

a.n. De

Ka

-l'errrbusan:

l.

Dekan FI'I-K

2.

Pembantu Dekan Bidang Akademik

3.

Mahasiswa yang belsangkutan

'l

YAYASAN

PENDIDIKAN

PUTRA

INDONESIA

SEKOLAH

MENENGAH

_KEJT]RUAN

_{(SMK) PERWIRA}

_JAKARTA

KELOMPOK: BISNIS & MANAIEMEN

STATUS

:

TERAKREDITASI

_'38"

Jl. H. Dilun No.l UlujamiPesanggrahan 12250 Jakarta Selatan Telp, (021)7341719 Fu. _{021}7379886 E.mail : smk@perwirajkt.sch.id

SURAT KETERANGAN

Nomor : 031 /SMK.P /XIV /02 /2014

Yang beftanda tangan di bawah ini Kepala SMK PERWIRA JAKARTA

di

Kecamatan

Pesanggrahan _{menerangkan bahwa} :

Nama

NIM

Jurusan Semester

NamaUniversitas

DIAN DZIKRARIA

107014001479

Pendidikan Bahasa inggris

XIII (TigaBelas)

UIN Syarif Hidayatullah Jakarta

SehubLrng dengan penyelesaian skripsi dengan

judul

,,AN _{ERROR ANALYSIS IN}

LEARNING DIRECT AND INDIRECT SPEECH OF IMPERATIVE SENTENCES ( A Case Study at the SMK Perwira Jakarta)", nama tersebut di atas benar

-

benar telah nelal<ul<an penelitian di SMK Perwira Jakarta.

Demikiarr surat Keterangan ini dibuat dengan sebenarnya dan untuk dapat dipergunakan

sebagai mana mestinya.

Jakarta, l7 Februari 2014 .f1 P.;;--*---:11' d7 _u)