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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter the researcher is going to address the conclusions of this
study. In addition, she makes some recommendations to English teachers, students, and future researchers who are interested in conducting an error analysis,
especially on English verb phrases.
A. Conclusions
This study was an error analysis on the English verb phrases. English verb phrases are important in a sentence. Therefore, the errors in this part can be easily
recognized. The Microteaching students, who were the participants of the study, were those prepared for teaching others English. They needed to be aware of their
errors and the causes in order that they could put some efforts into their own improvement.
By means of a document analysis, there were 708 errors that the researcher found in the speech of the participants. As many as 40.4 of the errors belonged
to local errors, 22.7 to omission, 10.7 to misformation, 10.2 to misordering, 7.6 to addition, 4.2 to global errors, 2.7 to interlingual errors,
and 1.4 to other errors. The fact that the majority of those errors were local errors showed that although the errors might cause meaning changes, they did not
really influence communication. However, it was a problem for them because
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51 they were prepared to teach others. The errors could be bad examples for their
students and cause the audience’s bad impression. Through the interviews that the researcher carried out, it was discovered
that there were some causes of those errors. The first was incomplete application of rules because the participants focused on delivering meaning without using all the
rules necessary for an utterance. Nervousness also did contribute to the error occurrences. The lack of practices and experiences in using English was what
caused the participants to produce the errors. In addition, the influence of Bahasa Indonesia
and falsely-hypothesized concept proved to be the factors underlying the errors. The next was overgeneralization, in which they applied some certain rules
to new situations. The errors also resulted from the ignorance of rule restrictions. In this case, the participants did not have sufficient knowledge that some rules have
restrictions. The last was the lack of the awareness of using appropriate grammar, in which they might speak too fast without using appropriate rules.
There were some efforts to make to minimize the occurrences of verb phrase errors as well as other grammatical errors. For the ELESP lecturers, first of
all, using English in and outside class whenever possible could help the ELESP students to be motivated to do the same thing. The lecturers should also make
corrections wisely if the students produce errors. Besides, the lecturers should facilitate the students to expose them more to English. For the ELESP students,
practice makes perfect. They should make up their mind to make English their daily-spoken language whenever possible. It is important for them also to expose
themselves more to English and learn from others.
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B. Recommendations
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