Definition of Terms INTRODUCTION

6 awareness, it is expected that the lecturers will give possible recommendation or create a strategy to overcome the problems.

1.6 Definition of Terms

Some terms below need to be defined in order to avoid misunderstanding. The terms are as follows. 1. Morphology Morphology is defined by O’Grady 1997 as “the system of categories and rules involved in word formation and interpretation” p. 132. Morphology is the area of study which guides the language learners to produce standardized English words. There are many morphological phenomena; however, the researcher defines the area of morphological phenomena in the field of affixation English inflectional affixation and English derivational affixation, internal change, and compounding. In this research, the utterances produced by Micro Teaching students which deviate from the rule of morphological formation are regarded as morphological errors, while the other errors related with phrasal, clausal and sentential construction, belong to syntactic errors. 2. Syntax Miller 2002 mentions that syntax has to do with “how words are put together to build phrases, with how phrases are put together to build clauses or bigger phrases, and with how clauses are put together to build sentences” p. xii. He adds that studying syntax enables language learners to compose complex sentences p. xii. In this research, utterances produced by Micro Teaching 7 students which do not follow the rules of syntax of Standard English are regarded as syntactic errors. Syntactic errors include incorrect use of preposition, incorrectness on auxiliary systems, incorrect transformation, incorrect structure of English sentence, incorrect passive sentences, incorrect construction of English, incorrect application of gerund and infinitives, and incorrect use of conjunctions. 3. Error An error as stated by Norrish 1983 is “a ‘consistent deviation’ because the learner has not learnt something so that he consistently ‘gets it wrong’” p. 7. An error is different from a mistake. It can be called an error if learners make deviancy because they have not learnt the correct form, while it is a mistake if learners are actually conscious that ‘it is wrong’ because they have acquired the information. In this research, all utterances which deviate from the rules of morphology and syntax are regarded as errors. This judgment is without any efforts from the researcher to investigate whether or not they have acknowledged the information. The errors analyzed are the nonstandard English morphological formations and nonstandard English syntactic constructions. The errors, indeed, include the ungrammatical utterances because of the incorrectly pronounced words. Nonetheless, this research does not analyze the errors from the phonological aspect. 4. Micro Teaching Micro Teaching is a compulsory course KPE 361 in English Language Education Study Program ELESP which aimed at helping the students “to understand the concepts and procedure of English language teaching and are able 8 to apply them in a real classroom teaching situation and to evaluate their teaching performance” Panduan Akademik, 2007, p. 90. This is a course to prepare students before carrying out a real teaching practice in Senior High School or Junior High School through Program Pengalaman Lapangan PPL. It is the first formal teaching practices in ELESP that its students must confront. In this research, Micro Teaching students are ELESP students who are conducting teaching practices in Micro Teaching class. 5. Spoken English The term spoken English should be taken to mean “the variety of English which is generally used by educated people in the course of ordinary conversation or when writing letters to intimate friends” Palmer Blandford, 1955, p. xxxiii. In this research, spoken English is the use of English in speaking when the respondents were conducting Micro Teaching. The utterances analyzed are those produced by the respondents only when becoming the simulated teacher. The researcher ignored those utterances which are produced by the respondents when acting as the simulated teacher’s students. 9

CHAPTER II REVIEW OF RELATED LITERATURE