ERRORS IN DIRECT-INDIRECT SPEECH MADE BY THE SECOND YEAR SENIOR HIGH SCHOOL STUDENTS OF A1 PROGRAM OF SMAK PETRA Ill SURABAYA
ERRORS IN DIRECT-INDIRECT SPEECH MADE BY
THE SECOND YEAR SENIOR SCHOOL
STUDENTS OF A1 PROGRAM OF SMAK PETRA
SURABAYA
A THESIS
In Partial Fulfilment of the Requirements for
the Sarjana Pendidikan Degree in
English Language Teaching
By:
T A M L I E TJEN
1213084091
Universitas Katolik Widya Mandala Surabaya
Fakultas Keguruan dan Ilmu Pendidikan
Jurusan Pendidikan Bahasa dan Seni
APPROVAL SHEET This thesis entitled ERRORS DIBECT-INDIRECT
IN
SECOND YEAR SENIOR HIGH SCHOOL STUDENTS OF A OF prepared and
1
submitted by Tam Lie has been and accepted as partial fulfilment of the requirements for the Sarjana degree in English Language Teaching by the following advisors
Dr.
First Advisor Second Advisor
APPROVAL SHEET T h i s t h e s i s h a s been examined by t h e on
Oral E x a m i n a t i o n w i t h a g r a d e o f B on
24.
.
Drs. M.P. S o e t r i s n o .
C h a i r a a n L i l y M i t r a
Member Approved
Dean o f t h e E n g l i s h t h e T e a c h e r T r a i n i n g Department
C o l l e g e
ABSTRACT T h i s s t u d y d e a l s w i t h t h e a n a l y s i s o f e r r o r s i n t r a n s f o r m i n g t h e d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h . The w r i t e r h a s chosen t h i s t o p i c b e c a u s e d u r i n g h e r p r a c t i c e - t e a c h i n g i n SMA, t h e w r i t e r o b s e r v e s t h a t many s t u d e n t s s t i l l make m i s t a k e s i n d o i n g w r i t t e n e x e r c i s e s on D i r e c t - I n d i r e c t Speech a l t h o u g h t h e D i r e c t -
I n d i r e c t Speech h a s been g i v e n and e x p l a i n e d t o them. I n a d d i t i o n , l e a r n i n g D i r e c t - I n d i r e c t Speech n e e d s t h e m a s t e r y o f v a r i o u s k i n d s o f t e n s e s , p r o n o u n s , t o - i n f i n i t i v e s , noun c l a u s e s , and word o r d e r . t o t h e f a c t , t h e w r i t e r becomes i n t e r e s t e d i n c o n d u c t i n g r e s e a r c h on D i r e c t - I n d i r e c t Speech f o c u s i n g on k i n d s o f t e n s e s , p r o n o u n s , t o - i n f i n i t i v e s , noun c l a u s e s and word o r d e r . She i s e s p e c i a l l y i n t e r e s t e d i n d e s c r i b i n g t h e t y p e s o f e r r o r s and t h e f r e q u e n c y o f t h e e r r o r o c c u r e n c e s .
T h i s r e s e a r c h i s t o i n v e s t i g a t e t h e t y p e s o f e r r o r s made by t h e Second Year S e n i o r High S c h o o l s t u d e n t s o f A program o f SMA K r i s t e n P e t r a S u r a b a y a i n t h e d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h .
The s t a t e m e n t o f t h e problem i s t y p e s o f D i r e c t - I n d i r e c t Speech p a t t e r n s a r e f r e q u e n t l y m i s c o n s t r u c t e d by t h e s e c o n d S e n i o r High s c h o o l s t u d e n t s o f A o f P e t r a T h i s i s f u r t h e r c l a s s i f i e d i n t o f i v e minor problems. I n o t h e r word, do t h e e r r o r s t h e s t u d e n t s make i n t r a n s f o r m i n g d i r e c t i n t o i n d i r e c t s p e e c h a o s t l y b e l o n g t o ( 1 ) c o n j u n c t i o n s , ( 2 ) p r o n o u n s , ( 3 ) v e r b s , ( 4 ) a d v e r b o f t i m e / p l a c e , and word o r d e r ?
.
The t e s t which c o n s i s t s of i t e m s i s g i v e n t o t h e s e c o n d y e a r S e n i o r High s c h o o l s t u d e n t s o f program of P e t r a Surabaya.
From t h e d a t a o b t a i n e d , t h e w r i t e r t h e n a n a l y z e s , c l a s s i f i e s , and c o u n t s t h e e r r o r s e n c o u n t e r e d . t h e f i n d i n g shows t h a t t h e most f r e q u e n l y e r r o r t y p e made by t h e s t u d e n t s i s e r r o r of v e r b f o l l o w e d by e r r o r o f pronoun of a d v e r b o f e r r o r o f c o n j u n c t i o n and f i n a l l y e r r o r o f word o r d e r
Then t h e w r i t e r d i v i d e s e a c h e r r o r t y p e s i n t o some s u b - e r r o r t y p e s . The s u b - e r r o r t y p e s which a r e c o n s i d e r e d s e r i o u s a r e wrong s u b s t i t u t i o n o f c o n j u n c t i o n o m i s s i o n o f con j u n c t i o n wrong s u b s t i t u t i o n of pronoun o m i s s i o n o f pronoun wrong s u b s t i t u t i o n o f v e r b wrong s u b s t i t u t i o n o f a d v e r b o f e r r o r s o f o r d e r i n g and answer o f word o r d e r
These r e s u l t s mean t h a t :
1. The s t u d e n t s do n o t know t o u s e t h e r i g h t c o n j u n c t i o n s i n i n d i r e c t s e n t e n c e s .
2. The s t u d e n t s a r e n o t aware o f t h e e x i s t e n c e o f c o n j u n c t i o n s i n i n d i r e c t s e n t e n c e s .
I n t r a n s f o r m i n g t h e d i r e c t s e n t e n c e i n t o 3. i n d i r e c t o n e , t h e s t u d e n t s a r e s t i l l c o n f u s e d i n c h a n g i n g t h e pronouns a p p r o p r i a t e l y . Very g e t d i f f i c u l t y i n c h a n g i n g t h e pronouns.
The s t u d e n t s a r e n o t o f t h e e x i s t e n c e o f 4. t h e pronouns i n i n d i r e c t s e n t e n c e s . The s t u d e n t s have n o t m a s t e r e d w e l l t h e r u l e s of t h e t e n s e s o f D i r e c t - I n d i r e c t Speech. A s a r e s u l t , t h e y can n o t o r u s e t h e r u l e s a p p r o p r i a t e l y i n t u r n i n g d i r e c t s e n t e n c e s i n t o i n d i r e c t o n e s .
6. T h e s t u d e n t s have n o t t h e r u l e s o f
a d v e r b of i n s e n t e n c e p r o p e r l y . I n t r a n s f o r a i n g t h e d i r e c t s e n t e n c e s i n t o i n d i r e c t o n e s , e s p e c i a l l y wh- question f o r m s and q u e s t i o n forms, t h e s t u d e n t s a r e n o t a b l e t o p u t t h e words i n a c o r r e c t o r d e r .
8. B e s i d e s a p p l y i n g i n c o r r e c t o r d e r , t h e s t u d e n t s have a l s o u s e d i n c o r r e c t s u b s t i t u t i o n .
Eased on t h e t h e c o n c l u d e s t h a t t h e most d i f f i c u l t o a r t f o r t h e s t u d e n t s i n t r a n s f o r m i n g s e n t e n c e s i n d i r e c t o n e s t h a t d e a l i n g i s t e n s e s . A f t e r knowing t h e f i n d i n g s , t h e w r i t e r t h e n a s u g g e s t s t h a t i n D i r e c t - I n d i r e c t Speech, c l e a r e x p l a n a t i o n a b o u t t h e p r o c e s s of t r a n s f o r a i n g d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h g o i n g on s h o u l d b e g i v e n by i s a n E n g l i s h t e a c h e r . H e r e , b e s i d e s t h e e x p l a n a t i o n o f t h e r u l e s a p p l i c a t i o n o f D i r e c t - I n d i r e c t Speech, t h e E n g l i s h t e a c h e r s h o u l d demand t h e s t u d e n t s t o r e a l i z e a b o u t t h e s u b s t i t u t i o n t h e y make i n r e p o r t i n g d i r e c t s p e e c h . I t i s done b e c a u s e b a s e d on t h e f i n d i n g s o f t h i s t h e s i s , t h e h i g h e s t e r r o r s t h e s t u d e n t s e r r o r s of wrong s u b s t i t u t i o n . I n a d d i t i o n , b a s e d on c u r r i c u l u m f o r s t u d e n t s , e a c h t y p e o f D i r e c t - I n d i r e c t i s n o t a t t h e s a n e t i n e . T h e r e f o r e , i n t h i s c a s e , whenever i t comes t o a new o f D i r e c t - I n d i r e c t S p e e c h , a r e v i e w on t h e p r e v i o u s t y p e s of D i r e c t - I n d i r e c t Saeech t h a t have been by
teacher. And finally, the teacher shonld give more
exercises of each part of Direct-Indirect Speech to the
students. Consequently, the findings and the suggestions
are expected to be able to give some contribution to the
teaching of Direct-Indirect Speech.The w r i t e r would l i k e t o e x p r e s s h e r d e e p e s t g r a t i t u d e t o Soed j a t m i k o , h e r f i r s t t h e s i s w r i t i n g D r . a d v i s o r , whose e n c o u r a g e n e n t , comments and s u g g e s t i o n s have been o f g r e a t h e l p t o h e r i n a c c o m p l i s h i n g t h i s t h e s i s .
The L i l y writer would a l s o l i k e t o t h a n k Dra. h e r s e c o n d t h e s i s w r i t i n g a d v i s o r , f o r h e r v a l u a b l e a d v i c e and c o n s t r u c t i v e conments.
,
The w r i t e r i s a l s o v e r y much i n d e b t e d t o t h e h e a d m a s t e r and t h e E n g l i s h t e a c h e r s of SMA K r i s t e n P e t r a S u r a b a y a f o r t h e i r g e n e r o s i t y i n g i v i n g t h e chance t o t h e w r i t e r t o c o n d u c t t h e t e s t i n t h e i r s c h o o l .
The w r i t e r would a l s o l i k e t o t h a n k h e r b e l o v e d as w e l l as h e r f r i e n d s f o r t h e i r s u p p o r t and h e l p t o h e r d u r i n g t h e t h e s i s w r i t i n g .
The w r i t e r t h i n k s t h a t w i t h o u t t h e i r s u p p o r t a n d h e l p , s h e would have n e v e r been a b l e t o a c c o m p l i s h h e r s t u d y w e l l .
TABLE Page
7 ...............
A N D 35 .....................
I V : FINDINGS
34 CHAPTER
Data A n a l y s i s
33 3.5.
P r o c e d u r e C o l l e c t i n g t h e Data
3.3. I n s t r u m e n t s o f t h e R e s e a r c h 3.4.
3.2. The P o p u l a t i o n .........
Methodology o f t h e S t u d y
28 CHAPTER METHODOLOGY ............
2.2. Review o f t h e R e l a t e d S t u d y
7
2.1. T h e o r e t i c a l Background
CHAPTER OF THE RELATZD LITERATURE
APPROVAL APPROVAL SHEET .............................................. ABSTRACT i v
5 ..........
1.6. D e f i n i t i o n o f t h e Key Terms
5 ..........
Scope and L i m i t a t i o n o f t h e Study
4 1.5.
1.4. The S i g n i f i c a n c e of t h e S t u d y
4
1.3. The O b j e c t i v e s of t h e S t u d y
3 ..........
1.2. S t a t e m e n t of t h e Problem
1.1. Background o f t h e S t u d y
CHAPTER I : INTRODUCTION
ACKNOWLEDGEMENT TABLE OF CONTENTS v i i i
4.1. Types o f E r r o r s 3 5
4.2. o f t h e F i n d i n g s .......
6 1
CHAPTER V: CONCLUSION AND S U G G E S T I O N S ............... Conclusion 5.1.
61 S u g g e s t i o n s
62 5.2.
B I B L I O G R A P H Y