Erroneous verb phrases in the speech of microteaching students of the English Language Education Study Program of Sanata Dharma University.

ERRONEOUS VERB PHRASES IN THE SPEECH

OF MICROTEACHING STUDENTS OF THE ENGLISH

LANGUAGE EDUCATION STUDY PROGRAM

OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Paskalina Sukacita Alaman Student Number: 061214030

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

ERRONEOUS VERB PHRASES IN THE SPEECH

OF MICROTEACHING STUDENTS OF THE ENGLISH

LANGUAGE EDUCATION STUDY PROGRAM

OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Paskalina Sukacita Alaman Student Number: 061214030

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

“I can do

all things

through

Him

,

who gives me

strength

.”

(Phil 4:13)

This thesis is dedicated to my

Wonderful Counselor

My family

v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, December 2, 2011 The Writer

Paskalina Sukacita Alaman 061214030

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paskalina Sukacita Alaman

Nomor Mahasiswa : 061214030

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Erroneous Verb Phrases in the Speech of Microteaching Students of the English Language Education Study Program of Sanata Dharma University Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 23 November 2011

Yang menyatakan

vii ABSTRACT

Alaman, Paskalina Sukacita. (2011). Erroneous Verb Phrases in the Speech of Microteaching Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Verb phrases are an important part in a sentence. The errors in this part can easily be noticed and the errors may result in misunderstanding and embarrassment. Therefore, being aware of these errors will be of significance for the students of the English Language Education Study Program (ELESP) of Sanata Dharma University. In addition to avoiding misunderstanding and embarrassment, knowing their verb phrase errors helps them to improve the quality of their English in relation to being a model for their students.

There were three research questions the researcher attempted to answer, namely (1) What are the verb phrase errors that the students make in their speech? (2) What are the causes of the verb phrase errors that the students make in their speech? and (3) What are the suggestions for coping with verb phrase error production?

The researcher carried out a document analysis to answer the first and the second research questions. The documents were in the form of video recordings of Microteaching students’ teaching practices. From the recordings, the researcher collected all the utterances containing verb phrase errors and classified them into some categories, namely omission, addition, misordering, misformation, interlingual errors, local errors, global errors, and other errors. The document analysis helped the researcher to also find some of the causes of the errors. In addition to the content analysis, to answer the second and third research questions, she conducted a survey by interviewing 5 students who produced verb phrase errors the most frequently and variably.

The research results showed that the errors belonged to local errors (40.4 %), omission (22.7 %), misformation (10.7 %), misordering (10.2 %), addition (7.6 %), global errors (4.2 %), interlingual errors (2.7 %), and other errors (1.4 %). The errors were caused by incomplete application of rules, nervousness, the lack of practices and experiences in using English, the influence of Bahasa Indonesia and falsely-hypothesized concept, overgeneralization, the ignorance of rule restrictions, and the lack of the awareness of using appropriate grammar. Having realized the errors and the causes, the ELESP lecturers and students can make some efforts to deal with error production: using English in and outside class whenever possible, making corrections wisely if students produce errors, facilitating students to expose them more to English, practicing, acquiring more exposure to English, and learning from others.

viii ABSTRAK

Alaman, Paskalina Sukacita. (2011). Erroneous Verb Phrases in the Speech of Microteaching Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.

Frasa kata kerja merupakan bagian penting dalam suatu kalimat. Kesalahan dalam frasa kata kerja gampang terlihat dan dapat mengakibatkan kesalahpahaman dan rasa malu. Karena itu, penting bagi para mahasiswa Program Studi Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma untuk menyadari kesalahan frasa kata kerja yang mereka hasilkan. Selain mencegah kesalahpahaman dan rasa malu, mengetahui kesalahan yang dihasilkan dapat membantu para mahasiswa ini untuk meningkatkan kualitas Bahasa Inggris mereka karena mereka adalah contoh bagi para murid mereka.

Ada 3 permasalahan yang peneliti coba selesaikan yaitu (1) Kesalahan frasa kata kerja apa saja yang dibuat oleh para mahasiswa dalam bahasa lisan mereka? (2) Apa saja penyebab kesalahan frasa kata kerja yang dibuat oleh para mahasiswa dalam bahasa lisan mereka? dan (3) Apa saja saran untuk menghadapi masalah terjadinya kesalahan kata kerja?

Peneliti melakukan analisis dokumen untuk menjawab pertanyaan penelitian yang pertama dan kedua. Dokumen yang diteliti berbentuk rekaman video latihan mengajar mahasiswa Microteaching. Peneliti mengumpulkan semua ungkapan yang berisi kesalahan frasa kata kerja dari rekaman tesebut dan mengelompokkannya dalam beberapa kategori yaitu omission, addition, misordering, misformation, interlingual errors, local errors, global errors, dan

other errors. Analisis dokumen tersebut membantu peneliti juga untuk menemukan sedikit dari penyebab kesalahan frasa kata kerja tersebut. Selain analisis dokumen, untuk menjawab pertanyaan kedua dan ketiga, peneliti melakukan survei dengan melakukan interview terhadap 5 mahasiswa yang membuat kesalahan frasa kata kerja paling banyak dan bervariasi.

Hasil penelitian menunjukkan bahwa kesalahan-kesalahan yang ditemukan tersebut adalah local errors (40.4 %), omission (22.7 %), misformation (10.7 %),

misordering (10.2 %), addition (7.6 %), global errors (4.2 %), interlingual errors

(2.7 %), dan other errors (1.4 %). Kesalahan tersebut disebabkan oleh penerapan aturan yang tidak lengkap, rasa gugup, kurangnya latihan dan pengalaman dalam menggunakan Bahasa Inggris, pengaruh Bahasa Indonesia dan salah memahami konsep, generalisasi yang berlebihan, kurangnya pengetahuan tentang batas-batas suatu aturan tata bahasa tertentu, dan kurangnya kesadaran untuk menggunakan aturan tata bahasa yang tepat. Setelah mengetahui kesalahan-kesalahan yang dibuat dan penyebabnya, para dosen dan mahasiswa PBI dapat melakukan beberapa usaha untuk mengatasi masalah ini, yaitu menggunakan Bahasa Inggris di dalam dan di luar kelas manakala memungkinkan, memberi koreksian dengan bijaksana ketika mahasiswa membuat kesalahan, membantu mahasiswa untuk terbiasa dengan Bahasa Inggris, berlatih, membiasakan diri terhadap penggunaan Bahasa Inggris, serta belajar dari orang lain.

ix

ACKNOWLEDGEMENTS

My greatest appreciation goes to Lord Jesus Christ, the Alpha, for allowing me to do everything for the glory of the Lord. His everlasting love makes me strong.

I am very grateful to have a great thesis advisor like Made Frida Yulia, S.Pd., M.Pd., who has played a very important role in guiding me in completing this thesis. She had contributed a lot to the successful completion of my thesis. She is such a great thesis advisor. It was so impressive to be her thesis advisee.

I am also thankful to the Microteaching lecturers, Christina Kristiyani, S.Pd., M.Pd. and Agustinus Hardi Prasetyo S.Pd., M.A. who had given me the opportunity to access the data I needed.

Another sincere thank you goes to Paulus Aditya Hernawan Koel, who had provided the data I needed and my research participants, Rosa Wuri Arimurti, Ika Ningtyas Wijayanti, Maria Ivona Purwa Susanti, Elizabeth, and Roandryo Sigma P. Surbakti, who had spared me their time. I thank them for everything they did to help me.

I thank my family, my beloved father, Bapak Anselmus Alaman, my blessed mother Ibu Maria E. Jemali, and my blessed brothers Marianus M. B. Alaman, Flabianus F. Alaman, Yosephus Vincentio Alaman, who share the Lord’s love with me every day.

I really thank God for having my brothers and sisters in Christ like Pak Sapto, Mas Listyan, Mas Danang, Mas Bayu, Sister Guztin, Sister Aca, Sister Berlin, Desta, Hetma, Mbak Ocha, Mbak Yiyin, and all other YB family

x

members I cannot mention. They give me love, pray for me, and support me in many ways. They are so precious to me and may God bless them all.

I would like to express another special thank you for my beloved one, Albertus Gustari Putra Pratama, who loves me, cares about me, and prays for me. May God bless him.

Last but not least, again, the greatest appreciation goes to my Saviour Jesus Christ, the Omega for loving me personally. I love Him and I live for Him.

xi

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 ………..xi

LIST OF TABLES ………...xiii

LIST OF FIGURE ………....xiv

LIST OF APPENDICES ………..xv

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

B. Research Problems……….5

C. Problem Limitation ………...6

D. Research Objectives ………..6

E. Research Benefits ………..7

xii

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ………...11

1. Verb Phrases ………11

2. Errors and Mistakes ……….15

3. Error Analysis ……….……21

B. Theoretical Framework ………...22

CHAPTER III. RESEARCH METHODOLOGY A. Research Methods ………...24

B. Research Setting ………..26

C. Research Participants ………..26

D. Instruments and Data Gathering Technique ………27

E. Data Analysis Technique ………29

F. Research Procedure ……….30

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Errors in English Verb Phrases ………32

B. The Causes of the Errors and the Suggestions for Coping with the Error Production ………43

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ……….50

B. Recommendations ………...52

REFERENCES………...54 APPENDICES

xiii

LIST OF TABLES

Table Page

2.1. Non-Finite Verb Phrases ………15

3.1 Checklist of Verb Phrase Error Types ………...30

3.2 Frequency Distribution of Error Types ………...30

xiv

LIST OF FIGURE

Figure Page

xv

LIST OF APPENDICES

Appendix Page

A. The Samples of Video Transcripts ………..56

B. The Checklist of Verb Phrase Error Types ……….67

C. Error Classifications and Examples ………88

D. Frequency Distribution of Error Types ………...94

E. The Blueprint of the Interview Guide ……….96

F. The Interview Guide ………...98

1 CHAPTER I INTRODUCTION

In this chapter, the researcher is going to discuss the research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

In a language, grammar is something which is of great importance. Meaning can be expressed well through the use of appropriate grammar. Inappropriate grammar can lead to chaos in delivering ideas and even, eventually, may lead to misunderstanding. According to Bennet in his article entitled The Importance of Good Grammar (2008), avoiding grammatical errors can help people avoid low grades, lost employment opportunities, lost business, and embarrassment. He also writes that grammatical errors in both speaking and writing can distract from the message itself and cause negative feelings in the listener or reader.

In schools, universities, or other educational institutions, English grammar can be learned either explicitly or implicitly. In the English Language Education Study Program (ELESP) of Sanata Dharma University, English grammar is learned explicitly in Structure classes. There are five Structure classes in the ELESP, namely Structure I, Structure II, Structure III, Structure IV, and Structure V. In Structure V class the materials taught in the previous classes are reviewed.

These Structure classes indeed are intended to help the ELESP students to improve their knowledge of and skill in using appropriate English grammar. Besides, English grammar is learned most implicitly in other classes such as Listening, Speaking, Reading, and Writing.

Being good at using appropriate grammar is essential for ELESP students since they are prepared and trained to be good English teachers. Perhaps it is true that without using appropriate grammar, people can still deliver their thoughts or information and others can still understand what they intend to say. However, ELESP students are prepared not only to be able to speak English, but also to be able to teach others. It is not enough for them just to be able to speak English only to communicate because they are the ones who are responsible for teaching others the knowledge of using appropriate grammar. If they themselves cannot use English grammar appropriately, their students absolutely cannot do either and eventually, if they themselves do not use appropriate grammar, nobody can be expected to do then.

Unfortunately, some English Language Education Study Program of Sanata Dharma University students, especially those who had taken all Structure classes, who were supposed to have had the knowledge of and skill in using appropriate grammar, often had problems with English grammar. Some lecturers even often complained about this. In writing their thesis, for example, some students still made many errors, even some silly ones. Another example is that in teaching practices, students often made grammatical errors in speaking whereas

each of them was supposed to be a model of someone using good grammar, as an English teacher candidate should be.

In the Microteaching class the researcher attended, she conducted some observations on her classmates’ use of appropriate English grammar. She took notes of any grammatical errors which were produced when they practiced teaching in front of the class. The errors made were related to inappropriate use of English tenses, articles, relative and noun clauses, and prepositions. This little evidence showed that some ELESP students, who were supposed to have had the knowledge of appropriate English grammar, could still have problems in applying the set of grammatical rules. It was these small observations and all the complaints from ELESP lecturers about the quality of their students’ grammar use that made the researcher decide to undertake a research on some inappropriate use of English grammar. There was some kind of concern in the heart of the researcher that encouraged her to do something, at least to make others realize this phenomenon.

The researcher chose to conduct her research on speech or oral production. There were some reasons for choosing to focus on the spoken language. Firstly, it was obvious that grammatical errors themselves could be made when students used English either in writing or in speech. Errors even were more likely to occur in speaking since students should have taken less time to think about what to speak than what to write. Fluency is important, but accuracy is important, too. Secondly, the researcher believes that it is important for university students, especially teacher candidates, to pay more attention to improving the awareness of

the grammatical errors in their speech, then to the awareness of using appropriate grammar. It is because most learning occurs through imitation. People, especially children in most cases, imitate what they hear from their teachers and what they hear is the spoken language of their teachers. Therefore, teachers had inevitably to be careful with what comes out of their mouth. They were supposed not to be bad examples for their students. As mentioned previously, they are supposed to be a good model of an English speaker. Besides, avoiding grammatical errors can help avoid lost employment opportunities and embarrassment. When they apply for a job in an educational institution or company, very often they have to pass some Microteaching or interview tests. It may be difficult to make the employer impressed or sure about their qualifications if they say “I can had more time to learn” instead of “I could have more time to learn.” Using grammar appropriately helps them to avoid embarrassment.

The researcher examined the errors related to English verb phrases. The reason to focus on this particular material was that errors in verb phrases are so apparent and easily recognized since a verb phrase is the main part of a clause. An English clause consists of at least a noun phrase as the subject and a verb phrase. What tense a sentence belongs to, which shows the time of the situation, is indicated by the verb phrase of the sentence, specifically, its finite verb phrase. The meaning of the sentence “I can had more time to learn” can still be grasped but the sentence is grammatically inaccurate. That sentence is a bad example for students. In the job realm, the sentence may bother other people who understand English grammar; in this case, employers. In addition, whether a sentence has an

active or a passive meaning is determined by the verb phrase. The sentence “It has eaten” is completely different in meaning from the sentence “It has been eaten.” The former is an active sentence whether the latter is a passive one and the use of the former to mean to say the latter will distract the message intended to deliver. Distraction in the delivery of a message can lead to misunderstanding.

The researcher chose to carry out a research in the Microteaching class organized by the English Language Education Study Program of Sanata Dharma University in the academic year 2010/2011. One reason to choose the Microteaching class was that the students enrolled in the course were those who in general had taken all the Structure classes. In addition, the students were being prepared for teaching in schools. It means that, as mentioned previously, they were the students who were supposed to be a model of someone using appropriate grammar. She researched the students’ speech when they practice teaching. She focused on the verb phrase errors in their speech and then she analyzed them.

B. Research Problems

There are three problems formulated and they are presented as follows. 1. What are the verb phrase errors that Microteaching students have made in

their speech?

2. What are the causes of the errors that the students have made in their speech? 3. What are the suggestions for coping with the error production?

C. Problem Limitation

The researcher limited her research by choosing the Microteaching class in the ELESP in the academic year 2010/2011. The reason to choose the class was that simply it was the Microteaching which was being run at the time the researcher decided to conduct her research. The reason to choose them was that they were representative of students who have taken all Structure classes, at least once. In addition, they were preparing themselves for Program Pengalaman Lapangan (PPL), in which they would teach Junior High School and Senior High School students.

Through the study, the researcher investigated only the errors related to English verb phrases. The reason for the researcher to focus only on these errors was that the researcher believed that verb phrases were crucial. The errors in this part were bad examples for students and might bother other people who understand English grammar. In addition, the errors might result in misunderstanding.

D. Research Objectives

The researcher has formulated the problems previously. Based on those problems, the researcher formulates the objectives of this research, namely to find out:

1. The verb phrase errors that Microteaching students have made in their speech. 2. The causes of the errors that the students have made in their speech.

E. Research Benefits

After analyzing the grammatical errors in the use of verb phrases that the students make in their speech as well as the causes of and suggestions for coping with the errors, this study is hoped to be beneficial for:

1. The lecturers of the English Language Education Study Program of Sanata Dharma University

Quality is one thing that is offered by the English Language Education Study Program of Sanata Dharma University to the students. No doubt this is closely related to the role of the lecturers. It is expected that after realizing those errors and the causes and suggestions for coping with the problem, the lecturers will pay more attention to the difficult parts of verb phrases, the material in which students often make mistakes. The awareness can make the lecturers motivated to find teaching strategies which can help the students better their grammar. The results of the research can be valuable information for the lecturers to help them solve their students’ problems.

2. The students of the English Language Education Study Program of Sanata Dharma University

It is expected that after realizing the errors students frequently make and the causes, the students of the ELESP of Sanata Dharma University, especially those who will teach English to others, be motivated and learn to better their own grammar by trying to minimize the same errors in the use of verb phrases. They will know the errors which they are likely to produce and the causes so that they

can be more aware of them and be motivated not to make the same errors. Thus, realizing those parts will improve their learning.

3. Future researchers

It is expected that the results of the research will be valuable information for the future researchers who are interested in researching similar phenomenon or problem. The knowledge of the researchers who want to conduct another similar research or continue the research will be enriched. They can use any information they need from the research to help them or guide them to conduct some similar researches.

F. Definition of Terms

Here is some explanation of the terms the researcher uses which can help the readers understand the study.

1. Errors

According to Dulay, Burt, and Krashen (1982), errors are the competence errors which result from the lack of knowledge of the rules of the target language and the performance errors caused by factors such as fatigue and inattention (p. 139). Errors are one of the things the researcher tried to find out in the utterances produced by Microteaching students of the ELESP in the academic year 2010/2011. The researcher tried to examine the students’ errors in using verb phrases in the spoken language. The errors were any inappropriate verb phrases or, in other words, the verb phrases which violated English grammatical rules.

In the study it is needed to understand the difference between an error and a mistake, although it may not be always an easy task. Brown (1987, p.170) has pointed out that errors are different from mistakes. Mistakes can be a random guess or a slip reflecting a performance error.

2. Verb Phrases

According to Hadisoeprapto (1984), a phrase is a word or a group of words (more than one) which does not consist of a subject and a predicate (p. 47), e.g. a beautiful house and have been watching. Furthermore, he also points out that a verb phrase is a group of words which consists of auxiliary verbs and verbs and functions as a predicate (p. 49), e.g. is walking,where is is the auxiliary verb and walking is the verb. The researcher seeks to find the verb phrases in the participants’ speech which violate English grammatical rules. This is done to answer the first research question.

3. Speech

According to Pei (1966), speech means the verbal expression of thought (p. 255). Speech means the language used when speaking, or spoken language. In the study, the researcher examines the grammatical errors concerning English verb phrases in the students’ speech when they practiced teaching in front of the class. 4. Microteaching

Microteaching is a form of instructional development where small groups of peers observe each other teaching, provide feedback, and engage in discussion with the goal of one another’s instructional ability (Teaching Support Services, 2007). In the English Language Education Study Program of Sanata Dharma

University, Microteaching class is one of the classes organized by the college intended to prepare its students before they teach in schools. The researcher used the speech or spoken language of the Microteaching students of the English Language Education Study Program of Sanata Dharma University in the academic year 2010/2011 to be analyzed.

11 CHAPTER II

REVIEW OF RELATED LITERATURE

There are two main parts in this chapter. The researcher is going to present the theoretical description and theoretical framework based on the theoretical concepts. In the theoretical description, the researcher is going to present the kinds of English verb phrases, the theory of errors, and the theory of error analysis. In the theoretical framework, the researcher is going to synthesize all the relevant theories, which will be helpful in conducting and completing the research.

A. Theoretical Description

In this part, the researcher presents some theories. The first is about verb phrases. In this part, the kinds of verb phrases, namely finite verb phrases and non-finite verb phrases are presented. Additionally, the characteristics of each of them are also presented. The second is about errors, including various types of errors and the sources of errors and the last concerns error analysis.

1. Verb Phrases

According to Hadisoeprapto (1984), a verb phrase is a word or a group of words which may consist only of a verb or a combination of an auxiliary verb and a verb and functions as a predicate (p. 49), e.g. is walking. According to Quirk, Greenbaum, Leech, and Svartvik there are some kinds of verb phrases (1972, pp. 71-75).

a. Finite Verb Phrases

Finite verb phrases have some characteristics which differentiate them from non-finite verb phrases. The verb phrases also consist of simple and complex finite verb phrases.

1) The Characteristics of Finite Verb Phrases

Finite verb phrases have some characteristics. These are the characteristics and the examples of each.

a) Tense Distinction

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

[1] She reads a book.

b) The Verb Phrase of a Main Clause

Finite verb phrases can occur as the verb phrase of a main clause, e.g. [2] He makes his bed every morning.

c) Mood

Finite verb phrases have mood, indicating the speaker’s attitude to the predication (indicative, imperative: to express a command, and subjunctive: 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.

[3] I suggest you give him a call. d) Finite Verb Form

Finite verb phrases have a finite verb form, e.g. [4] The baby cried.

2) Kinds of Finite Verb Phrases

Finite verb phrases consist of simple and complex finite verb phrases. The former differs from the latter in the way that they consist of only one verb.

a) Simple Finite Verb Phrases

The finite verb phrase is simple when it consists of only one verb, which may be imperative, present, or past, e.g.

[5] I run quickly.

b) Complex Finite Verb Phrases

There are four basic types of complex finite verb phrases (Quirk et al., 1972). Each consists of two verbs.

i) Type A (Modal/Periphrastic)

It consists of a modal or periphrastic auxiliary + the base of the verb-phrase head, e.g.

[6] They may disturb. ii) Type B (Perfective)

It consists of the auxiliary have + the –ed participle of the verb-phrase head. For example:

[7] They have disturbed. iii) Type C (Progressive)

It consists of the auxiliary be + the –ing participle of the verb-phrase head. For example:

iv) Type D (Passive)

It consists of the auxiliary be + the –ed participle of the verb-phrase head. For example:

[9] They are disturbed. v) Various Combinations

These four types can also enter into various combinations with each other. These are the combinations and the examples.

[10] AB: They may have disturbed. [11] AC: They may be disturbing. [12] AD: Theymay be disturbed. [13] BC: They have been disturbing. [14] BD: They have been disturbed. [15] CD: They are being disturbed.

[16] ABC: They may have been disturbing. [17] ABD: They may have been disturbed. [18] ACD: They may be being disturbed. [19] BCD: They have been being disturbed. [20] ABCD: They may have been being disturbed. b. Non-Finite Verb Phrases

Non-finite verb phrases have no tense distinction or imperative mood, and cannot occur in construction with a subject of a main clause (as shown in Table 2.1.), e.g.

Since modal auxiliaries have no infinitive or participle form, they cannot occur in non-finite verb phrases. However, as presented in Table 2.1, the auxiliaries have and be have no such restriction.

Table 2.1. Non-Finite Verb Phrases

Infinitives Participles Simple to disturb disturbing

Complex

B to have disturbed having disturbed C to be disturbing being disturbing*)

D to be disturbed being disturbed BC to have been disturbing having been disturbing BD to have been disturbed having been disturbed CD to be being disturbed being being disturbed*)

BCD to have been being disturbed? having been being disturbed?

(Quirk et al., 1972, p. 75) Notes:

* Unacceptable

? Speakers feel them awkward

2. Errors and Mistakes

According to Dulay et al. (1982, p. 138), errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance. Furthermore, as discussed previously, they state that errors are the competence errors which

result from the lack of knowledge of the rules of the target language and the performance errors caused by factors such as fatigue and inattention (Dulay et al., 1982, p. 139). The performance errors are also called “mistakes”. According to Brown (1987, p.170), mistakes can be a random guess or a slip reflecting a performance error. Therefore, mistakes can be corrected by those who produce them, while errors cannot and need further explanation.

a. Error Types

There are some sorts of errors based on linguistic category (Dulay et al., 1982, pp. 154-172), namely:

1) Omission

Omission is the absence of an item that must appear in a well-formed utterance, e.g.

[ii]*Mary president of the new company instead of Mary is the president of the new company.

2) Addition

Addition is the presence of an item that must not appear in a well-formed utterance. There are some kinds of addition.

a) Regularization

Regularization, or also often called overgeneralization, is the application of a regular rule to an item which requires a special rule, e.g.

[iii]*eated instead of ate b) Double Marking

Double marking is an error in which a concept is expressed twice when the language requires its expression only once. It is also called simple addition error. The example of this kind of error is double negation, e.g.

[iv] *We hardly never go instead of We hardly go or We never go. 3) Misformation

It is the use of the wrong form of a morpheme or structure. There are three types of misformations, namely:

a) Regularization Errors

Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, e.g.

[v] *runned instead of ran b) Archi-forms

They are the use of one member of a class of forms to represent others in the class, e.g.

[vi] *Them going to town instead of They are going to town. c) Alternation

It is the use of members of one grammatical class for each other, for example plural for singular. It is also called alternating form.

4) Misordering

It is the incorrect placement of a morpheme or group of morphemes in an utterance, e.g.

[vii] *I don’t know what is that instead ofI don’t know what that is.

Omission, addition, misformation, and misordering all fall under a surface strategy taxonomy, which highlights the ways surface structures are altered.

5) Developmental Errors

They are the ones similar to those made by children learning the target language as their first language, e.g.:

[viii] *Dog eat it instead of The dog ate it.

The article and past tense marker are omitted in sentence [40]; these are also found in the speech of children learning English as their first language.

6) Interlingual Errors

They are similar in structure to a semantically equivalent phrase or sentence in the learner’s native language. For example:

[ix] *The man funny instead of The man is funny. 7) Ambiguous Errors

They are those that could be classified equally well as developmental or interlingual. That is because these errors reflect the learner’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example:

8) Other Errors

These errors are unique to a second language learner and do not fit into any other category. For example:

[xi] *She do hungry instead of She is hungry.

Developmental, interlingual, ambiguous, and other errors all fall under a comparative taxonomy, which is based on comparisons between the structure of second language errors and certain other types of constructions

9) Global Errors

They are the errors that affect overall sentence organization and significantly hinder communication. For example:

[xii] *English language use many people instead of English language is used by many people.

10) Local Errors

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 quantifiers. For example:

b. Error Sources

According to Tarigan and Tarigan (1988, pp. 85-89), errors can be classified into interlanguage errors and intralingual errors. Interlanguage errors result from the interference of learners’ first language (L1) in the language being learned (second language/L2). On the other hand, intralingual errors are those which are not affected by learners’ L1 and reflect general characteristics of the learned rules. There are four causes of intralingual errors, namely:

1) Overgeneralization

It is the application of the regular strategies to new situations. An L2 learner creates a deviant language structure in his L2 production based on his experience in L1 production. Richards points out that this may happen because L2 learners want to ease their “linguistic burdens” (as cited in Tarigan & Tarigan, 1988). For example:

[xiv] *The girl is walks on foot to school instead of The girl walks on foot to school.

2) Ignorance of Rule Restrictions

It is the failure to observe the rule restrictions in the target language; the application of some rules in the contexts in which those rules are not applicable. For example:

3) Incomplete Application of Rules

Incomplete application of rules happens when learners create deviant structures in their language production because they may be interested in how to use language efficiently to communicate without having to master all the rules necessary for the utterances they produce. It reflects the level of the development of the rules necessary to produce acceptable utterances. For example:

[xvi] *You like this? instead of Do you like this? 4) Falsely-Hypothesized Concepts

Falsely-hypothesized concepts result from inappropriate understanding on the distinctions in the target language. For example:

[xvii] *We are live in a small but beautiful house instead of We live in a small but beautiful house.

[xviii] *She was said, “I don’t know the answer” instead of She said, “I don’t know the answer.”

5. Error Analysis

Dulay et al. (1982) define an error analysis as the listing and classification of the errors contained in a sample of learner’s speech or writing (p. 277). Asher (1994, p. 740) states that an error analysis is the procedure of describing and explaining errors systematically. He further points out that the error analysis has pedagogical and psycholinguistic aim. The pedagogical aim is roughly to provide

feedback about teaching methods and materials. The psycholinguistic aim is to throw light on how languages are learned and produced.

There are two major purposes to study learners’ errors (Dulay et al., 1982, p. 138). The first one is that it provides data from which inferences about the nature of the language learning process can be made. The second one is that it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract most from a learner’s ability to communicate effectively.

B. Theoretical Framework

In this section the researcher will address the synthesis of all the theories to support her research. First of all, it is important to really understand what an error means and how important it is to study students’ errors. The researcher learns that errors, as Dulay et al. explain (1982, p. 138), are the parts of a conversation or composition which are inappropriate to a language’s rules. To pay attention to errors is necessary because it can help the teacher to give feedback to students and, as Asher (1994, p. 740) points out, later it can help him improve his teaching methods and materials. Since it is not easy to examine which erroneous utterances are errors and which are mistakes, the researcher decided to analyze all utterances which violated the rules of verb phrases.

To identify and examine students’ errors, an error analysis must be done. Error analysis is an activity aimed at identifying and “making use” of the errors that the students produced. In this study the researcher attempts to conduct an

error analysis on the Microteaching students’ speech or spoken language. After collecting the errors, she uses Dulay’s classification of errors, namely omission, addition, misordering, misformation,interlingual errors, local errors, global errors, and other errors (Dulay et al., 1982, pp. 154-172) to analyze those errors. The researcher decides not to use all categories to avoid confusion in the discussion of the research results because some of the categories are very similar to each other. In addition to using Dulay’s classification of errors, the researcher uses Tarigan’s four causes of intralingual errors, namely overgeneralization, ignorance of rule restrictions, incomplete application of rules, and falsely-hypothesized concepts (Tarigan & Tarigan, 1988, pp. 85-89) to help find out what causes those errors. She uses that theory since she is convinced that this theory will be very helpful for her in focusing on the intralingual errors, in digging up the reasons why the participants make such errors.

24

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, firstly the researcher is going to discuss the methods, setting, participants, and instruments and data gathering technique of the research. After that, the researcher is going to describe the data analysis technique. Eventually, she is going to give some description about the steps of the research procedure.

A. Research Methods

This study was a sort of a descriptive research because it was aimed at describing the grammatical errors related to the use of verb phrases found in the speech or spoken language of Microteaching students of English Language Education Study Program (ELESP) of Sanata Dharma University in the academic year 2010/2011. According to Sprinthall, Schmutte, and Sirois (1991), a research is typically called descriptive when the primary purpose of the research is description, rather than some other basic goal such as looking for differences between groups or relationships among variables (p. 98).

The researcher carried out a document analysis, or also often called content analysis (Ary, Jacobs, & Razavieh, 2007, p. 461), since the researcher collected some data related to the incorrect verb phrases in the participants’ speech in documents. The content analysis was conducted mainly to answer the first research question, that is, to find out the verb phrase errors produced by the

students in their speech. In addition, the method was employed to answer the second research question, that is, to find out the causes of the errors that the students produced. However, because the researcher realized that it was not enough just to employ this method to answer the second research question, she also conducted a survey to help her to find out what caused the verb phrase errors.

The documents themselves, according to Bogdan and Biklen (2003), are materials such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia of all sorts (p. 57). There are three main types of documents (Bogdan & Biklen, 2003, p. 58).

1. Personal documents: those produced by individuals for private purposes and limited use such as letters, diaries, and autobiographies.

2. Official documents: produced by organizational employees for record-keeping and dissemination purposes such as memos, newsletters, and files and the like are used to study bureaucratic rhetoric.

3. Popular culture documents: produced for commercial purposes to entertain, persuade, and enlighten the public such as commercials, TV programmes, news reports, or audio and visual recordings.

The researcher used the second type of document, specifically, student records. The records are usually kept by schools and particularly elaborate and important (Bogdan & Biklen, 2003, p. 129).

Gall, Gall, and Borg (2007) state that content analysis has been defined as a generic name for a variety of means of textual analysis that involve comparing, contrasting, and categorizing a corpus of data to test hypotheses (p. 288). There

are some steps in a content analysis in a qualitative research. Firstly, it typically begins with identifying documents and records that are representative of the phenomenon that the researcher plans to study. The next will be determining which materials might be relevant to his research study. Then, he determines how he can collect these materials for analysis within the guidelines for ethical conduct of research. Eventually, he will need to consider the validity of the materials (Gall et al., 2007, p. 292).

As having been stated previously, the researcher also conducted a survey. The survey research was carried out by the researcher mainly to help her to answer the second and third research questions. She carried out a sample survey. A sample survey is one that investigates only part of a population (Ary et al., 2007, p. 451). They further explain that a sample survey can be done to measure opinions, achievements, and other psychological or sociological contracts. In this study, the survey was done by having interviews with some of the participants.

B. Research Setting

The research was carried out in the Microteaching class of the ELESP in the academic year 2010/2011. The research was conducted in the odd semester of the academic year 2011/2012.

C. Research Participants

The participants of the research were 30 Microteaching students of the English Education Study Program of Sanata Dharma University in the academic

year 2010/2011 who were doing their teaching practices. The reason to choose the participants was that they were representative of senior students, who had learned English grammar for such a long time and at that time they were being prepared to teach. All those students were the participants for the content or document analysis, but only five of them were the respondents for the survey. The respondents for the survey were chosen based on the number and the variety of the verb phrase errors that they made. Those respondents were the ones who produced the errors the most often and variably.

D. Instruments and Data Gathering Technique

The data were gathered from the participants’ speech. The speech was in a test, which was in the form of a teaching practice. In the test, they had to teach their classmates and to focus on the language skill which was assigned to each one of them. The whole teaching and learning process was recorded so that the record would be useful for them for self-improvement.

In the research, the researcher employed some instruments to gain the data she needed, namely:

1. Human Instrument

The researcher was of great significance in this research. According to Merriam (2009), the researcher is the primary instrument for data collection and analysis (p. 15). Ary, Jacobs, and Sorensen (2010) elaborate that only a human instrument is capable of being flexible enough to capture the complexity of human experiences and of adapting as well as responding to human situations (p. 424). In

the research the researcher actively collected and analyzed the data through interviewing and a document analysis.

2. Documents

Since one of the methods of this research was document analysis, documents were also of great importance. As stated before, the researcher used the student records as her data. The data were used to answer the first and second research questions.

3. Interview Guide

The researcher conducted some interviews with five selected participants to help find the answer to the second and last research questions formulated in Chapter I, using the interview guide she had prepared. Morgan states that an interview is a purposeful conversation, usually between two people but sometimes involving more, directed by one to obtain information from the other (as cited by Bogdan & Biklen, 2003, p. 95). The researcher employed the interviews in conjunction with the document analysis. She carried out semi-structured interviews. In this kind of interview the area of interest is chosen and questions are formulated but the interviewer may modify the format or questions during the interview process (Ary et al., 2010, p. 438).

To answer the first and the second research questions, the data were gathered through watching the DVDs containing the research participants’ speech in their teaching simulations and subsequently collecting the utterances which contained the target errors. She played the DVDs for many times until she could describe as many utterances as she could collect. In addition, as the researcher

explained previously, it was not enough to answer the second research question by carrying out a content analysis alone. She needed the participants’ opinions about the causes of their errors. Therefore, to answer the second research question, the researcher also collected the data by recording the interviews with some of the participants with the highest number of and the most various errors. Those respondents was picked based on the researcher’s assumption that the students who produced the errors the most frequently and variably would give more explanation about the causes of the errors and the suggestions for coping with verb phrase error production.

E. Data Analysis Technique

To help her answer the first problem, the researcher had first to watch the DVDs. While watching, she examined the verb phrase errors in the recordings. She then used the checklists which had been prepared before to sort out those errors to find out the types and the causes of the errors. The checklist that was employed was the checklist of verb phrase error types. As she has explained in the previous chapter, she used Dulay’s classification of errors, as shown in Table 3.1 (see Appendix B for the complete version), namely omission, addition, misordering, misformation, interlingual errors, local errors, global errors, and other errors (Dulay et al., 1982, pp. 154-172). This is the checklist of verb phrase errors.

Table 3.1 Checklist of Verb Phrase Error Types

In addition to the checklist, prior to conducting the interviews, the researcher needed to know who made verb phrase errors the most frequently and variably to be able to pick the respondents. She employed the table of frequency distribution of error types (see Appendix D for the complete version). This is Table 3.2.

Table 3.2. Frequency Distribution of Error Types

Par. Om Add Misor Misfor Inter. Loc Glo. Other Σ Er Typ

Total

F. Research Procedure

The research began with asking for permission to conduct the research in the Microteaching class from the lecturers who taught the class. With the consent of carrying out her research, she took the data by copying them from the files kept by the Microteaching class. She tried to collect the data of verb phrase errors she needed by watching the DVDs containing Microteaching students’ teaching simulations. At first she transcribed the speech of some participants in the teaching practices. However, because it took too much time for the transcription

Num. Uttera nce

Omission Addition Misor-dering

Inter-lingual

Local Global Other 1

2

process, she decided to only transcribe the utterances which contained verb phrase errors from each participant. After the utterances containing the errors were all collected, the researcher sorted them out by using the checklist. After knowing the types and some causes of the verb phrase errors, she made some appointments with some selected participants to conduct the interviews. With their consent, she showed them the types and causes of the errors they had produced and asked for their responses and opinions about the other causes of the errors and suggestions for coping with the errors. The interviews were carried out on September 29 and 30 and then on October 3, 2011. Finally, the researcher drew conclusions based on the data analyzed and wrote the final report.

32

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter the researcher is going to present and discuss the research findings. The chapter itself consists of three sections based on the research questions formulated in the first chapter, namely the errors in English verb phrases that the students made, the causes of those errors, and the suggestions for coping with the production of the errors.

A. The Errors in English Verb Phrases

1. Data Presentation of the English Verb Phrase Errors

The data which the researcher collected were in the form of speech contained in the video recordings. Therefore, to be able to analyze the data, the researcher watched the videos and transcribed them. She watched all of the recordings and made the list of all utterances in which verb phrase errors occurred. The utterances containing verb phrase errors which were enlisted and analyzed were only those made by the participants who were practicing teaching in front of their Microteaching fellows.

When the researcher analyzed the verb phrase errors, she did not include the same errors which were repeated by the same participant. In addition, she excluded the errors which were not related to English verb phrases, such as those related to the use of English articles or prepositions. The errors were classified

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global errors, and other errors. The data showed that most of the errors they made were local errors, that is, those which did not hinder communication significantly. That means it is true that other people may still understand what someone says although he does not speak really accurately. However, for a teacher, no doubt speaking not accurately can cause problems, as explained in Chapter I.

There were 286 errors, or as many as 40.4 %, which could be categorized as local errors. One category which falls under local errors is the lack of auxiliary verbs. The example of this subcategory is [1.a] *All of you got the paper? The sentence lacks the auxiliary “have”, whereas the sentence should have been [1.b]

Have all of you got the paper? The absence of the auxiliary verb here does not change the meaning of the sentence.

Another subcategory is the lack of linking verbs, e.g. [2.a] *You still sleepy, right? The correction for this will be [2.b] You are still sleepy, right? since “sleepy”, an adjective, needs a linking verb. The next is the use of an infinitive (Verb 1) or a past tense verb (Verb 2) instead of a past participle (Verb 3), e.g. [3.a] *For example, this morning I have drink a glass of milk. The participant failed to put the past participle verb “drunk” after the auxiliary verb. The correct sentence will be [3.b] For example, this morning I have drunk a glass of milk because the auxiliary “have” precedes a past participle.

The lack or incorrect addition of the verb suffixes “-s” and “-ing” is the next that falls under local errors. The example of this sort of errors is [4.a] *And the one who know how to make it tell everyone else in the group so all the members know how to make the shape. The participant did not add the verb suffix “-s” as a

simple present marker to the verbs “know” and “tell”, while the utterance should have been [4.b] And the one who knows how to make it tells everyone else in the group so all the members know how to make the shape.

Another subcategory is misordered questions, which occurred many times in the speech of most of the participants. The example is [5.a] *What we have learned today, Class? In the sentence, they should have put the auxiliary “have” right after the interrogative pronoun “what”. It should have been [5.b] What have we learned today, Class? Incorrect Subject and Verb Agreement is the next. The example is [6.a] *Because the first she have to finish his report at 7 or 9. In simple present tense, the plural verb “have” does not agree with the singular subject “she”. Therefore, the correct one will be [6.b] Because the first she has to finish his report at 7 or 9.

The last subcategory is the lack or incorrect addition of relative pronouns, e.g. [7.a] *How many types of invitation letter that we have? In the sentence, the relative pronoun “that” is unnecessary and the sentence needs an auxiliary so it should have been [7.b] How many types of invitation letter do we have? There is barely a meaning change in this kind of errors.

As many as 30 errors or 4.2% of all the errors belonged to global errors. This kind of errors does hinder communication significantly because there is a meaning change that occurs. The first that falls under this is an inappropriate simple present or past tense use. In the sample sentence [8.a]. *If you found something in the newspaper, it’s usually important the use of the past tense verb “found” changes the meaning of the utterance; the meaning becomes unreal in the present for the

sentence is an if-clause case. The correct sentence is [8.b] If you find something in the newspaper, it’s usually important.

The second subcategory of global errors is the use of nouns (N) instead of verbs (V). In sentence [9.a] *And for the second session of this listening, I would like you to listening to the recording and decision whether the statement is True or False the noun “decision” makes decision whether the statement is True or False

no longer an instruction, but merely a statement. The correction will be discussed later.

Another subcategory is the lack of main verbs, as in the example [10.a] *Is it anything to do with the director? The sentence lacks the main verb “have”, which has changed the meaning of the sentence, and also contains an inappropriate linking verb “is”. It should have been [10.b] Does it have anything to do with the director?

The lack of or incorrect linking verbs can also cause a meaning shift, as in example [11.a] below.

[11.a] *How many rooms there?

The lack of “are” makes the meaning of the word “there” ambiguous. When “are” is used in the sentence, the meaning of [11.b] How many rooms are there? becomes clear.

Long phrases without any verbs can also cause unclear meaning as in the example [12.a] *The most important that you should emphasize when you want to say about uncertainty, to express about uncertainty. The meaning can be grasped when a verb, in this case the linking verb “is”, is put in the sentence; [12.b] The

most important is that you should emphasize when you want to say about uncertainty, to express about uncertainty.

The use of the active instead of passive also falls under global errors since the use of one to mean to say the other will cause a meaning change. [13.a] *It calls as letter head is different in meaning than[13.b] It is called as letter head. The last is the lack of infinitive marker “to” in the case [14.a] *I wish you all understand what we have learned today. This sentence can be said to be a subjunctive and is to express a wish, something unreal, while [14.b] I wish you all to understand what we have learned today is to express hope.

Another category with a high number of errors is omission. The researcher found 161 (22.7%) errors which belonged to this type of errors. The researcher discovered that auxiliary verbs (do, does, did, am, is, are, and have) were the most frequently-omitted items. Of all the auxiliary verbs, “do” and “does” tended to be omitted the most often, e.g. [15.a] *Anyone of you remember? The absence of the auxiliary verb in this case has changed the question into a statement. The sentence lacks the plural auxiliary “do.” The correct sentence, therefore, will be [15.b] And then, do you want to choose your friend?

In addition to the omission of auxiliary verbs, the omission of linking verbs (be, been, is, and are) occurred frequently, e.g. [16.a] *I know that you have already familiar with this … (unclear). Since “familiar”, an adjective, needs a linking verb and the auxiliary “have” is followed by a past participle, the correction is [16.b] I know that you have already been familiar with this … (unclear).

The participants were also inclined to omit verb suffixes (-s, -ed, and -ing), as in example [17.a].

[17.a] * Who choose Angga?

The participant omitted the simple present singular verb suffix “s” in the sentence, as most of the participants did. The utterance should have been as in [17.b].

[17.b] Who chooses Angga?

Some verbs, the infinitive marker “to”, and relative pronouns were the last items which were left out when the students practiced teaching. The absence of these items was only small in number compared to the others. For instance, in [18.a] *Anyone can help me how to make a glass of milk? the student missed “to”, while it is needed when the preceding structure is “help” + an object. Besides, since

how to make a glass of milk is a kind of information, a verb like “explain” or “tell” is needed. Therefore, the correction will be [18.b] 1Anyone can help me to explain how to make a glass of milk?

Out of 708 errors, there were 76 (10.7 %) which were categorized as misformation. They were the incorrect forms that the participants made. The first type of misformation is incorrect subject and verb (SV) agreement, which consists of the incorrect form of auxiliary and linking verbs. For instance, [19.a] *Imperative and giving instruction is the same. The sentence should have contained the plural linking verb “are”, so the correct sentence is [19.b] Imperative and giving instruction are the same.

In addition to incorrect subject and verb (SV) agreement, the participants used the wrong form of verbs and modals, for example:

[20.a] *Have you take a bath?

[21.a] *Although you couldn’t understand the speaking, you can still read the text.

Since a past participle is the verb form for present perfect tense, the correction for [20.a] will be [20.b] Have you taken a bath? The student used the inappropriate form of modal in [21.a] because the sentence is in past tense. She should have said, [21.b] “Although you couldn’t understand the speaking, you could still read the text.”

The next that falls under this category is the use of future instead of simple present, for instance [22.a] *Before you are going to be the boss, to be the chef, or maybe the tourist guide, first of all you need a skill to write something called a CV.

Here future tense is not appropriate for the adverbial clause. The participant should have used simple present tense. The correct sentence, hence, will be [22.b] Before you become the boss, the chef, or maybe the tourist guide, first of all you need a skill to write something called a CV.

It can be shown that some errors belonged to the unnecessary use of passive voice. One of the examples is [23.a] *This pattern is a negative statement and then it’s continued by the positive statement. The second clause of the utterance should have simply been in active form. That is why the correction is [23.b] 2This pattern is a negative statement and then it continues with the positive statement.

Then the researcher found out that there was an utterance in which a noun (N) was used instead of a verb (V). The sentence is the previously-used example [9.a] *And for the second session of this listening, I would like you to listening to the recording and decision whether the statement is True or False. “Decision” is incorrect in the sentence since what is needed is a verb to make the sentence a correct parallel structure. The correction, therefore, will be [9.b] 3And for the second session of this listening, I would like you to listen to the recording and decide whether the statement is True or False.

In addition to misformation, misordering is the other category to which as many as 72 errors, or 10.2% of the total errors, belonged. In this type of errors the participants put the words in a sentence in a wrong order. There are some subcategories which fall under it, one of which is misordering auxiliary verbs (has, have, do), linking verbs (is, are), and modals (can, may) as an operator. For instance, [18.b] *Anyone can help me to explain how to make a glass of milk? “Can” as an operator should have been put at the beginning of the sentence, so the correction is [18.c] Can anyone help me to explain how to make a glass of milk? The participants also put auxiliary verbs (am, are), linking verbs (is, are, was), and the modal “will” in an incorrect order in an indirect question. The example is [24.a] *If you don’t understand, you can ask me what am I talking about. The misplacement in the example made the noun clause still a direct question. Therefore, the utterance should have been [24.b] If you don’t understand, you can ask me what I am talking about.

The linking verb “is” in a direct question was the last item that the participants misplaced, e.g. [25.a] *What the story is about? Compared to the previous example (sentence [24.a]), reversely, the misordering caused the sentence to be a noun clause or an indirect question. The correction, then, is [25.b] What is the story about?

The data, subsequently, indicated that there were 54 errors (7.6 %) which the researcher classified as addition. In this sort of error, inappropriate items were added to the sentences, which made them grammatically incorrect. In some cases, an error belonged to this type as well as the other at a time, e.g. [26.a] *Can you remember what were the speaker say, Yuan? The utterance contained addition and omission. The first items that were added inappropriately the most frequently were verb suffixes (-s, -ed, -ing). This is example [27.a].

[27.a] *If you said “vitae”, it will be plural form.

In [27.a] the addition of the suffix “-ed” is incorrect for the conditional clause type 1 and, hence, it made the sentence confusing. The correction for the sentence, then, is [27.b] If you say “vitae”, it will be plural form.

The researcher also discovered that auxiliary verbs (do, does, did, is, were) were very often added inappropriately, as seen in [26.a]. In the utterance “were” is unnecessary because the noun clause is in the simple past tense. Therefore, the appropriate sentence will be [26.b] 4Can you remember what the speaker said, Yuan?

In addition to auxiliary verbs, there were some cases where the participants used the relative pronouns “who” and ”that” inappropriately, e.g. [28.a] *You have to see which person who do that action. The noun clause should have contained a verb. The addition of “who” made the clause lack a verb. That is why the correct sentence is [28.b] 5You have to see which person did that action.

The last items which were mistakenly added were the infinitive marker “to”, the linking verb “is”, and the verbs “be” and ”become”, which only counted for more or less 13% of all addition errors (7 errors out of 54). The example is [29.a] 6*Be concentrate, please!, where the unnecessary “be” was used, instead of [29.b] Concentrate, please!

Another 19 errors, or only 2.7% of all the errors, were classified into interlingual errors, a category in which the participants produced grammatically-incorrect utterances under the influence of their mother tongue. Some participants said, [30.a] *“Have you done?” instead of [30.b] “Are you done?” because “have” means “sudahkah” in Bahasa Indonesia. All of the errors that the researcher classified into this category indicated that the participants still used the structure and rules of Bahasa to produce English utterances.

The last 10 (1.4%) errors were categorized as other errors; those which were unique to a participant and did not fit into the interlingual category. [29.a] *Be concentrate, please! and [31.a] *What “hore” is mean? instead of [31.b] 7What does “hore” mean? The researcher noticed that other errors resulted from overgeneralization.

5 _{The misformation was also corrected.}

6 _{[29.a] was also categorized as an “other error”.} 7 _{The misordering was also corrected.}

B. The Causes of the Errors and the Suggestions for Coping with the Error Production

1. Data Presentation the Error Causes and the Suggestions

After sorting out the verb phrase errors that the researcher had found in the participants speech and discovering some of the causes of the errors, she carried out some interviews with five participants to dig deep into what underlay all those errors. Besides, she intended to ask for their suggestions for dealing with the error production problem. She chose the ones who produced verb phrase errors the most frequently and variably based on the assumption that they would provide a rich amount of information. The interviews themselves were conducted in Bahasa Indonesia to help make it easier for the respondents to convey their thoughts. In Table 4.1. below the summary of the interview results is presented.

Table 4.1. The Summary of the Interview Results

Num. The Matters Questioned Responses

1. The awareness of making verb phrase errors in

speaking

All recognized that they realized that they made verb phrase errors when they practiced teaching.

2. The importance of using appropriate verb phrases in speaking.

Verb phrase errors can change the meaning of a sentence and a teacher should use

grammatically-correct English. 3. The influence of Bahasa

Indonesia

They made word-by-word translation due to the influence of the structure of Indonesian language.

4. The causes of the errors based on the four-cause theory

Most of the errors were caused by incomplete application of rules.

5. Other causes of the errors The other causes were nervousness and the lack of practices in using English as well as of

Num. The Matters Questioned Responses

the awareness of using appropriate

Grammar. 6. The suggestions for the

ELESP students about how to cope with error production problem.

• Practicing more

• Consulting with other people and receiving their feedback

7. The suggestions for the ELESP lecturers about how to cope with error production problem.

• Giving feedback

• Motivating students appropriately

• Being a model for the students

• Facilitating the students’ learning

2. Discussion

a. The Causes of the Errors

From the interviews the researcher learned that the respondents felt the importance of speaking accurately because the use of inappropriate verb phrases may lead to misunderstanding and other people’s bad impression. In addition, it is significant that a teacher’s English is not only semantically correct, but also grammatically correct since they are a model for their students. The researcher found out that there were some factors which led the students to produce the verb phrase errors. In their opinion, the four causes of grammatical errors contibuted to the error production. They also gave some other causes apart from those four. Here are the causes.

1) Incomplete Application of Rules

Being able to be convey meaning without using all the rules necessary for an utterance was what caused the students to make the verb phrase errors. Most of the errors resulted from this reason. The students recognized that they wanted to use English effectively for communication although they realized that they should have

used better grammar. When they were lost for words to say, they would say whatever came into their mind as long as the audience could understand what they intended to convey.

2) Nervousness

Nervousness was what also underlied many of the errors that the students made. When they were expected to be a good model of someone using good grammar and observed by their lecturers and classmates, they felt a lot of pressure. Such a situation was made worse when they were lost for words and did not have sufficient knowledge about the grammatical rules necessary for the utterances they were going to produce. In brief, nervousness really affected their linguistic performance.

3) Lack of Practices and Experiences in Using English

When there is less exposure to English and someone seldom uses English in his daily conversations and when he has to use it, he will tend to make more errors than someone more often exposed to English and accustomed to using it. These were some other reasons why the respondents made verb phrase errors. There was not sufficient exposure to English and they did not always make themselves used to speaking English regularly. Therefore, when they had to speak English in their teaching practices, more errors occurred.

4) The Influence of Indonesian Language and Falsely-Hypothesized Concept

The respondents grew and lived in a non-English-speaking country where Indonesian was their national language. No doubt the structure of this language had

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bikin banyak errors, Mbak. Nggak cuma soal Grammar aja, tapi yang lain juga, misalnya salah strategi ngajar, salah ngasih pertanyaan, dll. Kan soalnya nggak bebas, ngerasanya diamati. Kayak seolah-olah orang-orang itu nyari kesalahannya kita. Beda kalau PPL malahan. Jauh lebih enjoy PPL. Kan cuma ada kita plus murid. Kitanya juga nggak secara langsung diamati, jadinya lebih rileks, kalau aku sih.

R: Wah, berarti Microteaching membawa pengaruh nggak bagus?

I 5: Ya, nggak gitu juga sih. Bukan Microteaching-nya sebenernya, tapi perasaan ngerasa diadilinya itu, Mbak. Gini nih misalnya, kalau di Microteaching, kita ngajar, ekspektasi si observers atau para fake students itu kan kayak "nah si anu nih bagus ato nggak ya? Apa yang kurang dari si anu? Kelebihannya apa, dst dst." Kalau di PPL, anak-anak itu ekpektasinya beda, mereka nggak bertujuan menilai kita, tapi mau tau sesuatu dari kita.

R: Hahaha, kalau gitu perasaannya yang diberesin. Terus ada saran nggak untuk anak-anak PBI?

I 5: Saran? Apa ya?

R: Menghadapi masalah produksi kesalahan Grammar. Kan kita teladan tuh, anak-anak meniru kita.

I 5: Hmm, bingung. Hahahaha! Tapi yang pasti banyak latihan speaking. Itulah kenapa harusnya English Speaking Area itu bener-bener dijalanin. Ya kan kita nantinya jadi model buat murid. Kalau yang pada mau jadi guru sih. Written doang nggak cukup emang. Tapi kebanyakan anak PBI sekarang pada males kan, Mbak. English Speaking Area ya cuman papan yang tulisannya dari kapur warna-warni itu. Bener kalau dosen-dosen senior kayak Bu Lanny gitu nggak mau ngomong sama kita kalau kita pake Bahasa Indonesia. Hahaha!

R: Wah,bener-bener berarti harus mulai dari diri sendiri ya?

I 5: Iya, berhubungan sama motivasi juga sih, Mbak. Hmm, aku pernah nyebar kuesioner kecil-kecilan buat 15 anak PBI dari angkatan 2010-2008 buat tugas RPW tentang English Speaking Area gitu. Guess what? Ternyata anak PBI banyak yang males ngomong Bahasa Inggris karena mereka pada dasarnya nggak mau jadi guru, termasuk aku. Hahaha!

R: Terus yang terakhir, ada saran nggak buat para dosen PBI kita yang tercinta?

I 5: Hmm, buat dosen, apa ya? Aku rasa dosen udah ngelakuin yang terbaik sih. Lebih memotivasi anak-anaknya aja kali ya.

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I 5: Kayak Bu Lanny gitu. Misalnya ngasih contoh akibat fatal kalau kita salah pronunciation atau salah Grammar. Bisa kehilangan pekerjaan yang harusnya udah di tangan, bisa kehilangan klien yang tiba-tiba jadi nggak respek sama kita, gitu-gitulah. Selama ini kan dosen kita cuman bilang, kita tuh model buat siswa. Gitu terus. Masalahnya, nggak semua anak PBI berniat jadi pendidik. Kurang kena aja di hati kalau motivasinya cuman sebatas "karena kita bakal jadi model buat siswa."

R: Mantap. Ada lagi nggak sarannya? Terutama bagi mereka yang nggak mau jadi pendidik, baiknya dosen harus bagaimana?

I 5: Ya itu tadi, Mbak. Ngasih contoh konkrit, misalnya pengalaman sapa gitu yang salah Grammar atau salah pronunciation pas ngomong pakai Bahasa Inggris, terus dia harus bayar mahal buat kesalahannya. Kalau motivasinya lebih general kayak gitu kan ntar secara nggak lgsung anak-anak PBI nyadar dengan sendirinya kalau "oh iya ya, ternyata latihan itu penting. Di atas langit masih ada langit. Bukan berarti kalau aku anak PBI jadi udah pasti lebih oke Bahasa Inggrisnya dibanding yang bukan anak PBI." Ya motivasinya kayak lebih

dikaitkan sama dunia kerja secara general gitulah, Mbak, nggak cuma guru secara spesifik. Soalnya ada lho yang ngambil PBI cuman karena pengen bisa Bahasa Inggris dan punya latar belakang keluarga pebisnis, jadinya sebenernya nggak perlu kuliah juga udah bisa hidup. Hahaha! Tapi penting juga sih, ngingetin kalo kita semua anak PBI dididik untuk jadi calon guru.

R: Ok ok, jadi menurutmu harus spesifik motivasinya? Hmm, oke. Kayaknya pertanyaannya cukup sekian dulu.

I 5: Hahaha! Hmm, ya gitulah, Mbak. Aku jadi ikut bingung nih. Hahaha!

R: Hahaha, jangan bingung. Terima kasih untuk kesediannya diwawancara ya? Terima kasih juga untuk masukan-masukannya, waktunya ,dan sukses selalu untuk kuliahnya.

I 5: Hahaha! Oke oke, semangat, Mbak! Semoga lancar, cepat pendadaran, gek cepat lulus.

Note:

R: Researcher I: Interviewee

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ABSTRACT

Alaman, Paskalina Sukacita. (2011). Erroneous Verb Phrases in the Speech of Microteaching Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Verb phrases are an important part in a sentence. The errors in this part can easily be noticed and the errors may result in misunderstanding and embarrassment. Therefore, being aware of these errors will be of significance for the students of the English Language Education Study Program (ELESP) of Sanata Dharma University. In addition to avoiding misunderstanding and embarrassment, knowing their verb phrase errors helps them to improve the quality of their English in relation to being a model for their students.

There were three research questions the researcher attempted to answer, namely (1) What are the verb phrase errors that the students make in their speech? (2) What are the causes of the verb phrase errors that the students make in their speech? and (3) What are the suggestions for coping with verb phrase error production?

The researcher carried out a document analysis to answer the first and the second research questions. The documents were in the form of video recordings of Microteaching students’ teaching practices. From the recordings, the researcher collected all the utterances containing verb phrase errors and classified them into some categories, namely omission, addition, misordering, misformation, interlingual errors, local errors, global errors, and other errors. The document analysis helped the researcher to also find some of the causes of the errors. In addition to the content analysis, to answer the second and third research questions, she conducted a survey by interviewing 5 students who produced verb phrase errors the most frequently and variably.

The research results showed that the errors belonged to local errors (40.4 %), omission (22.7 %), misformation (10.7 %), misordering (10.2 %), addition (7.6 %), global errors (4.2 %), interlingual errors (2.7 %), and other errors (1.4 %). The errors were caused by incomplete application of rules, nervousness, the lack of practices and experiences in using English, the influence of Bahasa Indonesia and falsely-hypothesized concept, overgeneralization, the ignorance of rule restrictions, and the lack of the awareness of using appropriate grammar. Having realized the errors and the causes, the ELESP lecturers and students can make some efforts to deal with error production: using English in and outside class whenever possible, making corrections wisely if students produce errors, facilitating students to expose them more to English, practicing, acquiring more exposure to English, and learning from others.

viii

ABSTRAK

Alaman, Paskalina Sukacita. (2011). Erroneous Verb Phrases in the Speech of Microteaching Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.

Frasa kata kerja merupakan bagian penting dalam suatu kalimat. Kesalahan dalam frasa kata kerja gampang terlihat dan dapat mengakibatkan kesalahpahaman dan rasa malu. Karena itu, penting bagi para mahasiswa Program Studi Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma untuk menyadari kesalahan frasa kata kerja yang mereka hasilkan. Selain mencegah kesalahpahaman dan rasa malu, mengetahui kesalahan yang dihasilkan dapat membantu para mahasiswa ini untuk meningkatkan kualitas Bahasa Inggris mereka karena mereka adalah contoh bagi para murid mereka.

Ada 3 permasalahan yang peneliti coba selesaikan yaitu (1) Kesalahan frasa kata kerja apa saja yang dibuat oleh para mahasiswa dalam bahasa lisan mereka? (2) Apa saja penyebab kesalahan frasa kata kerja yang dibuat oleh para mahasiswa dalam bahasa lisan mereka? dan (3) Apa saja saran untuk menghadapi masalah terjadinya kesalahan kata kerja?

Peneliti melakukan analisis dokumen untuk menjawab pertanyaan penelitian yang pertama dan kedua. Dokumen yang diteliti berbentuk rekaman video latihan mengajar mahasiswa Microteaching. Peneliti mengumpulkan semua ungkapan yang berisi kesalahan frasa kata kerja dari rekaman tesebut dan mengelompokkannya dalam beberapa kategori yaitu omission, addition, misordering, misformation, interlingual errors, local errors, global errors, dan

other errors. Analisis dokumen tersebut membantu peneliti juga untuk menemukan sedikit dari penyebab kesalahan frasa kata kerja tersebut. Selain analisis dokumen, untuk menjawab pertanyaan kedua dan ketiga, peneliti melakukan survei dengan melakukan interview terhadap 5 mahasiswa yang membuat kesalahan frasa kata kerja paling banyak dan bervariasi.

Hasil penelitian menunjukkan bahwa kesalahan-kesalahan yang ditemukan tersebut adalah local errors (40.4 %), omission (22.7 %), misformation (10.7 %),

misordering (10.2 %), addition (7.6 %), global errors (4.2 %), interlingual errors

(2.7 %), dan other errors (1.4 %). Kesalahan tersebut disebabkan oleh penerapan aturan yang tidak lengkap, rasa gugup, kurangnya latihan dan pengalaman dalam menggunakan Bahasa Inggris, pengaruh Bahasa Indonesia dan salah memahami konsep, generalisasi yang berlebihan, kurangnya pengetahuan tentang batas-batas suatu aturan tata bahasa tertentu, dan kurangnya kesadaran untuk menggunakan aturan tata bahasa yang tepat. Setelah mengetahui kesalahan-kesalahan yang dibuat dan penyebabnya, para dosen dan mahasiswa PBI dapat melakukan beberapa usaha untuk mengatasi masalah ini, yaitu menggunakan Bahasa Inggris di dalam dan di luar kelas manakala memungkinkan, memberi koreksian dengan bijaksana ketika mahasiswa membuat kesalahan, membantu mahasiswa untuk terbiasa dengan Bahasa Inggris, berlatih, membiasakan diri terhadap penggunaan Bahasa Inggris, serta belajar dari orang lain.