Changes in Transferring Direct Speech into Indirect Speech

19 The police officer asked ifwhether I had seen the accident. Thomson and Martinet, 1986: 260 The word whether underlines that a choice has to be made” Thomson and Martinet, 1986: 260. Thus, the word whether can be followed by to infinitive, especially when the reporting verb is wonder or want to know. For example: [6] “Shallshould I wait for them or go on?” he wondered. He wondered whether to wait for them or go on. He wondered whether he should wait for them or go on. Thomson and Martinet, 1986: 260 3 Indirect Command Indirect command is derived from direct command. Reporting verb that are usually used are comrade, request, and advice, which are followed by object + infinitive in positive form. Meanwhile, in negative form, not + infinitive is added Thomson and Martinet, 1986: 261. The addressed person is usually not mentioned in direct form. For example: [7] He said, “Get your coat, Tom” He told Tom to get his coat. Thomson and Martinet, 1986: 261 [8] “Don’t swim out too far, boys” I said. I warned the boys not to swim out too far. Thomson and Martinet, 1986: 261 According to Celce-Murcia and Larsen Freeman 1999, besides using to + infinitive, commands can also be reported by using ordinary that-clauses, for example: 20 [9] “Please go away” He said that I should go away. Celce-Murcia and Larsen Freeman, 1999: 692 4 Indirect Exclamation Indirect exclamation is derived from direct exclamation. The exclamation form should be changed into statement in indirect form. Thus, the exclamation mark should be omitted. Exclamations with what a… or how… can be reported by using reporting verb like say and exclaim or “by give exclamation of delightdisgusthorrorreliefsurprise etc” Thomson and Martinet, 1986: 264. Besides changing the word order, according to Celce-Murcia and Larsen Freeman 1983: 465, exclamation can also be reported without any changes in word order. For example: [10] He said, “What a dreadful idea” or “How dreadful” He exclaimed that it was a dreadful idea. He exclaimed that it was dreadful. Thomson and Martinet, 1986: 264 [11] Rachel said, “What a beautiful day” Rachel exclaimed what a beautiful day it was. [12] “Good” he exclaimed. He gave an exclamation of pleasuresatisfaction. Thomson and Martinet, 1986: 264 21

D. Theoretical Framework

This research focuses on errors in forming indirect speech among the fourth semester students of ELESP of Sanata Dharma University. The first objective of the research is to find errors in forming indirect speech among the fourth semester students of ELESP of Sanata Dharma University. The second objective is to find the possible causes of errors. Error analysis is used to achieve the objectives. In conducting error analysis, Corder’s steps of error analysis are used. The steps include collecting a sample of learner language, identifying errors, describing errors, explaining errors, and evaluating errors. The first step is collecting a sample of learner language. In this step, some information about the fourth semester students of ELESP of Sanata Dharma University is collected. In this case, some factors which are presented in Table 2.1 are collected. However, the factors collected are those which are considered to give more influence to this research. The first information is the students’ first language, which will influence the analysis of the possible cause of the errors. The second factor is the students’ proficiency level. In this case, it is not determined whether the students are in intermediate or advanced level but it is in what level the fourth semester students of ELESP of Sanata Dharma University have learned direct and indirect speech. It is to make sure that the types of direct-indirect speech provided in the test have been learned by the students. The second step is identifying errors. In this step, what the learners produce and what native speakers in the same level produce are compared. Since