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CHAPTER I

INTRODUCTION

A. The Background of the Study

English is one of the most popular languages in the world. We need to

learn English because it is used in every sector. In terms of international

education, English is used more than other languages. Therefore, English has been

the most recommended language to learn and use in every country, either as a

first, second or foreign language.

In Indonesia, English is the foreign language that has to be taught in all

levels of education. It starts from elementary school, junior high school, senior

high school, and university. It is taught as one of the compulsory subjects in

formal education from junior high school up to senior secondary high school. It is

also one of the local content subjects in elementary school. While in the university

level, it is taught as a complementary one.

The teaching process in education levels is based on the guideline of rules

that is stated by the government in the curriculum. The latest one named

Kurikulum 2013. This curriculum provides some rules about teaching English for

each level of education. It states the objective of the teaching learning process that

is held in Draft of Badan Standarisasi Nasional Pendidikan (BNSP) 18 April

2013 which consist of Kompetensi Inti (KI) or main competence and Kompetensi

Dasar (KD) or Basic Competence for each language skill – Listening, Speaking,

Reading, and Writing. According to English syllabus of first grade of senior high

school, in writing skill, there are many kinds of text such as narrative, descriptive,

news items, etc. In narrative text, to quote somebody’s words or speaking need to

use direct and indirect speech in a conversation. In news item, to report what

somebody quotes also need to use direct and indirect speech.

One of English materials that are taught in senior secondary high school

level is reported speech. Kompetensi inti or Main Competence of this material is

expressing the meaning of short functional written text and simple essay in form of

narrative, descriptive and news item in the context of daily life and its Kompetensi

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Dasar (KD) or basic competence is expressing the meaning and rhetorical steps

accurately, fluently, and acceptable in a form of daily life context in a text of

narrative, descriptive, and news item form. The indicator or objectives of reported

speech is sentence to deliver an information/ news.

Grammar is one of the language components, which is taught to every

language learner. Ur says in A Course in Language Teaching: Practice and

Theory book “Grammar is a set of rules that defines how words (parts of words)

are combined of changed to form acceptable units of meaning within a language.1

As Eugene states that Grammar is a description of certain organizing aspects of a

particular language. It usually includes phonological (sound), morphological

(word composition), and syntactic (sentence composition) points.2 It means that

grammar includes many aspects of linguistic knowledge; the sound system

(phonology), the system of meaning (semantic), the rule of word formation

(morphology), the rules of sentence formation (syntax) and the vocabulary.

Therefore, Grammar should be taught appropriately because it is the basic of the

language. Without knowledge of grammar, the learners will find many problems

to build up sentences and to express their ideas in communication among the

people.

Talking about grammar, reported speech is one of many grammatical

categories which is important to be learned by students. It should be learned

because it is one of three ways for students to report what other people have said

and thoughts to other people especially when they communicate each other.

Reported speech is commonly used to report what other people have said

or thought without reporting the exact word. With indirect reported speech, one

wishes to report the content of the original source without necessarily repeating

sentences exactly as they were originally uttered.3

The students may commit errors because they set their minds that the

target language and their mother tongue are similar. In fact, they are totally

1 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 87. 2 Eugene J. Hall, Grammar for Use, (Jakarta: Binarupa Aksara, 1993), p. 3. 3 Marianne Celce and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s Course,

(New York: Heinle Publisher, 1999), 2nd ed, p. 687.

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Dasar (KD) or basic competence is expressing the meaning and rhetorical steps

accurately, fluently, and acceptable in a form of daily life context in a text of

narrative, descriptive, and news item form. The indicator or objectives of reported

speech is sentence to deliver an information/ news.

Grammar is one of the language components, which is taught to every

language learner. Ur says in A Course in Language Teaching: Practice and

Theory book “Grammar is a set of rules that defines how words (parts of words)

are combined of changed to form acceptable units of meaning within a language.1

As Eugene states that Grammar is a description of certain organizing aspects of a

particular language. It usually includes phonological (sound), morphological

(word composition), and syntactic (sentence composition) points.2 It means that

grammar includes many aspects of linguistic knowledge; the sound system

(phonology), the system of meaning (semantic), the rule of word formation

(morphology), the rules of sentence formation (syntax) and the vocabulary.

Therefore, Grammar should be taught appropriately because it is the basic of the

language. Without knowledge of grammar, the learners will find many problems

to build up sentences and to express their ideas in communication among the

people.

Talking about grammar, reported speech is one of many grammatical

categories which is important to be learned by students. It should be learned

because it is one of three ways for students to report what other people have said

and thoughts to other people especially when they communicate each other.

Reported speech is commonly used to report what other people have said

or thought without reporting the exact word. With indirect reported speech, one

wishes to report the content of the original source without necessarily repeating

sentences exactly as they were originally uttered.3

The students may commit errors because they set their minds that the

target language and their mother tongue are similar. In fact, they are totally

1 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 87. 2 Eugene J. Hall, Grammar for Use, (Jakarta: Binarupa Aksara, 1993), p. 3. 3 Marianne Celce and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s Course,

(New York: Heinle Publisher, 1999), 2nd ed, p. 687.

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different. They often generalize the similarity between two languages that is

called ‘overgeneralization’. Corder in Masachika states that “errors are evidence

of the learner’s strategies of acquiring the language rather than the signs of

inhibition of interference from NL (Native Language) habits.”4 According to him,

learners when learning a foreign language essentially can do errors. It can happen

naturally because second language learners are actively engaged in figuring out

the rules for the language they are learning.

Based on the statements above, making error is acceptable. As Norrish

states, “It is natural for students as human being to make errors.”5 It means that

learners’ errors provide evidence to us that the teacher must have strategies and do

something to avoid students to make error again. The strategy that can prevent the

student from making error is error analysis. By using error analysis, the teacher

tries to identify, describe and explain the errors made by the students in the test. It

can help the teachers to minimize the students’ error in their learning. Realizing

that error is inevitable in learning process, the teachers have to pay attention to

their students’ error. It will help them to avoid their students for making the same

error by analyzing the students’ error itself.

According to the explanation above, the writer understands the important

of doing an error analysis. Through error analysis, the most common error that the

students make can be identified and the sources of error can be found. By

knowing at least the common errors, the students are expected not to commit the

same error again in the future.

There are grammatical differences between Indonesia and English

language. That is why students often do mistake and error when they quote direct

into indirect/reported speech in English. For example, when the students want to

report somebody’s word, thoughts and ideas in Indonesian language, the

grammatical changes will not be happened or they do not need to change the tense

or pronoun like in English language. In this case, many students still have

difficulties in using reported speech. They state that they often do mistake when

4 Masachika Ishida, Error Analysis and its Significance in Second Language Teaching: A Brief Survey of the Theoretical Aspect of Error Analysis. 現代英米研究 , 1982, p. 12.

5John Norrish, Language Learners and Their Errors, (London: MacMillan Press Limited, 1983), p.65.

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they quote the direct into indirect form. Some students still confuse with certain

grammatical changes that have to be made by them. Sometimes they feel hard to

decide what kind of tenses and pronoun that should be used when they quote the

word. It can be known that Indonesian language has not a grammatical form like

tenses and pronoun.

Therefore, in teaching and learning reported speech, errors cannot be

avoided. Error that the students made can be caused by learners’ native language

or target language. Brown states that “Error analysis is the fact that learners do

make errors and that these errors can be observed, analyzed, and classified to

reveal something of the system operating within the learner, led to a surge of

study of learner’s errors.”6 It implies that error analysis is a procedure including

observing, analyzing and classifying the errors on the second language rules and

disclosing systems controlled by the learners. It is carried out to obtain

information for the teacher about the students’ error and the students’ mastery of

the material.

The problems that the students of first year of SMA Islamiyah Sawangan

usually found in direct speech are the students often felt bored and didn’t have

more motivation to memorize some vocabularies, rules of tenses, etc. The

problem of teaching grammar especially in reported speech was the students

confused to use the right vocabularies in tenses, they sometime forgot the rules.

Most of them like listening skill because they like to listen English songs. They

said they didn’t understand well of direct speech because they felt difficult to

distinguish betweendirect and indirect speech.

The writer does a research at the first year students of SMA Islamiyah

Sawangan. By getting the students errors which are obtained from the test which

focuses in their interrogative of reported speech, the writer will know what kind of

errors that is commonly made by the students. Based on the condition, the writer

would carry out a research under the title “An Error Analysis in Changing Direct

into Indirect Speech” (a Descriptive Analysis at the First Year of SMA Islamiyah

Sawangan).

6 H. D. Brown, Principle of Language Learning and Teaching, (New York: Pearson

Education, Inc., 2007), 5th edition, p. 259.

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they quote the direct into indirect form. Some students still confuse with certain

grammatical changes that have to be made by them. Sometimes they feel hard to

decide what kind of tenses and pronoun that should be used when they quote the

word. It can be known that Indonesian language has not a grammatical form like

tenses and pronoun.

Therefore, in teaching and learning reported speech, errors cannot be

avoided. Error that the students made can be caused by learners’ native language

or target language. Brown states that “Error analysis is the fact that learners do

make errors and that these errors can be observed, analyzed, and classified to

reveal something of the system operating within the learner, led to a surge of

study of learner’s errors.”6 It implies that error analysis is a procedure including

observing, analyzing and classifying the errors on the second language rules and

disclosing systems controlled by the learners. It is carried out to obtain

information for the teacher about the students’ error and the students’ mastery of

the material.

The problems that the students of first year of SMA Islamiyah Sawangan

usually found in direct speech are the students often felt bored and didn’t have

more motivation to memorize some vocabularies, rules of tenses, etc. The

problem of teaching grammar especially in reported speech was the students

confused to use the right vocabularies in tenses, they sometime forgot the rules.

Most of them like listening skill because they like to listen English songs. They

said they didn’t understand well of direct speech because they felt difficult to

distinguish betweendirect and indirect speech.

The writer does a research at the first year students of SMA Islamiyah

Sawangan. By getting the students errors which are obtained from the test which

focuses in their interrogative of reported speech, the writer will know what kind of

errors that is commonly made by the students. Based on the condition, the writer

would carry out a research under the title “An Error Analysis in Changing Direct

into Indirect Speech” (a Descriptive Analysis at the First Year of SMA Islamiyah

Sawangan).

6 H. D. Brown, Principle of Language Learning and Teaching, (New York: Pearson

Education, Inc., 2007), 5th edition, p. 259.

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B. Identification of Problem

Based on the background of the study above, there are many problems that

can be identified in this research such as:

1. The students often felt bored and didn’t have more motivation to memorize

some vocabularies, rules of tenses, etc.

2. They did not use the correct rules and patterns because of their wrong

understanding of reported speech.

3. The students confused to use the right vocabularies in tenses, they sometime

forgot the rules.

4. They felt difficult to distinguish between direct and indirect speech.

5. There are some types of error that the students made.

6. There are some causes of error that the students made.

C. Limitation of Problem

Based on the limitation above, this research is limited only on analyzing

the students’ type of error and the causes of error.

D. Research Question

From the limitation of the problem, the writer formulated into the

following questions:

1. What were the kinds of errors made by the first year students of SMA

Islamiyah Sawangan in changing direct speech into indirect speech?

2. What were the causes made by the students in changing direct speech into

indirect speech?

E. Objectives of the Research

According to the research questions above, the objectives of this study are:

1. To find out what kinds of error the first year students of SMA Islamiyah

Sawangan do in changing direct into indirect speech.

2. To find out the causes of errors made by the first year students of SMA

Islamiyah Sawangan.

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F. Significance of the Research

The findings of this research are expected to find the source of the

problems encountered by the student by analyzing the students’ error. It will help

him to get the knowledge about students’ error as one of important aspect for him

as a teacher in the future time. The writer hopes the result of this study will help

the other researchers to develop the better knowledge about students’ errors. For

the writer particularly and readers broadly who are concerned with this paper, it is

as one of resources which can enhance their perception and knowledge in forming

reported speech of question. Hopefully, this study will help the students in finding

and solving their problems in English grammar and also gives a great beneficial to

those who are interested in grammar.

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F. Significance of the Research

The findings of this research are expected to find the source of the

problems encountered by the student by analyzing the students’ error. It will help

him to get the knowledge about students’ error as one of important aspect for him

as a teacher in the future time. The writer hopes the result of this study will help

the other researchers to develop the better knowledge about students’ errors. For

the writer particularly and readers broadly who are concerned with this paper, it is

as one of resources which can enhance their perception and knowledge in forming

reported speech of question. Hopefully, this study will help the students in finding

and solving their problems in English grammar and also gives a great beneficial to

those who are interested in grammar.

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CHAPTER II

THEORETICAL FRAMEWORKS

A. Error

1. Understanding of Error

When students learn a target language, they usually make errors or

mistakes. It happens because sometimes the students interfered by their native

language. The different system of the second language and the first language leads

them to make the errors. However, it can be used to know the understanding of

the students about the rules or system of the language being learned.

Some experts give the understanding of error. According to Brown “An

error is a noticeable deviation from the adult grammar of native speaker, reflecting

the interlanguage competence of the learner.”1 It means that an error is something

that can be seen; it shows the learner’s ability.

While Corder in Norrish states, “Errors are the result of some failure of

performance.”2 From the statement above; errors are caused by the incorrect form

on the learner’s work.

Hubbard, et.al. also have the same opinion with Corder. According to

them, “Errors are caused by lack of knowledge about the target language (English)

or by incorrect hypotheses about it.3 It means that errors can appear due to the

insufficient knowledge or the inappropriate rule about the language being learned.

1 H. D. Brown, Principle of Language Learning and Teaching, 5th edition (New York:

Pearson Education, Inc., 2007), 5th edition, p. 258. 2 Carl James, Errors in Language Learning and Use, (New York: Addision Wesley

Longman, Inc., 1998), p. 79. 3 Peter Hubbard, et al., A Training Course for TEFL, (New York: Oxford University Press,

1983), p. 134.

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Norrish has a broader definition than Brown. He states, “let us call

systematic deviation, when a learner has not learnt something and consistently

‘gets it wrong’, it is an error.”4 Norrish considers an error as a something which

comes up because the learners do not comprehend something and always use the

wrong one.

Susan and Larry give the similar opinion, they point out, “it is likely to

occur repeatedly and is not recognized by the learner as an error.”5 They think an

error is something that happens regularly and the learners do not realize it.

James makes the development of the understanding of error. He states, “If

the learner is unable or in any way disinclined to make the correction, we assume

that the form of the learner used was the one intended, and that is an error.”6 It

means that the learner cannot give the right form because they think what they use

is the correct one.

From all the statements above, the writer summarizes that error is wrong

forms of language performance in students’ work which happens regularly when

they face the same thing. The students have the lack of knowledge of it because

they do not realize what they did is an error unless other people explain about it. It

makes them cannot correct that error by themselves.

4 John Norrish, Language Learners and their Errors, (London: Macmillan Press, 1983), p. 7. 5 Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory

Course,3rd edition (New York: Routledge, 2008), p. 102. 6 James, op.cit, 1998., p. 78.

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wrong one.








is the correct one.








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2. Types of Error

Error can be classified into several types. Corder in Ellis distinguishes three

types of error according to their systematicity:

a. Pres-systematic errors occur when the learner is unaware of the existence of a particular rule in the target language. These are random.

b. Systematic errors occur when the learner has discovered a rule but it is the wrong one.

c. Post-systematic errors occur when the learner knows the correct target language rule but uses it inconsistently (i.e. makes a mistake). 7 From Corder points of view, the writer assumes that these types of error made

based on the sequences of time how learners learn the language is.

According to Dulay, in the book Language two, he classifies error into

four types; error based on linguistic category, error based on surface strategy

taxonomy, error based on comparative taxonomy, and error based on

communicative effect taxonomy.8

a. Error based on linguistic category

The linguistic category taxonomy classifies errors according to either or

both the language component and the particular linguistic constituent the error

affects. Language components include phonology (pronunciation), syntax and

morphology (grammar), semantic and lexicon (meaning and vocabulary),

discourse (style). Constituents include the elements that comprise each

language components. For example;

Morphology : A ant

Syntax : He no write

While in constituents, it includes the elements that comprise each

language components. For example within syntax, one may ask whether the

error is the main or subordinate clause, which constituent is affected.9

7 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p.

51. 8 Heidi Dullay, et al, Language Two, ( New York: Oxford University Press, 1982) pp. 146—

189. 9 Ibid. pp. 147—148.

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b. Error based on surface strategy taxonomy

This type of error which has four subtypes. They are;

1) Omission

It is an error which happens because a learner does not put the

needed morphemes in his/her sentence. The morphemes which disappear

are from the content morpheme and grammatical morpheme. For

example in the sentence;

Content morpheme : (Budi) is a (leader)

Grammatical morpheme : Budi (is) (a) leader.

2) Addition

This type of error is contradictive to the previous one. The character

of the error is known by the presence of an item, which must not appear

in a well-formed utterance. This error usually appears in the later stage of

L2 acquisition, when the learner has already acquired some target

language rule. E.g., “He doesn’t know my name.”

3) Misinformation

This error is characterized by the use of wrong form of the

morpheme or structure. In this error the learner supplies something

although it is incorrect. E.g., “I see a teeth.”

4) Misordering

The incorrect placement of a morpheme or a group of morpheme in

an utterance is the character of this error. E.g, “I don’t know what that

is.”

c. Error based on comparative taxonomy

The classification is made based on the comparisons between the

structure of L2 errors and certain other types of construction. To this

classification of error, there are four types of error.

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1) Omission







2) Addition






3) Misinformation




4) Misordering



is.”





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1) Development error

Development error is error similar to those made by children learning the

target language as their first language. E.g., “Mary eat the pineapple.”

2) Inter lingual error

Inter lingual error is an error similar in structure to a semantically

equivalent phrase or sentence in learner’s native language.

3) Ambiguous error

Ambiguous error is error that reflects the learner’s native language

structure. This error could be classified equally as development or inter

lingual error. E.g., “I no go to school.”

4) Other error

Other error is error that caused by the learner’s native language since the

learner used it on their second language form. E.g., “She do hungry.”

d. Error based on communicative effect taxonomy

Instead of focusing on aspect of the error themselves, the communicative

effect taxonomy concerned with the error from the perspective of their effect

on the listener or reader. The focuses are on distinguishing errors that seem to

cause miscommunication from those that do not. Error based on

communicative effect taxonomy is divided into two parts.

1) Global error

Global error hinders communication; it prevents the learners from

comprehending some aspect of messages. For instance, “we amused that

movie very much.”

2) Local error

Local error itself does not interfere with understanding of an

utterance, usually because there is only a minor violation of one segment

of a sentence. “I angry” will be local error since the meaning is apparent.

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According to Ellis in Corder, error fall into four categories, they are

omission of some required element; addition of some unnecessary or incorrect

element; selection of an incorrect element, and misordering of the elements.

Nevertheless, Corder himself adds that this classification is not enough to describe

errors. That is why includes the linguistics level of errors under the sub-areas of

morphology, syntax, and lexicon.10

Ellis maintains that “classifying errors in these ways can help us to

diagnose learners’ learning problems at any stage of their development and to plot

how changes in error patterns occur overtime.” This categorization can be

exemplified as follows:

Omission:

Morphological omission * A strange thing happen to me yesterday

Syntactical omission * Must say also the names?

Addition:

In morphology * The books is here

In syntax * The London

In lexicon * I stayed there during five years ago

Selection:

In morphology * My friend is oldest than me

In syntax * I want that he comes here.

Ordering:

In pronunciation * fignisicant for ‘significant’; *prulal for ‘prular’

In morphology * get upping for ‘getting up’

In syntax * he is a dear to me friend.11

As mentioned by some experts above, there are many types of error

according to them. The writer decides that the errors generally made by the


51. 11 Vecide Erdogan, “Contribution of Error Analysis to Foreign Language Teaching.” Journal

of the Faculty of Education in Mercin University, Vol. 1, Issue 2, December 2005, p. 264.

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Omission:



Addition:




Selection:



Ordering:









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students based on Ellis’ classifications which are: omission, addition, selection

and misordering.

3. Causes of Error

According to Richards, he distinguishes the types of error into four causes,

they are:

a. Over-generalization

Over generalization is the use of previously learned rules in new situation.

Over generalization includes instance where the learner makes a rule on the

basis of his experience of other rule in the target language.

For example: Do you go to Bali last Year?

The correct one is: Did you go to Bali last year?

b. Ignorance of rule restriction

This type of errors is the result of the failure to observe the restrictions of

existing structure, that is, the application rules to context where they do not

apply.

For example: The man who I saw him yesterday is my teacher.

The correct one is: The man whom I saw yesterday is my teacher.

c. Incomplete application of rules

This error is the result of the learner’s high motivation to achieve

communicative ability. In achieving this, learner sometimes produces

grammatical incorrect sentence.

For example: She go to school every day

The correct one is: She goes to school every day.

d. False concept hypothesized

This error is the result of the faulty comprehension of distinction in the

foreign language, sometimes this error is because of the poor gradation of

materials of teaching.12

12 Jack C Richards. Error Analysis Perspectives on Second Language Acquisition. (London: Longman group limited, 1985), pp. 174 – 178.

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According to Brown there are four causes of errors, they are:

a. Interlingual Transfer

Interlingual transfer occurs because the interference of a mother tongue

into a target language. Interlingual transfer is significant source of error for all

learners. The beginning stage of learning a second language is especially

vulnerable to interlingual transfer from the native language.

For example:

- I miss he for I miss him

b. Intralingual Transfer

Intralingual transfer is a major factor in second language learning. The

early stage of language learning is characterized by a predominance of

interference (interlingual transfer), but once learners have begun to acquire part of

the new system, more intralingual transfer-generalization within the target

language is manifested. Negative intralingual transfer, or overgeneralization has

already been illustrated in such utterances as “he good.”

c. Context of Learning

Context refers to the classroom with its teacher and its material in the case

of school learning. In a classroom context, the teacher pr the textbook can lead the

learner to make faulty hypotheses about the language. Students often make errors

because of a misleading from the teacher, faulty presentation of a structure or

word in textbook.

d. Communication of Strategies

Communication strategies were defined and related to learning style.

Learners obviously use production strategies in order to enhance getting their

message across but at times, these techniques can themselves become a source of

error. In other hand, Ellis mentions three sources of error which are known by

error of omission, overgeneralization error and transfer error.13

1) Error of Omission. For example, learners leave out the article ‘a’ and ‘the’ and

leave the –s of plural nouns.

13 Brown, op.cit., 2007., p. 223.

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For example:














word in textbook.









13 Brown, op.cit., 2007., p. 223.

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2) Overgeneralization Error. Learners overgeneralize forms that they find easy to

learn and process. (The learner processes new language data in his mind and

procedures rules for its production, based on the evidence). For example, the

use of ‘eated’ in place of ‘ate.’

3) Transfer Error; reflect learners’ attempts to make use of their L1 knowledge. 14

While Hubbard proposed slightly different names;

a. A mother-tongue interference

Although young children appear to be able to learn a foreign language

quite easily and to reproduce new sound very effectively, older learners

experience considerable difficulty. The sound system (phonology) and the

grammar of the first language impose themselves on the new language and this

lead to “foreign” pronunciation, faulty grammatical patterns and, occasionally, to

the wrong choice of vocabulary.

b. Overgeneralization

The mentalist theory claims that errors are inevitably because they reflect

various stages in the language development of the learner. It claims that the

learner process new language data in his mind and produces rules for its

production, based on the evidence only partial, such us rules may produce

incorrect pattern.

c. Errors encouraged by teaching material or method

The teaching material or method can also contribute to the student’s errors.

Unfortunately, these errors are much more difficult to classify, as Pit Corder

admits this: “… it is, however, not easy to identify such errors except in

conjunction with a close of the materials and teaching technique to which the

learner has been exposed. This is probably why so little is known about them.” 15

The writer concludes that there are three sources of error according to

Hubbard et.al. They are mother-tongue interference which actually same with the

“interlingual” term from Brown, overgeneralization which caused by the

insufficient knowledge of the learners about the rule of their target language, and

14 Brown, op.cit., 2007., pp. 223—226. 15 Hubbard, et.al., op.cit., 1983., pp. 140—144.

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the last source is errors encouraged by teaching material or method which similar

with what Brown named “context of learning.”

The writer summarizes what some experts have explained above. As a

whole, there are three main sources of errors. First, error happens because the

influence of the student’s mother language is called interlingual. Second, error

happens because the target language itself is called intralingual. Third, error

happens because the influence of the process in teaching and learning when the

teachers explain the language.

4. Differences Between Mistake and Error

Learning a language is fundamentally process that involves making of

mistakes or errors. The mistakes include with vocabulary items, grammatical

pattern and sound patterns as well.

Based on Corder in Susan and Larry, “mistakes are akin to slips of the

tongue. That is, they are to recognize it as mistake and correct it if necessary. An

error, on the other hand, is systematic. That is, it is likely to occur repeatedly and

is not recognized by the learner as an error.”16 It means that an error is something

that learner do not realize it and always occur, and mistake is something that

learner can correct it if needed because they know where the wrong on their work

is.

According to Hubbard et.al, “Error caused by lack of knowledge about the

target language (English) or by incorrect hypotheses about it; and mistakes caused

by temporary lapses of memory, confusion, slip of the tongue and so on.”17 Based

on the statements above, error can appear due to the insufficient knowledge or the

inappropriate rule about the language being learned; while mistake happens

because of the learner forget about the rule or their carelessness when do the

work.

Furthermore, Brown explains that; A mistake refers to performance error

that is either a random guess or a “slip” in that it is a failure to utilize a known

16 Gass and Selingker, loc.cit. 17 Hubbard, loc.cit.

16



















is.







work.




17

system correctly. All people make mistakes, in both native and second language

situation. While error is a noticeable deviation from the adult grammar of a native

speaker, reflects the competence of the learner and an error that reveals of a

portion of the learner’s competence in the target language. 18

Corder made a distinction between a mistake and error. Whereas a mistake

is a random performance slip caused by fatigue, excitement, etc., and therefore

can be readily self-corrected, an error is systematic deviation made by learners

who have not yet mastered the rules of the L2. A learner cannot self-correct an

error because it is a product reflective of his or her current stage of L2

development, or underlying competence. 19

Fisiak distinguished between error and mistake as follows: “mistakes are

deviations due to performance factors such as memory limitations (e.g., mistakes

in the sequence of tenses and agreement in long sentences), spelling,

pronunciations, fatigue, emotional strain, etc. errors, on the other hand, are system

a given stage of learning.”20

According to the understanding of mistakes and error above, it can be

distinguished the difference between mistakes and errors. Mistakes are

unsystematic of production which the students could correct their own mistakes if

their attention in focus and they realize what mistakes that they had done. In the

opposite, students do not understand that they had done and consistently do the

same error. They find it so hard to correct the errors they made. Furthermore, a

mistake can be self-corrected by the students but an error cannot be self corrected

by the students.

18 Brown, op.cit, 2007, p. 257. 19 Diane Larsen-Freeman and Michael H. Long, An Introduction to Second language

Acquisition Research, (London: Longman, 1991), p. 59. 20 Jack Fisiak, Constractive Linguistics and the Language Teacher, (New Jersey: Prentice

hall,Inc, 1987), p. 205.

18

B. Error Analysis

1. Understanding of Error Analysis

There are many understanding of error analysis that is suggested by some

experts. According to Gass and Selingker, “Error analysis is a type of linguistic

analysis that focuses on the errors learners make.”21 It means that error analysis is

a kind of linguistic analysis that concentrates on the errors made by learners.

Brown states that “error analysis is the fact that learners do make errors

and that these errors can be observed, analyzed, and classified to reveal something

of the system operating within the learner, led to a surge of study of learner’s

errors.”22 It implies that error analysis is a procedure including observing,

analyzing and classifying the errors on the second language rules and disclosing

systems controlled by the learners.

Meanwhile, according to James, “error analysis is the process of

determining the incidence, nature, causes and consequences of unsuccessful

language.”23 In other words, error analysis is the procedure to decide the

occurrence, nature, reasons and results of failed-learning of a language.

Based on some definitions above, it can be concluded that error analysis is

a type of analysis which includes the process of observing, analyzing and

classifying the errors on the second language rules and disclosing systems

controlled by the learners. It also can be said as way to investigate the error made

by students to get some important data about students’ difficulty in learning a

language. It is believed by knowing more detail about problems faced by the

students and solve it, the teacher will improve their teaching to avoid their

students in making the same error again.

2. The Procedure of Error Analysis

Ellis states that there are five steps in conducting an error analysis, they are:

1. Collecting of a sample of learner language

21 Gass and Selingker, op.cit., 2008, p. 102. 22 Brown, op.cit., 2007, p. 259. 23 James, op.cit., 1998, p. 1.

18

B. Error Analysis




























19

The type of data collected can have a marked effect on the result of an

error analysis, as a result of the different production processes which they

typically involve. For example, Logoco found differences in the number and

type of errors in samples of learner language collected by means of free

composition, translation, and picture composition.24

2. Identification of Errors

The definition of ‘error’ is problematic, as James admits. The difficulty

centers on a number of issues. The first is whether grammatically (i.e. well-

formedness) or acceptability should serve as criterion. An utterance may be

grammatically correct but pragmatically unacceptable. ‘I want to read tour

newspaper’ addressed a complete stranger is grammatical but pragmatically

unacceptable.25

3. Description of Errors

The description of errors involves a comparison of the learner’s

idiosyncratic utterance with a reconstruction of those utterances in the target

language or, more recently, with a baseline corpus of a native-speaker

language.26 Ellis also describes the category of errors as seen in the table

below:

Table 2.1

The Category of Errors

Category Description Example

Omission

The absence of an item that must appear in a well-formed utterance

She sleeping

Addition

The presence of an item that must not appear in well-formed utterance

We didn’t went there

Misinformation

The use of the wrong form of the morpheme or structure

The do dated the chicken

24 Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University

Press, 2008), p. 46. 25 Ibid.,pp. 47—48. 26 Ibid.

20

Misordering

The incorrect placement of a morpheme or group of morpheme in an utterance

What daddy is doing?

4. Explanation of Errors

Explanation is concerned with establishing the source of the errors, i.e.

accounting for why it was made. This stage is the most important for SLA

research as it involves an attempt to establish the processes responsible for L2

acquisition.

5. Evaluating of Errors

Error evaluation involves a consideration of the effect that errors have on

the person (s) addressed. This effect can be gauged either the terms of the

addressee’s effective response to the errors. Error evaluation studies

proliferated in the late 1970s and in the 1980s, motivated quite explicitly by a

desire to improve language pedagogy.27

3. Goals of Error Analysis

According to Gass and Selingker “the goal of error analysis is clearly one

of pedagogical remediation.”28 It implies that the aim of analyzing error is

evidently educational remediation.

Norrish states that “Error analysis can give a picture of the type of

difficulty learners are experiencing. If carried out on a large scale such a survey, it

can be helpful in drawing up a curriculum.”29 It means that an error analysis can

give useful information about new class. In a class-or country-with different first

languages, it can indicate problems common to all and problems to particular

groups.

Whereas, Corder in Fisiak’s book makes two different purpose of error

analysis: applied and theoretical purpose. The applied purpose of error analysis is

yields valuable insights into the nature of the intermediate ‘functional

communicative systems’ or languages constructed by them. Meanwhile, the

27 Ibid., p. 56. 28 Gass and Selingker, op.cit 2008, p. 103. 29 Norrish, op.cit, 1998., p. 80.

20

Misordering







acquisition.
















groups.






21

theoretical purpose of error analysis is to present insight into process of acquiring

learner’s language.30

The most typical use of the analysis of the error is the teachers. It is

designing pedagogical material and strategies. Dullay states that studying

students’ errors serves two major purposes:

a. It provides data from which inferences about the nature of the language

learning process can be made.

b. It indicates to teachers and curriculum developers which part of the target

language students have most difficulty producing correctly and which errors

types detract most from a learner’s ability to communicate effectively.

According to Fisiak, there are four goals of error analysis, they are:

1. Determining the sequence of presentation of target item in text book and

classroom, with the difficult item following the easier one;

2. Deciding the relatives degree of emphasis, explanation and practice require and

putting across various items in the target language;

3. Devising remedial lesson and exercise;

4. Selecting items for testing the learners’ proficiency.

C. Grammar

1. Understanding of Grammar

Penny Ur notes that “Grammar is defined as words are put together to

make correct sentences it does not only affect how the units of words are

combined in order to make correct sentences but also affects their meaning.”31

According to Thornburry “Grammar is partly the study of what forms (or

structure) are possible in language. Traditionally, grammar has been concerned

almost exclusively with analysis at the level of the sentence formed rules that

govern how a language’s sentences are formed.”32 In conclusion, grammar is a

30 Jack Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon Press,

1981), p. 225. 31 Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge

University Press, 1996), p. 75. 32 Scott Thornburry, How to Teach Grammar, (London: Longman, 1999), p. 1.

22

field of linguistic that involves all the various things that make up the rules of

language.

2. Types of Grammar

Grammar may be separated into two common broad categories: descriptive

and prescriptive. Both views of grammar are in wide use, although in general,

linguists tend towards a descriptive approach to grammar, while people are

teaching a specific language; English, might tend towards a more perspective

approach.33

David Crystal lists six types of grammar: descriptive grammar,

pedagogical grammar, perspective grammar, reference grammar, theoretical

grammar, and traditional grammar.34

Kathryn Riley and Frank Parker state that there are four types of grammar;

perspective grammar is primarily interested in constructing rules of usage for the

prestige variety of a language, descriptive grammar is primarily interested in

describing the basic sentence patterns of all varieties of a language. Then,

generative grammar is primarily interested in discovering those principles of

sentence formation that are part of the human biological endowment; performance

grammar is primarily interested in the effects of context and real-time limitations

on language use.35

In the writer’s opinion, grammar can be divided into two main points;

descriptive and perspective grammar that can be broken down again into many

different points with different point of views.

33 http://www.answers.com/topic/grammar, 8 Desember 20012. 34 http://www.IIp.armstrong.edu/5800/types.html. 8 Desember 2012. 35Kathryn Riley and Frank Parker, English Grammar: Perspective, Descriptive,

Generative, Performance, (Boston: A Pearson Education Company, 1998), p. 3.

22


language.

2. Types of Grammar





approach.33











on language use.35






23

D. Reported Speech

1. Understanding of Reported Speech

Reported speech refers to reproducing the idea of another person’s words.

Not all of the exact words are used: verb forms and pronoun may change.36 It

means, if we report what another person has said, we usually do not use the

speaker’s exact words (direct speech), but reported speech (indirect) speech.

Therefore, it needs to learn how to transform direct into indirect speech. The

structure is a little different depending on whether you want to transform a

statement, question or request.

Michael Swan stated in Practical English Usage that reported speech was

to quote somebody’s words or thoughts without quoting the exact words that had

been used and connected it more closely to our own sentence.37 Moreover,

Thompson and Martinet state in A Practical English Grammar, “In indirect

speech we give the exact meaning of a remark or a speech, without necessarily

using the speaker’s exact words.”38 It means reported speech is the form we use to

speak about what others tell us. It is quite common to tell others what someone

else has told you.

It can be known from several definitions about that reported speech is to

quote somebody’s idea or thoughts without exactly repeating the exact word

produced by the speaker.

36Betty Schrampfer Azar, Fundamental of English Grammar, (UK: Prentice Hall, 1992), 2nd

ed, p. 366. 37Michael Swam, Practical English Usage, (Oxford University Press, 1980), p. 533. 38A.J. Thompson and A.V. Martinet, A Practical English Usage, (New York: Oxford

University Press, 1986), 4th ed, p. 269.

24

2. Kinds of Reported Speech

When one wishes to report what someone else says or has said (thinks or

has thought) or what one said or thought on a previous occasion oneself; two ways

are open to one, either to give the exact words: direct speech, or to adapt the

words according to the circumstances in which they are new quoted: indirect

speech.39 In other word, there are two main ways of reporting people’s words,

thoughts, and beliefs:

a. Direct Speech

It may be given the exact words (more or less) that were said, or

imagine that were thought. This kind of structure is called “direct speech”.

Direct speech conveys exactly what someone has said, often to dramatize and

to create sense immediacy. It is found in newspaper reports, fiction, and oral

narratives40.

Example: So he said, ‘I want to go home,’ and just walked out. Did she say, ‘What do you want?’41

It uses quotation marks when it quotes direct speech. Single quotation

marks (‘...’) are more common in British English, and double quotation marks

(“...”) in American English.

In direct speech, usually the words quoted are introduced by one of

the words say or think, put before the quotation. In writing, quotation marks

(‘...’ or “...”) are used. In literary writing, a large number of other verbs are

used (to add variety and to give additional information); for example; ask,

exclaim, suggest, reply, cry, reflect, suppose, grunt, snarl, hiss, and whisper.

b. Indirect Speech

It can be made a speaker’s words or thoughts part of his sentence,

using conjunction (e.g that), and changing pronouns, tenses and other words

39Otto Jespersen, Essential English Grammar, (London: George Allen & Unwin Ltd

Publisher, 1954), p.260. 40Martin Parrot, Grammar for English Language Teacher, (London: Cambridge University

Press, 2000), p. 217. 41Michael Swam, Practical English Usage, (Oxford University Press, 1995), p. 500.

24








a. Direct Speech





narratives40.










b. Indirect Speech






25

where necessary. This kind of structure is called ‘indirect speech’ or ‘reported

speech’

Example:

So he said that he wanted to go home, and just walked out.

Did she just ask what I wanted?

Commas are not put before that, what, where, etc in indirect speech

structures.

Example:

Everybody realised that I was a foreigner.

(NOT Everybody realised that,...).

Reported speech is used when it is interested not in the words that

someone has chosen, but in the essential information they conveyed. It is often

used far fewer words to report this than were originally spoken. Reported speech

is found in newspaper reports, fiction, talking, or writing about conversation,

reports, articles or speeches that have been heard or read.42

In reported speech, the tenses, word-order, pronouns and other words may

be different from those in the original sentence.

Example:

Direct speech Reported speech

He said, ‘I am going home.’ He said he was going home.

‘Is it raining?’ He asked if it was raining

He said ‘I love you.’ He said he loved me. 43

To indicate that it is quoting or reporting what someone has said or

thought is by using a reporting verb. Every reporting clause contains a reporting

verb.44 The most neutral and most common verbs to use to introduce what are

reported are say and tell, and choosing between these verbs often poses a problem

to learners. Say is never followed by an indirect object (e.g. him, us, them, my

sister), whereas it has to use an indirect object after tell. It is better to choose to

tell when to draw attention specifically to the person who is being addressed.

42 Martin Parrot, loc. cit. 43 Michael Swan, op. cit., pp.533—534. 44 John Sinclair, Collins Cobuild Grammar, (London: Harper Collins, 1990), p. 314.

26

Example:

He said (that) he was ill. He told me (that) he was ill.45

Here is a list of reporting verbs which can be used to report what people

say:46

Table 2.2

The List of Reporting Verbs

Acknowledge Add Admit Advise Agree Announce Answer Argue Ask Assert Assure Beg Begin Boast Call Complain

Concede Confess Confirm Continue Convince Cry Declare Demand Deny Describe Direct Discuss Dispute Enquire Explain

Imply Inform Inquire Insists Instruct Invite Maintain Mention Mumble Murmur Mutter Note Notify Object observe Order

Predict Proclaim Promise Prophesy Propose Reassure Recall Recite Recommend Record Refuse Remark Remind Repeat Reply Report Request

Say Scream Shout Shriek State Stipulate Suggest Swear Teach Tell Threaten Urge Vow Wail Warn Yell

The following table is some common changes in expression of time in

indirect speech:47

Table 2.3

The Common Changes of Expression Time

Direct Speech Indirect Speech

Today That day

Yesterday The day before

The day before yesterday Two days before

Tomorrow The next day/the following day

45 Martin Parrot, op. cit., pp. 217—218. 46 Sinclair, op. cit., p. 315. 47 A.J. Thomson & A.V. Martinet, op. cit., pp. 274—275.

26

Example:



say:46

Table 2.2








indirect speech:47

Table 2.3



Today That day





27

The day after tomorrow In two days’ time

Next week/year, etc. The following week/year, etc.

Last week/year, etc. The previous week/year, etc.

A year, ago, etc. A year before/ the previous year

But if the speech is made and reported on the same day these time changes

are not necessary.

Example:

At breakfast this morning he said, ‘I’ll be very busy today’

At breakfast this morning he said that he would be very busy today.

3. The Transformational Rules from Direct Question into Indirect Question

Reported question is used when people want to relate a question that

someone has asked.48 As well as reporting what someone says or thinks, it can be

also reported a question that one asks or wonders about.

John Sinclair states in Collins Cobuild Grammar, “Questions in report

structures are sometimes called reported question or indirect questions. There two

main types of report structure for questions. One type of questions is called a

‘yes/no’ question. These are questions which can be answered simply with ‘yes’

or ‘no’. The other type of question is called a ‘wh’-question. These are questions

in which someone asks for for information about an event or situation. ‘Wh’-

questions cannot be answered with ‘yes’ or ‘no’.49 The most common verbs for

reporting questions are ask and want to know. Ones also use inquiry for formal

question and wonder for ask oneself.50

When one reports a ‘yes/no’ questions, he/she uses an ‘if’-clause

beginning with the conjunction ‘if’, or a ‘whether’-clause beginning with the

conjunction ‘whether’. ‘If’ uses when the speaker has suggested one possibility

48 http://.www.bbc.co.uk 25 april 2010. 49 John Sinclair, op. cit., pp. 322—323. 50Mark Folley & Diane Hall, Longman advanced learner’s Grammar, (Pearson Education

Limited : 2003), p. 114.

28

that may be true. Meanwhile, ‘whether’ uses when the speaker has suggested one

possibility but has left open the question of other possibilities.51

On the other hand, when one reports a ‘wh’ question, he/she uses a ‘wh’

word at the beginning of the reported clause. There are a few verbs which can be

used before clauses beginning with ‘wh’ words, because they refer to knowing,

learning, or mentioning one of the circumstances of an event or situation.

Here is a list of verbs which can be used before clauses beginning with ‘wh’-

words:52

Table 2.4 The Verbs Used before Clauses Beginning ‘WH’- Words

Decide Forget Realize Suggesst

Describe Guess Remember Teach

Discover Imagine Say Tell

Discuss Know See Think

explain Learn Wonder Understand

And the following are the form of grammar rules for reported question:

1) Normal word order is used in reported questions, that is, the subject

comes before the verb, and it is not necessary to use 'do' or 'did':

Example: “Where does Peter live?”

She asked him where Peter lived.

2) Yes / no questions: This type of question is reported by using ask + if

/ whether + clause:

Example: "Do you speak English?"

He asked me if I spoke English.

"Are you British or American?"

He asked me whether I was British or American.

51 John Sinclair, loc. cit. 52 Ibid.

28








words:52













/ whether + clause:






29

3) Question words: This type of question is reported by using ask +

question word + clause. The clause contains the question, in normal

word order and with the necessary tense change.

Example: "What is your name?" he asked me.

He asked me what my name was.

"How old is your mother?” he asked.

He asked how old her mother was.53

Note: When someone reports questions with ‘who, what or which’

+ to be+ complement, the verb ‘to be’ can come before or after the

complement.54

The other changes to note when one reports the question is that there is no

inversion (or change of the word order) of subject and verb in reported speech and

no do/does/did when the question is reported.55 On the contrary, do can be used in

indirect negative questions, as a negative auxiliary.

In addition, when someone reports another person’s words in indirect

question, he/she often has to change the tenses and pronouns used in the direct

question.

53 http://www.edufind.com 2 November 2012 54 http://www.eslbase.com 12 Desember 2012 55 http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit, 2 November 2012

30

Here is a list of characteristic changes in tense forms:56

Table 2.5 The Characteristics Changes in Tense

Direct Question Indirect Question

Simple Present

‘What is the matter?’

Simple Past

She asked me what the matter was

Simple Past

‘How did you make this

salad?’

Past Perfect

I wondered how she had made that

salad.

Present Perfect

‘Have you bought a new

outfit for it?’

Past Perfect

She wondered whether I had

bought a new outfit for it.

Present Progressive

‘Where are you going?’

Past Progressive

I wanted to know where she was

going.

Future

‘Will you be in Paris on

Monday?’

Conditional

He asked me if I would be in Paris

on Monday.

Here is some common change in pronouns and possessive adjectives:57

Table 2.6

The Changes of Pronoun and Passive Adjectives Direct Question Indirect Question

I He or she

Me Him or her

My His or her

we They

56 http://www.athabascau.ca/courses/engl. 12 Desember 2012 57 Martin Parrot, op. cit., p. 223.

30




Simple Present


Simple Past


Simple Past


salad?’

Past Perfect


salad.

Present Perfect


outfit for it?’

Past Perfect



Present Progressive


Past Progressive


going.

Future


Monday?’

Conditional


on Monday.


Table 2.6


I He or she

Me Him or her

My His or her

we They


31

Then, pronouns and possessive adjectives, of the 1st and 2nd persons, are

all turned into the 3rd persons in the indirect form, as follows:

a. I, you, (singular) my, your become he, she, his, her, their.

b. We, you (plural), our, your become they, their.

In addition, when one reports the question, the word order is generally the

same as that of statements.58 Reported questions do not have the same word –

order (auxiliary verb before subject) as direct questions often have. Do and

question mark are not used.

Example: ‘Do you have the time, please?’

Someone asked me if I had the time.59

58 Ibid. 59 Michael Swan, loc. cit., p. 536.

7

CHAPTER II


A. Error





















1983), p. 134.

7

CHAPTER II


A. Error





















1983), p. 134.

8





wrong one.








is the correct one.








9

2. Types of Error


















Morphology : A ant







189. 9 Ibid. pp. 147—148.

9

2. Types of Error


















Morphology : A ant







189. 9 Ibid. pp. 147—148.

10



1) Omission







2) Addition






3) Misinformation




4) Misordering



is.”





11







3) Ambiguous error




4) Other error









1) Global error



movie very much.”

2) Local error




11







3) Ambiguous error




4) Other error









1) Global error



movie very much.”

2) Local error




12











Omission:



Addition:




Selection:



Ordering:









13


and misordering.

3. Causes of Error


they are:










apply.














13


and misordering.

3. Causes of Error


they are:










apply.














14







For example:














word in textbook.









13 Brown, op.cit., 2007., p. 223.

15



















incorrect pattern.












15



















incorrect pattern.












16



















is.







work.




17























by the students.



hall,Inc, 1987), p. 205.

17























by the students.



hall,Inc, 1987), p. 205.

18

B. Error Analysis




























19












unacceptable.25






below:

Table 2.1



Omission


She sleeping

Addition



Misinformation





19












unacceptable.25






below:

Table 2.1



Omission


She sleeping

Addition



Misinformation





20

Misordering







acquisition.
















groups.






21


















C. Grammar












21


















C. Grammar












22


language.

2. Types of Grammar





approach.33











on language use.35






23

D. Reported Speech
















else has told you.







23

D. Reported Speech
















else has told you.







24








a. Direct Speech





narratives40.










b. Indirect Speech






25


speech’

Example:




structures.

Example:










Example:













25


speech’

Example:




structures.

Example:










Example:













26

Example:



say:46

Table 2.2








indirect speech:47

Table 2.3



Today That day





27






are not necessary.

Example:




















Limited : 2003), p. 114.

27






are not necessary.

Example:




















Limited : 2003), p. 114.

28








words:52













/ whether + clause:






29










complement.54







question.


29










complement.54







question.


30




Simple Present


Simple Past


Simple Past


salad?’

Past Perfect


salad.

Present Perfect


outfit for it?’

Past Perfect



Present Progressive


Past Progressive


going.

Future


Monday?’

Conditional


on Monday.


Table 2.6


I He or she

Me Him or her

My His or her

we They


31












31












32

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The writer did his research at the first year students of SMA Islamiyah

Sawangan that is located on Jl. Raya Muchtar No. 136 Sawangan-Depok. It was

held from April, 08th —13th 2013.

It was begun by observation. In the first day, he came to school and asked

for permission to the headmaster to do the research. Then, he administered the test

about changing direct into indirect speech to the first year students in the school.

After the data collected, he analyzed it based on the procedure of error analysis

which based on Ellis, they are collecting a sample of learner language,

identification of errors, description of errors, explanation of errors, and the last

was evaluating of errors.1

Finally, he interviewed the English teacher and some students in the

school related to the teaching learning process.

B. Research Design

The writer used the descriptive analysis method in form of qualitative

research and used the procedures of error analysis. As Bogdan and Biklen state

that qualitative is descriptive that data collected take the form of words or pictures

rather than a numbers.2

The method was intended to analyze problems or cases occurred. Next, it

involves identifying, analyzing, classifying data, and reconstructing the error and

also interpreting data. Lastly, report descriptively the errors made by the students

in the test of changing direct into indirect speech. On the final step, the writer had

to conclude the result of the research.


Press, 2008), p. 46. 2 Robert, C. Bogdan, and Sari Knopp Biklen, Qualitative Research for Education 5th

Edition An Introduction to Theories and Methods, (Boston: Pearson Education, Inc., 2006), p. 5.

33

C. Participant of the Research

In this research, the writer took the first year students of SMA Islamiyah

Sawangan which consists of two classes, X-1 and X-2. The total student is 60

students, but he used only X-1 as the respondents with 30 students. When the

writer administered the test, there were nine students who were absent. The total

of respondents became 21 students.

D. Instrument of the Research

The instruments of the research are observation, test, and interview. The

interview guide consists of 10 questions that should be answered by the English

teacher and 10 questions that should be answered by some students. Observation

guide consists of students and English teacher’s data, the writer gave the test to

the first year students of SMA Islamiyah Sawangan to find out the errors in

Reported speech. The test consists of multiple choice and filling in the blank as

the instrument of the research. For the test, there were 10 questions of multiple

choice about tenses and 10 questions of filling in the blank about pronoun.

E. Collecting Procedure

To get objective data based on the correctness that happened in the field,

the writer used some techniques of collecting data, they are:

1. Observation

It is the main technique in collecting data about teaching and learning

English in the classroom. It was conducted on March, 18th 2013. In this case,

the researcher acted as an observer who observed the teaching learning process

without being involved in the process. Therefore, this technique can be

categorized as non-participant.

2. Test

In the research, the writer used test as the instrument to get the data. It is

given to find out student’s errors in using reported speech of question and got

the students’ test score. He made the test that covered reported speech of

question. The test consists of 20 questions. It is divided into two parts; first

33

C. Participant of the Research

In this research, the writer took the first year students of SMA Islamiyah

Sawangan which consists of two classes, X-1 and X-2. The total student is 60

students, but he used only X-1 as the respondents with 30 students. When the

writer administered the test, there were nine students who were absent. The total

of respondents became 21 students.

D. Instrument of the Research

The instruments of the research are observation, test, and interview. The

interview guide consists of 10 questions that should be answered by the English

teacher and 10 questions that should be answered by some students. Observation

guide consists of students and English teacher’s data, the writer gave the test to

the first year students of SMA Islamiyah Sawangan to find out the errors in

Reported speech. The test consists of multiple choice and filling in the blank as

the instrument of the research. For the test, there were 10 questions of multiple

choice about tenses and 10 questions of filling in the blank about pronoun.

E. Collecting Procedure

To get objective data based on the correctness that happened in the field,

the writer used some techniques of collecting data, they are:

1. Observation

It is the main technique in collecting data about teaching and learning

English in the classroom. It was conducted on March, 18th 2013. In this case,

the researcher acted as an observer who observed the teaching learning process

without being involved in the process. Therefore, this technique can be

categorized as non-participant.

2. Test

In the research, the writer used test as the instrument to get the data. It is

given to find out student’s errors in using reported speech of question and got

the students’ test score. He made the test that covered reported speech of

question. The test consists of 20 questions. It is divided into two parts; first

34

consists of 10 questions asking the students to change the direct into indirect

with the suitable tenses. The second part consists of other 10 questions directing

the students to complete the sentences by filling in the blank spaces with the

suitable pronouns. The test was made by the writer based on the possibilities of

errors; omission, addition, misinformation, misordering.

3. Interview

For reinforcing the data, the writer interviewed the English teacher. He

asked some questions to the English teacher in the school in order to know how

the English teaching-learning process has done in the class. Next, the writer also

gave some questions to some students concerning process of English learning,

especially in learning reported speech.

F. The Technique of Data Analysis

The technique of data analysis used by the writer in this research is

qualitative and quantitative analysis. The quantitative analysis was used to count

the percentage of students’ errors. While qualitative analysis was to describe and

interpret the result of quantitative data. For getting the quantitative data, it was

describe in the table percentage and the formula as follows:

P = Percentage

F = Frequency of error occurred

N = Number of cases (total frequency)

F

P = ── X 100%

N

35

CHAPTER IV

FINDING AND INTERPRETATION A. Finding

1. The Result of Observation

The result of observation in the first grade of SMA Islamiyah Sawangan

was divided into some points. First, the first grade consists of two classes; they are

X-1 and X-2. The writer took X-1 as the respondent that consists of 30 students

but when the writer did his research, there were 9 students were absent. Second,

the condition in the class was not conducive although one class consists of 30

students. Some of them made a noise and some of them, pay attention to the

teacher. Basically, the students didn’t like English subject, they stated its difficult.

They prefer listening English songs to grammar and the rules of it. Although they

didn’t like English they still enthusiast in following the teacher instructions such

as doing some assignments, homework, etc. Next, the teacher didn’t use the media

in teaching learning process but whiteboard and marker. The students often felt

bored and didn’t have more motivation to memorize some vocabularies, rules of

tenses, etc.

The problems that they face above were support them to make errors in

learning direct and indirect speech. First, the students’ cause of error might be

influenced by ignorance of rule restriction found in their writing. It is cause of

error when the students cannot give the limitation of the rules of the previous

structure which the context is not appropriate. Second is false concept

hypothesized. The students made this error because they did not use the correct

rules and patterns because of their wrong understanding of the rules of reported

question. Next is over generalization. Most of students used the same rules for

different structure of the sentences. The last, it was incomplete application of rule.

This error influenced when the students did not use the complete structure for the

35

CHAPTER IV

FINDING AND INTERPRETATION A. Finding

1. The Result of Observation

The result of observation in the first grade of SMA Islamiyah Sawangan

was divided into some points. First, the first grade consists of two classes; they are

X-1 and X-2. The writer took X-1 as the respondent that consists of 30 students

but when the writer did his research, there were 9 students were absent. Second,

the condition in the class was not conducive although one class consists of 30

students. Some of them made a noise and some of them, pay attention to the

teacher. Basically, the students didn’t like English subject, they stated its difficult.

They prefer listening English songs to grammar and the rules of it. Although they

didn’t like English they still enthusiast in following the teacher instructions such

as doing some assignments, homework, etc. Next, the teacher didn’t use the media

in teaching learning process but whiteboard and marker. The students often felt

bored and didn’t have more motivation to memorize some vocabularies, rules of

tenses, etc.

The problems that they face above were support them to make errors in

learning direct and indirect speech. First, the students’ cause of error might be

influenced by ignorance of rule restriction found in their writing. It is cause of


structure which the context is not appropriate. Second is false concept

hypothesized. The students made this error because they did not use the correct

rules and patterns because of their wrong understanding of the rules of reported

question. Next is over generalization. Most of students used the same rules for

different structure of the sentences. The last, it was incomplete application of rule.

This error influenced when the students did not use the complete structure for the

36

sentence as what the rules are. The theory of the causes of errors was adopted

from Richard.1

2. The Result of Interview

To support the data of this research, the writer interviewed a teacher and

some students. The result of teacher and students’ interview was from the source

of book the teacher used many other sources but he almost made some work

books as dominant in teaching learning process. The method that used was depend

on materials such as grammar translation method (GTM), total physical response

(TPR), drilling and communicative language teaching with dialogue or text.

According to English teacher, grammar is important to improve students’ ability

in speaking, writing and reading because to make a sentence, it needs grammar

well. In teaching learning process, the students most of students were enthusiast,

they pay attention to the teacher. The facilities that support English subject were

work book, English book for the first of senior high school level language

laboratory and other resources. The problem of teaching grammar especially in

direct speech was the students confused to use the right vocabularies in tenses,

they sometime forgot the rules. One of the solutions was asking them to memorize

the changing of some verbs and review some materials that have taught before.

The errors that usually happened were the change of tenses in direct and indirect

speech. The method to correct the errors in teaching learning process was if the

students finished their work, the result was discussed together and some students

being asked to write down the right answers in front of the class.

Some students assumed that English is difficult. Most of them don’t like

English. The method of learning English that used by some students were

memorize vocabularies especially the difficult words, memorize forms of tenses.

Beside English textbooks, they have English story book as other resource. Among

four English skills, most of them like listening skill because they like to listen

English songs. They said they didn’t understand well of direct speech because

1 Jack C Richards. Error Analysis Perspectives on Second Language Acquisition. (London:

Longman group limited, 1985), pp. 174 – 178.

37

they felt difficult to distinguish betweendirect and indirect speech especially in the

change of tenses itself. In teaching direct and indirect speech, the teacher gave the

explanation of the forms and the rules first then gave some examples and finally

the teacher gave some assignment to the students. Some students stated that the

teacher didn’t use the media to support teaching learning process. She usually

used marker and whiteboard in explaining the materials. The teacher usually gave

the assignment in every meeting, furthermore she also gave homework to do in

their home. From the result of interview, it can help the writer to support other

data in causes of error that happened to the students

3. The Result of the Test

This study discussed the errors made by the First Year Students of SMA

Islamiyah Sawangan. The test was divided into two parts; part A is to test

students’ ability to change the direct question into indirect question with the

appropriate tenses. Part B is to test students’ ability to complete the sentences with

suitable pronoun. From the test, it is obtained the frequency and the percentage of

errors which are described as follows. The following table is the classification of

each item about the test of reported question into tested area.

Table 4.1

Tested area of Reported Speech and Each Item

No Reported Question Number of Item

I. Part A

Change the direct question into indirect

question with appropriate tenses:

1. Simple Present changes into Simple

Past

2. Present Continuous changes into Past

Continuous

3. Present Perfect changes into Past

Perfect

4. Present Perfect Continuous changes

1, 8, 9

4

3, 6

10

37

they felt difficult to distinguish betweendirect and indirect speech especially in the

change of tenses itself. In teaching direct and indirect speech, the teacher gave the

explanation of the forms and the rules first then gave some examples and finally

the teacher gave some assignment to the students. Some students stated that the

teacher didn’t use the media to support teaching learning process. She usually

used marker and whiteboard in explaining the materials. The teacher usually gave

the assignment in every meeting, furthermore she also gave homework to do in

their home. From the result of interview, it can help the writer to support other

data in causes of error that happened to the students

3. The Result of the Test

This study discussed the errors made by the First Year Students of SMA

Islamiyah Sawangan. The test was divided into two parts; part A is to test

students’ ability to change the direct question into indirect question with the

appropriate tenses. Part B is to test students’ ability to complete the sentences with

suitable pronoun. From the test, it is obtained the frequency and the percentage of

errors which are described as follows. The following table is the classification of

each item about the test of reported question into tested area.

Table 4.1

Tested area of Reported Speech and Each Item

No Reported Question Number of Item

I. Part A

Change the direct question into indirect

question with appropriate tenses:

1. Simple Present changes into Simple

Past

2. Present Continuous changes into Past

Continuous

3. Present Perfect changes into Past

Perfect

4. Present Perfect Continuous changes

1, 8, 9

4

3, 6

10

38

into Past Perfect Continuous

5. Simple Past changes into Past Perfect

6. Future changes into Conditional

2, 5

7

II. Part B

Fill in the blank spaces with the suitable

pronoun:

The 1st and 2nd person turn into 3rd

person;

1. My turns into Her/ His

2. You turns into He, She, They,

and Me

3. We turns into They

4. I turns into He/ She

5. Me turns into Him/ Her

1

5, 4, 3, 6, 7, 8

2

9

10

In the table 4.1, the test consists of 20 questions which are divided into

two parts. first is part A, it is consists of 10 questions. it focuses on the change of

tense, the number 1, 8, 9 concerns to the change of simple present into simple

past. in the change present continuous into past continuous is in number 4. the

number 3 and 6 in the change present perfect into past perfect. in the change

present perfect continuous into past perfect continuous is in number 10. the

number 2 and 5 in the change simple past into past perfect. in the change future

tense into condiotional is in number 7.

Then, part B consists of 10 questions. it focuses on the change of pronoun.

the number 1 concerns to the change of pronoun “My” turns into “Her/His”. in the

change of pronoun “You” turns into “He, She, They, Me” each of those pronoun

are in number 5, 4, 3, 6, 7, 8. the number 2 concerns to the change of pronoun

“We” turns into “They”. in the change of pronoun “I” turns into “He and She” in

39

number 9. The last, number 10 concerns to the change of pronoun “Me” turns into

Him or Her.

Table 4.2

Frequency of Error in Changing Tenses

No Reported Question Item

Number

Frequency

of Error

Percentage

of Error

1

Simple Present changes into Simple Past

1

8

9

3

16

15

14.28%

76.19%

71.42%

Total 3 34 161.89%

Average 53.96%

2

Present Continuous changes into Past Continuous

4 12 57.14%

Total 1 12 57.14%

Average 57.14%

3

Present Perfect changes into Past Perfect

3

6

18

19

85.71%

90.47%

Total 2 37 176.18%

Average 88.09%

4

Present Perfect Continuous changes into Past Perfect Continuous

10 19 90.47%

Total 1 19 90.47%

Average 90.47%

5 Simple Past changes into Past Perfect

2

5

13

18

61.90%

85.71%

39

number 9. The last, number 10 concerns to the change of pronoun “Me” turns into

Him or Her.

Table 4.2

Frequency of Error in Changing Tenses


Number

Frequency

of Error

Percentage

of Error

1

Simple Present changes into Simple Past

1

8

9

3

16

15

14.28%

76.19%

71.42%

Total 3 34 161.89%

Average 53.96%

2

Present Continuous changes into Past Continuous

4 12 57.14%

Total 1 12 57.14%

Average 57.14%

3

Present Perfect changes into Past Perfect

3

6

18

19

85.71%

90.47%

Total 2 37 176.18%

Average 88.09%

4

Present Perfect Continuous changes into Past Perfect Continuous

10 19 90.47%

Total 1 19 90.47%

Average 90.47%

5 Simple Past changes into Past Perfect

2

5

13

18

61.90%

85.71%

40

Total 2 31 147.61%

Average 73.80%

6

Future changes into Conditional

7 18 85.71%

Total 1 18 85.71%

Average 85.71%

The table above shows the students’ error answers in changing tense of

reported speech. It consists of 10 questions. The explanation from the table above

is that in item number 1 there are 3 error answers (14.28%), in number 2 there are 13

error answers (61.90%) and 18 error answers (85.71%) in number 3. Then, in number 4

there are 12 error answers (57.14%) and 18 error answers (85.71%) in number 5. There

are 19 error answers (90.47%) in number 6, 18 error answers (85.71%) in number 7, 16

error answers (76.19%) in number 8, 15 error answers (71.42%) in number 9 and 19 error

answers (90.47%) in number 10. The lowest percentage of error is in number 1 that is

14.28% and the highest percentage of error is in number 6 and 10 that is 90.47%.

In item number 1, there were 3 students or (14.28%) who did errors in the change

of simple present to simple past. In item number 2, there were 13 students or (61.90%)

who did errors in the change of simple past to past perfect. In item number 3, there were

18 students or (85.71%) who did errors in the change of present perfect to past perfect. In

item number 4, there were 12 students or (57.14%) who did errors in the change of

present continuous to past continuous. In item number 5, there were 18 students or

(85.71%) who did errors in the change of simple past to past perfect. In item number 6,

there were 19 students or (90.47%) who did errors in the change of present perfect to past

perfect. In item number 7, there were 18 students or (85.71%) who did errors in the

change of future to conditional. In item number 8, there were 16 students or (76.19%)

who did errors in the change of simple present to simple past. In item number 9, there

were 15 students or (71.42%) who did errors in the change of simple past to past perfect.

In item number 10, there were 19 students or (90.47%) who did errors in the change of

present perfect continuous to past perfect continuous.

41

After the writer analyzed the error frequency in the change tense in reported

question he would like to analyze the error frequency in the change of pronoun. The

following table is the error frequency in the change of pronoun in reported question.

Table 4.3

Frequency of Error in Changing Pronoun in Reported Speech


Number

Frequency

of Error

Percentage of

Error

1

My turns into Her/ His 1 1 4.76%

Total 1 1 4.76%

Average 4.76%

2

You turns into He, She, They,

and Me

5

4

3

6

7

8

8

13

16

4

10

8

38.09%

61.90%

76.19%

19.04%

47.61%

38.09%

Total 6 59 280.92%

Average 46.82%

3

We turns into They 2 5 23.80%

Total 1 5 23.80%

Average 23.80%

4

I turns into He/ She 9 18 85.71%

Total 1 18 85.71%

Average

5 Me turns into Him/ Her 10 0 0

Total 1 0 0

Average 0

41

After the writer analyzed the error frequency in the change tense in reported

question he would like to analyze the error frequency in the change of pronoun. The

following table is the error frequency in the change of pronoun in reported question.

Table 4.3

Frequency of Error in Changing Pronoun in Reported Speech


Number

Frequency

of Error

Percentage of

Error

1

My turns into Her/ His 1 1 4.76%

Total 1 1 4.76%

Average 4.76%

2


and Me

5

4

3

6

7

8

8

13

16

4

10

8

38.09%

61.90%

76.19%

19.04%

47.61%

38.09%

Total 6 59 280.92%

Average 46.82%

3

We turns into They 2 5 23.80%

Total 1 5 23.80%

Average 23.80%

4

I turns into He/ She 9 18 85.71%

Total 1 18 85.71%

Average

5 Me turns into Him/ Her 10 0 0

Total 1 0 0

Average 0

42

The Table 4.3 above shows about the students’ error answers in the change

of Pronoun in Reported Question. It consists of 10 questions. The explanation

from the table above is that in item number 1 there are 1 error answers (4.76%). In

number 2 there are 5 error answers (23.80%) and 16 error answers (76.19%) in

number 3. Then, in number 4 there are 13 error answers (61.90%) and there are 8

error answers (38.09%) in number 5. There are 4 error answers (19.04%) in

number 6, 10 error answers (47.61%) in number 7, 8 error answers (38.09%) in

number 8, 18 error answers (85.71%) in number 9 and there is no error answer in

number 10. The lowest percentage of error is in number 10 that is 0% and it also

known that number 9 as the highest one with percentage 85.71%.

In item number 1, there was 1 student or (4.76%) who did error in the

change of pronoun “My turns into Her”. In item number 2, there were 5 students

or (23.80%) who did errors in the change of pronoun “We turns into they”. In

item number 3, there were 16 students or (76.19%) who did errors in the change

of pronoun “You turns into She”. In item number 4, there were 13 students or

(61.90%) who did errors in the change of pronoun “You turn into She”. In item

number 5, there were 8 students or (38.09%) who did errors in the change of

pronoun “You turns into He”. In item number 6, there were 4 students or

(19.04%) who did errors in the change of pronoun “You turns into They”. In item


pronoun “You turns into me”. In item number 8, there were 8 students or

(38.09%) who did errors in the change of pronoun “You turns into me”. In item


pronoun “I turns into Him”. In item number 10, there was no student who did

error in the change of pronoun “Me turns into Him”.

43

Table 4.4

Data Recapitulation of Error in Changing Direct into Indirect Speech

No Reported Question Frequency of

Error

Percentage of

Error

1.

2.

3.

4.

5.

6.

Part A

Simple Present changes into

Simple Past

Present Continuous changes into

Past Continuous

Present Perfect changes into Past

Perfect

Present Perfect Continuous

changes into Past Perfect

Continuous

Simple Past changes into Past

Perfect


34

12

37

19

31

18

15%

5%

16%

8%

13%

8%

1.

2.

3.

4.

5.

Part B

My turns into Her/ His


and Me

We turns into They

I turns into He/ She

Me turns into Him/ Her

1

59

5

18

0

0%

25%

2%

8%

0%

Total 234 100%

43

Table 4.4

Data Recapitulation of Error in Changing Direct into Indirect Speech

No Reported Question Frequency of

Error

Percentage of

Error

1.

2.

3.

4.

5.

6.

Part A

Simple Present changes into

Simple Past

Present Continuous changes into

Past Continuous

Present Perfect changes into Past

Perfect

Present Perfect Continuous

changes into Past Perfect

Continuous

Simple Past changes into Past

Perfect


34

12

37

19

31

18

15%

5%

16%

8%

13%

8%

1.

2.

3.

4.

5.

Part B

My turns into Her/ His


and Me

We turns into They

I turns into He/ She

Me turns into Him/ Her

1

59

5

18

0

0%

25%

2%

8%

0%

Total 234 100%

44

The chart below presents the highest to the lowest level of errors made by students

in changing Direct into Indirect Speech:

Chart 4.1. The Recapitulation of Student’s Error in changing Direct into Indirect

Speech.

After calculating the frequency of students’ error, the writer classifies

them into the types of error. Below is the table of recapitulation the types of error

in the change tense of reported question and in the change of pronoun in reported

question:

45

Table 4.5

Recapitulation of Students’ Types of Error in Changing Direct into

Indirect Speech Based on Ellis

Students Number

The Types of Error

Omission Addition Selection Misordering

1 1 3 15 4

2 1 1 10 5

3 2 2 7 5

4 - 2 12 1

5 - 2 17 2

6 2 - 11 5

7 1 2 13 4

8 2 - 16 3

9 3 2 10 2

10 1 1 16 4

11 1 2 12 1

12 3 1 12 1

13 - 3 13 7

14 1 1 13 4

15 1 1 11 6

16 - - 10 3

17 - 2 5 7

18 1 2 8 6

45

Table 4.5

Recapitulation of Students’ Types of Error in Changing Direct into

Indirect Speech Based on Ellis

Students Number

The Types of Error

Omission Addition Selection Misordering

1 1 3 15 4

2 1 1 10 5

3 2 2 7 5

4 - 2 12 1

5 - 2 17 2

6 2 - 11 5

7 1 2 13 4

8 2 - 16 3

9 3 2 10 2

10 1 1 16 4

11 1 2 12 1

12 3 1 12 1

13 - 3 13 7

14 1 1 13 4

15 1 1 11 6

16 - - 10 3

17 - 2 5 7

18 1 2 8 6

46

19 1 1 13 4

20 1 4 10 3

21 2 2 9 2

Total 25 37 270 88

The chart below presents the highest to the lowest level of types of error mostly

made by students in the change tense of reported question and in the change of

pronoun in reported question:

6% 9%

64%

21%

Omission

Addition

Selection

Misordering

Chart 4.2: The Recapitulation of Students’ Types of Error based on Ellis.

After classifying the types of error into each type, the writer would like to

describe the frequency of error in changing tense and pronoun in reported speech

from the highest to the lowest.

First, the students’ errors were misselection with 270 or 64%. For example

in number 1 part B:”Where is my umbrella?” she asked. She asked where my

umbrella was. The correct one is:”Where is my umbrella?” she asked. She asked

where her umbrella was. This error happened when the students get the wrong in

select the form.

47

Second is misordering with 88 or 21%. The example in number 3 part A:

The mother asked me whether had I turned the lamp off. The correct one is: The

mother asked me whether I had turned the lamp off. This error is characterized by

the incorrect placement of morpheme.

Next is addition with 37 or 9% error answers. For example in number 2

part A: The detective asked him the suspect who had owned that revolver. The

correct one is: The detective asked the suspect who had owned that revolver. It is

kind of error that characterized by the presence of an item which must not appear

in well.

The last is omission (25 or 6%). For example in number 4 part A: His

secretary asked him whether he leaving that day or the next day. The correct one

is: His secretary asked him whether he was leaving that day or the next day. This

error is characterized by morpheme or word which must appear in well.

From the recapitulation result, the writer not only classifies the types of

students’ error in the change tense and in the change of pronoun in reported

question, but the writer is also find the causes of students’ error that might be the

factor in their written test. The causes of error were described as follow:

Table 4.6

Recapitulation of Students’ Causes of Error in Changing Direct into Indirect

Speech

Students Number

The Causes of Error

Over generalization

Ignorance of rule restriction

Incomplete application of

rules

False concept hypothesized

1 4 13 4 2

2 2 7 3 5

3 2 6 3 5

4 3 11 1 -

47

Second is misordering with 88 or 21%. The example in number 3 part A:

The mother asked me whether had I turned the lamp off. The correct one is: The

mother asked me whether I had turned the lamp off. This error is characterized by

the incorrect placement of morpheme.

Next is addition with 37 or 9% error answers. For example in number 2

part A: The detective asked him the suspect who had owned that revolver. The

correct one is: The detective asked the suspect who had owned that revolver. It is

kind of error that characterized by the presence of an item which must not appear

in well.

The last is omission (25 or 6%). For example in number 4 part A: His




From the recapitulation result, the writer not only classifies the types of

students’ error in the change tense and in the change of pronoun in reported

question, but the writer is also find the causes of students’ error that might be the

factor in their written test. The causes of error were described as follow:

Table 4.6

Recapitulation of Students’ Causes of Error in Changing Direct into Indirect

Speech

Students Number

The Causes of Error

Over generalization

Ignorance of rule restriction

Incomplete application of

rules

False concept hypothesized

1 4 13 4 2

2 2 7 3 5

3 2 6 3 5

4 3 11 1 -

48

5 6 9 1 5

6 2 8 5 3

7 4 10 2 4

8 2 13 4 2

9 3 8 4 2

10 3 12 2 5

11 2 10 - 7

12 5 6 - 6

13 5 12 5 1

14 4 8 3 4

15 1 9 3 6

16 - 9 1 3

17 4 4 - 6

18 2 6 2 7

19 3 12 4 1

20 1 8 4 6

21 3 8 2 2

Total 70 210 58 89

49

The chart below presents the highest to the lowest level of causes of error mostly



Chart 4.3: Recapitulation of Students’ Causes of Error in Changing Direct into

Indirect Speech Based on Richard

Based on the Table 4.6 and the Chart 4.3 above, the writer would like to

describe from the highest to the lowest frequency occurred in the students’ error in

their written test. First, the students’ cause of error might be influenced by

ignorance of rule restriction found in their writing with 210 or 49%. It is cause of


structure which the context is not appropriate. For example, in number 1 part

B:”Where is my umbrella?” she asked. She asked where my umbrella was. The

correct one is:”Where is my umbrella?” she asked. She asked where her umbrella

was. This error happened when the students get the wrong in select the form. They

did misselection.

Second is false concept hypothesized with 89 or 21%. The students made

this error because they did not use the correct rules and patterns because of their

wrong understanding of the rules of reported speech. From data interview, most of

them don’t like English. They said that they didn’t understand well of reported

49

The chart below presents the highest to the lowest level of causes of error mostly



Chart 4.3: Recapitulation of Students’ Causes of Error in Changing Direct into

Indirect Speech Based on Richard

Based on the Table 4.6 and the Chart 4.3 above, the writer would like to

describe from the highest to the lowest frequency occurred in the students’ error in

their written test. First, the students’ cause of error might be influenced by

ignorance of rule restriction found in their writing with 210 or 49%. It is cause of


structure which the context is not appropriate. For example, in number 1 part

B:”Where is my umbrella?” she asked. She asked where my umbrella was. The

correct one is:”Where is my umbrella?” she asked. She asked where her umbrella

was. This error happened when the students get the wrong in select the form. They

did misselection.

Second is false concept hypothesized with 89 or 21%. The students made

this error because they did not use the correct rules and patterns because of their

wrong understanding of the rules of reported speech. From data interview, most of

them don’t like English. They said that they didn’t understand well of reported

50

speech because they felt difficult to distinguish between direct and indirect

speech. In teaching direct and indirect speech, the teacher didn’t give clear

explanation. Some students stated that the teacher didn’t use the media to support

teaching learning process. She usually only used marker and whiteboard in

explaining the materials.

Next is over generalization (70 or 16%). Most of students used the same

rules for different structure of the sentences. They did misordering, for example in

number 3 part A: The mother asked me whether had I turned the lamp off. The

correct one is: The mother asked me whether I had turned the lamp off. This error

is characterized by the incorrect placement of morpheme.

The last, it was incomplete application of rule with 58 or 14%. This error

influenced when the students did not use the complete structure for the sentence as

what the rules are. They did omission, for example in number 4 part A: His




B. Interpretation

In this part, the writer shows the result of data analyzed that the types of

error in changing direct into indirect speech there were in misselection with 270 or

64%. Second, in misordering there were 88 or 21%. Next, 37 or 9% the students

made error in addition. The last, in omission there were 25 or 6% students who

made error.

The students made such errors because they still interfered by their mother

tongue. It happened because there were so many different concept of grammatical

rule in written language between the first language and the second language. In

addition, when they proceed the new language data in their mind, it also produces

a new rules, so they often over generalize about their second language rules and

ignore it. It means the teacher needs to pay more attention to the ignorance of the

rule restriction as one of the sources of error that must be recognized in second

51

language learning. For this reason, it is obvious that ignorance of rule restriction is

the major source of error in second language learning.

The students made errors in the sentence pattern errors because they

cannot determine the transformation of the sentences in reported question.

Furthermore, they did not know the meaning of the sentences that must be

changed, therefore they changed the sentences in wrong order and wrong patterns.

From the students’ written test result most of the First Year Students of SMA

Islamiyah Sawangan got the wrong in the use of reported question and the error

sentence patterns. In conclusion, they did not understand well yet in transforming

sentences of reported question.

This result of analysis, in the types of error was theoretically based on

Ellis. He states into four types` of error, they are omission, addition, selection, and

misordering.2 On the other hand, concerning the causes of error, it was

theoretically based on Richards. He distinguishes the causes of error into four

causes, they are: over generalization, ignorance of rule restriction, incomplete

application of rules and false concept hypothesized.3

2 Rod Ellis, loc. cit. 3 Richard, loc. cit.

51

language learning. For this reason, it is obvious that ignorance of rule restriction is

the major source of error in second language learning.

The students made errors in the sentence pattern errors because they

cannot determine the transformation of the sentences in reported question.

Furthermore, they did not know the meaning of the sentences that must be

changed, therefore they changed the sentences in wrong order and wrong patterns.

From the students’ written test result most of the First Year Students of SMA

Islamiyah Sawangan got the wrong in the use of reported question and the error

sentence patterns. In conclusion, they did not understand well yet in transforming

sentences of reported question.

This result of analysis, in the types of error was theoretically based on

Ellis. He states into four types` of error, they are omission, addition, selection, and

misordering.2 On the other hand, concerning the causes of error, it was

theoretically based on Richards. He distinguishes the causes of error into four

causes, they are: over generalization, ignorance of rule restriction, incomplete

application of rules and false concept hypothesized.3

2 Rod Ellis, loc. cit. 3 Richard, loc. cit.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the finding and interpretation, it can be delivered that the kinds

of error made by the first year students of SMA Islamiyah Sawangan were

misselection, missordering, addition, and omission. The highest error which most

students made was misselection; its frequency 270 or 64%. Also, the causes of

error made by the students were ignorance of rule restriction, false concept

hypothesized, over generalization, and incomplete application of rule. The most

common cause of error was ignorance of rule restriction with 210 or 49%. Based

on the description of the data above, it can be concluded that the most common

error made by the students came from misselection and the most common cause

of error that students made was derived from ignorance of rule restriction. Based

on a conclusion that the teaching of these aspects was not done successfully by the

teacher. The reason why they made errors is because of result of the failure to

observe the restrictions of existing structure that the application rules to context

where they do not apply.

B. Suggestion

By knowing the types and the causes of the students’ error, the writer

would like to give some suggestions as follow:

1. The teachers should give many exercises to the students related to

reported question.

2. The teachers should give feedback to students after correcting and

analyzing their errors.

3. The teachers should motivate the students keep learning and pay

attention the students’ difficulties during the process of learning

reported question.

4. The students have to pay attention to some aspects that are difficult for

them when they learn reported question.

53

REFERENCES Azar, Betty Schrampher. Fundamental of English Grammar, 2nd Edition.UK:

Prentice Hall, 1992. Brown, H. Douglas. Principle of Language Learning and Teaching, 5th Edition.

New York: Pearson Education, Inc., 2007. Celce, Marianne and Diane, Larsen. The Grammar Book an ESL/EFL Teacher’s

Course, 2nd Edition. New York: Heinle Publisher, 1999. Dulay, Heidi, et al. Language Two. New York: Oxford University Press, 1982. Ellis, Rod. Second Language Acquisition. New York: Oxford University Press,

2003. Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford

University Press, 2008. Erdogan, Vecide. Contribution of Error Analysis to Foreign Language Teaching,

Vol. 1, Issue 2. Journal of The Faculty of Education in Mercin University, December 2005.

Fisiak, Jack. Constractive Linguistics and the Language Teacher. New Jersey:

Prentice Hall, Inc., 1987. Folley, Mark and Diane Hall. Longman Advance Learner’s Grammar. Pearson

Education Limited, 2003. Freeman, Diane Larsen and Michael H. Long. An Introduction to Second

language Acquisition Research, London: Longman, 1991. Gass, Susan M. and Larry, Selinker. Second Language Acquisition: An

Introductory Course. 3rd Edition. New York: Routledge, 2008. Hubbard, Peter, et.al., A Training Course for TEFL. New York: Oxford

University Press, 1983. Ishida, Masachika. Error Analysis and its Significance in Second Language

Teaching: A Brief Survey of the Theoretical Aspect of Error Analysis. 現代英米研究 , 1982.

J. Hall, Eugene. Grammar for Use. Jakarta: Binarupa Aksara, 1993. James, Carl. Errors in Language Learning and Use. New York: Addision Wesley

Longman, Inc., 1998.

53

REFERENCES Azar, Betty Schrampher. Fundamental of English Grammar, 2nd Edition.UK:

Prentice Hall, 1992. Brown, H. Douglas. Principle of Language Learning and Teaching, 5th Edition.

New York: Pearson Education, Inc., 2007. Celce, Marianne and Diane, Larsen. The Grammar Book an ESL/EFL Teacher’s

Course, 2nd Edition. New York: Heinle Publisher, 1999. Dulay, Heidi, et al. Language Two. New York: Oxford University Press, 1982. Ellis, Rod. Second Language Acquisition. New York: Oxford University Press,

2003. Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford

University Press, 2008. Erdogan, Vecide. Contribution of Error Analysis to Foreign Language Teaching,

Vol. 1, Issue 2. Journal of The Faculty of Education in Mercin University, December 2005.

Fisiak, Jack. Constractive Linguistics and the Language Teacher. New Jersey:

Prentice Hall, Inc., 1987. Folley, Mark and Diane Hall. Longman Advance Learner’s Grammar. Pearson

Education Limited, 2003. Freeman, Diane Larsen and Michael H. Long. An Introduction to Second

language Acquisition Research, London: Longman, 1991. Gass, Susan M. and Larry, Selinker. Second Language Acquisition: An

Introductory Course. 3rd Edition. New York: Routledge, 2008. Hubbard, Peter, et.al., A Training Course for TEFL. New York: Oxford

University Press, 1983. Ishida, Masachika. Error Analysis and its Significance in Second Language

Teaching: A Brief Survey of the Theoretical Aspect of Error Analysis. 現代英米研究 , 1982.

J. Hall, Eugene. Grammar for Use. Jakarta: Binarupa Aksara, 1993. James, Carl. Errors in Language Learning and Use. New York: Addision Wesley

Longman, Inc., 1998.

54

Jespersen, Otto. Essential English Grammar. London: George Allen & Unwin Ltd Publisher, 1954.

Norrish, John. Language Learners and Their Errors. London: MacMillan Press

Limited, 1983. Parrot, Martin. Grammar for English Language Teacher. London: Cambridge

University Press, 2000. Richards, Jack C. Error Analysis Perspectives on Second Language Acquisition.

London: Longman group limited, 1985. Riley, Kathryn and Parker, Frank. English Grammar: Perspective, Descriptive, Generative, Performance, Boston: A Pearson Education Company, 1998. Robert, C. Bogdan, and Sari Knopp Biklen, Qualitative Research for Education

5th Edition An Introduction to Theories and Methods. Boston: Pearson Education, Inc., 2006.

Sinclair, John. Collins Cobuild Grammar. London: Harper Collins, 1990. Swam, Michael. Practical English Usage. Oxford University Press, 1995. Swam, Michael. Practical English Usage. Oxford University Press, 1980. Thompson, A.J and A.V. Martinet. A Practical English Usage, 3th Edition. New

York: Oxford University Press, 1986. Thornburry, Scott. How to Teach Grammar, London: Longman, 1999. Ur, Penny. A Course in Language Teaching Practice and Theory, London:

Cambridge University Press, 1996. http://www.athabascau.ca/courses/engl, 02 November 2012. http://www.edufind.com, 02 November 2012. http://www.eslbase.com, 02 November 2012. http://www.bbc.co.uk, 08 December 2012. http://www.answers.com/topic/grammar, 8 December 2012. http://www.usingenglish.com/glossary/reported-speech.html, 8 December 2012. http://www.IIp.armstrong.edu/5800/types.html, 8 December 2012.

55

Appendix 1

Instrument of the Test

A. Change the direct speech into indirect speech!

1. “Do you see what I see, Mary?” said the young man.

____________________________________________

2. “Who owned this revolver?” said the detective.

______________________________________

3. “Have you turned the lamp off?” said the mother.

_______________________________________

4. “Are you leaving today or tomorrow?” said his secretary.

_____________________________________________

5. “Whose car did you borrow last night?” she said to him.

_____________________________________________

6. Mandy asked us, “Have you seen the movie?”

____________________________________

7. John asked, “Will you be in Paris on Monday?”

_____________________________________

8. Bella said, “What is your new house like?”

_________________________________

9. The teacher asked, “How well does Miss Wang speak English?”

___________________________________________________

10. Anne said, “Have you been waiting for an hour?”

_______________________________________

55

Appendix 1

Instrument of the Test

A. Change the direct speech into indirect speech!

1. “Do you see what I see, Mary?” said the young man.

____________________________________________

2. “Who owned this revolver?” said the detective.

______________________________________

3. “Have you turned the lamp off?” said the mother.

_______________________________________

4. “Are you leaving today or tomorrow?” said his secretary.

_____________________________________________

5. “Whose car did you borrow last night?” she said to him.

_____________________________________________

6. Mandy asked us, “Have you seen the movie?”

____________________________________

7. John asked, “Will you be in Paris on Monday?”

_____________________________________

8. Bella said, “What is your new house like?”

_________________________________

9. The teacher asked, “How well does Miss Wang speak English?”

___________________________________________________

10. Anne said, “Have you been waiting for an hour?”

_______________________________________

56

B. Fill in the blank spaces with the suitable pronoun!

1. “Where is my umbrella?” she asked.

She asked where ______ umbrella was.

2. The women asked the receptionist, “Where can we find the director’s office?”

The women asked the receptionist where _______ could find the director’s office.

3. I said to her, “Do you understand that lesson?”

He asked her if _______ understand that lesson.

4. “Where have you been?” the mother asked her daughter.

The mother asked her daughter where ______ had been.

5. “Which dresses do you like best?” she asked her boyfriend.

She asked her boyfriend which dresses ________ liked best.

6. “What are you doing?” she asked them.

She wanted to know what _______ were doing.

7. “Are you going to the cinema?” he asked.

He asked (me) whether _______ was going to the cinema.

8. “Where did you put my hat and gloves?” Martha asked.

Martha asked (me) where _____ had put her hat and gloves.

9. “How can I get from the station to the airport?” she asked.

She asked (me) how _____ could get from the station to the airport.

10. “How do you know me?” she asked.

She asked (me) how I know _____ .

57

THE ANSWER

Part A:

1. The young man asked (me) whether I saw what he saw.

2. The detective asked the suspect who had owned that revolver.

3. The mother asked (me) whether I had turned the lamp off.

4. His secretary asked him whether he was leaving that day or the next day.

5. She asked him whose car you had borrowed the previous night.

6. Mandy asked us whether we had seen the movie.

7. John asked (me) whether I would be in Paris on Monday.

8. Bella asked (me) what my new house was like.

9. The teacher asked us how well Mrs. Wang spoke English.

10. Anne asked (me) if I had been waiting for an hour.

Part B:

1. Her

2. They

3. She

4. She

5. He

6. They

7. I

8. I

9. She

10. Her

57

THE ANSWER

Part A:

1. The young man asked (me) whether I saw what he saw.

2. The detective asked the suspect who had owned that revolver.

3. The mother asked (me) whether I had turned the lamp off.

4. His secretary asked him whether he was leaving that day or the next day.

5. She asked him whose car you had borrowed the previous night.

6. Mandy asked us whether we had seen the movie.

7. John asked (me) whether I would be in Paris on Monday.

8. Bella asked (me) what my new house was like.

9. The teacher asked us how well Mrs. Wang spoke English.

10. Anne asked (me) if I had been waiting for an hour.

Part B:

1. Her

2. They

3. She

4. She

5. He

6. They

7. I

8. I

9. She

10. Her

58

Appendix 3 HASIL WAWANCARA GURU

Interviewee : Rina Susanti Kamal, S.Pd.

Jabatan : Guru Bahasa Inggris

Hari/tanggal : Sabtu, 13 April 2013

Tempat : Ruang Guru

1. Sejak kapan ibu mengajar Bahasa Inggris di sekolah ini?

Saya mengajar di sekolah ini sejak tahun 2008. Jadi sudah lima tahun.

2. Buku apa yang ibu gunakan sebagai bahan materi untuk mengajar Bahasa

inggris?

Saya menggunakan dari berbagai sumber buku. Salah satunya buku

penerbit Yudhistira. Tetapi, tergantung pada materi yang akan

disampaikan. Selain itu, LKS lebih dominan digunakan.

3. Metode apa yang ibu terapkan dalam pengajaran Bahasa Inggris

khususnya tentang reported speech?

Saya menggunakan berbagai metode sesuai dengan materi yang diajarkan,

seperti GTM, TPR, drilling dan communicative language teaching dengan

menggunakan dialog atau teks.

4. Menurut ibu, mana yang lebih ditekankan dalam mempelajari Bahasa

Inggris (listening, reading, speaking atau writing)?

Pada dasarnya semua language skill itu penting. Tapi ada urutannya, yaitu

listening, speaking, reading dan writing. Ketika guru menerangkan

didengar dahulu, lalu ada respon komunikasi, kemudian membaca soal dan

mengerjakan soal dengan tulisan.

5. Menurut ibu, seberapa pentingkah pengajaran grammar untuk siswa

Sebenarnya, grammar merupakan hal yang sangat penting dalam

mengembangkan kemampuan siswa untuk berbicara, menulis, dan

59

membaca Bahasa Inggris. Karena dalam menyusun kalimat, harus

menguasai grammar.

6. Bagaimana antusias siswa dalam pelajaran bahasa Inggris di kelas X-1?

Pada dasarnya semua siswa antusias terhadap pelajaran Bahasa Inggris,

ketika di kelas mereka memperhatikan apa yang dijelaskan oleh guru.

Tetapi terdapat siswa yang diam juga.

7. Fasilitas penunjang apakah yang tersedia di sekolah ini khususnya untuk

mata pelajaran Bahasa Inggris?

Buku paket seperti LKS dan buku acuan pengajaran Bahasa Inggris untuk

SMA, materi dari sumber lain, dan terdapat pula laboratorium bahasa.

8. Kendala apa saja yang bapak hadapi ketika mengajarkan materi grammar

dan bagaimana mengatasinya?

Kendalanya adalah siswa bingung mengunakan kosakata yang tepat dalam

tenses. Mereka lupa pada pelajaran yang telah lalu. Cara mengatasinya

adalah meminta siswa menghafal perubahan kata kerja dan mengulang

beberapa materi yang telah diajarkan sebelumnya.

9. Kesalahan apa saja yang dilakukan siswa dalam pelajaran grammar

khususnya dalam pelajaran reported speech?

Kesalahan yang dilakukan siswa biasanya adalah merubah tenses pada

perubahan kalimat langsung ke dalam kalimat tidak langsung.

10. Bagaimana cara ibu mengoreksi kesalahan-kesalahan yang dilakukan

siswa dalam proses belajar mengajar dikelas?

Ketika sudah selesai mengerjakan soal, kemudian dibahas bersama-sama,

dan beberapa siswa maju kedepan menuliskan jawaban yang benar.

Sawangan, 13 April 2013

Guru Bahasa Inggris Interviewer

( Rina Susanti Kamal, S.Pd.) (M. Iqbal Habibi)

59

membaca Bahasa Inggris. Karena dalam menyusun kalimat, harus

menguasai grammar.

6. Bagaimana antusias siswa dalam pelajaran bahasa Inggris di kelas X-1?

Pada dasarnya semua siswa antusias terhadap pelajaran Bahasa Inggris,

ketika di kelas mereka memperhatikan apa yang dijelaskan oleh guru.

Tetapi terdapat siswa yang diam juga.

7. Fasilitas penunjang apakah yang tersedia di sekolah ini khususnya untuk

mata pelajaran Bahasa Inggris?

Buku paket seperti LKS dan buku acuan pengajaran Bahasa Inggris untuk

SMA, materi dari sumber lain, dan terdapat pula laboratorium bahasa.

8. Kendala apa saja yang bapak hadapi ketika mengajarkan materi grammar

dan bagaimana mengatasinya?

Kendalanya adalah siswa bingung mengunakan kosakata yang tepat dalam

tenses. Mereka lupa pada pelajaran yang telah lalu. Cara mengatasinya

adalah meminta siswa menghafal perubahan kata kerja dan mengulang

beberapa materi yang telah diajarkan sebelumnya.

9. Kesalahan apa saja yang dilakukan siswa dalam pelajaran grammar

khususnya dalam pelajaran reported speech?

Kesalahan yang dilakukan siswa biasanya adalah merubah tenses pada

perubahan kalimat langsung ke dalam kalimat tidak langsung.

10. Bagaimana cara ibu mengoreksi kesalahan-kesalahan yang dilakukan

siswa dalam proses belajar mengajar dikelas?

Ketika sudah selesai mengerjakan soal, kemudian dibahas bersama-sama,

dan beberapa siswa maju kedepan menuliskan jawaban yang benar.

Sawangan, 13 April 2013

Guru Bahasa Inggris Interviewer

( Rina Susanti Kamal, S.Pd.) (M. Iqbal Habibi)

60

HASIL WAWANCARA SISWA

Student 1

1. Apakah kamu menyukai mata pelajaran Bahasa Inggris? Mengapa?

Terkadang suka dengan Bahasa Inggris, tapi terkadang juga tidak. Karena

Bahasa Inggris itu susah.

2. Ketika belajar bahasa Inggris, cara belajar seperti apa yang kamu gunakan

selama ini?

Saya biasanya mendengarkan penjelasan guru terlebih dahulu, mencatat

beberapa kosakata yang sulit, lalu menghafalkannya. Menghafal rumus-

rumus, apabila pelajarannya membaca teks (reading), siswa diwajibkan

membawa kamus untuk mencari kosakata (vocabulary) yang tidak

dimengerti.

3. Selain buku teks bahasa Inggris dari sekolah, apakah kamu memiliki

sumber lainnya?

Ya. Buku-buku cerita bahasa Inggris.

4. Diantara language skill yaitu: reading, listening, writing dan speaking,

mana yang paling kamu sukai? Mengapa?

Saya lebih menyukai listening, karena saya suka mendengarkan lagu-lagu

bahasa Inggris.

5. Apakah kamu memahami tentang reported speech?

Tidak terlalu memahami. Yang saya tahu reported speech itu untuk

membuat kalimat langsung dan tidak langsung.

6. Apakah kamu mengalami kesulitan dalam mempelajari reported speech?

kesulitan apa saja yang kamu hadapi?

Ya. Kesulitan dalam mengubah kalimat langsung menjadi kalimat tidak langsung, karena saya masih bingung untuk menggunakan tenses yang tepat.

7. Bagaimana cara guru kamu mengajarkan bahasa Inggris, terutama dalam

mengajarkan reported speech?

Guru memberikan rumus-rumus tentang reported speech, kemudian guru

memberikan contoh, setelah itu guru memberikan tugas kepada siswa.

61

8. Apakah kamu dapat mengerti dan memahami penjelasan guru tentang

reported speech? mengapa?

Tidak terlalu mengerti, karena susah membedakan membedakan antara

kalimat langsung dan tidak langsung, terutama dalam mengubah tenses-

nya itu sendiri.

9. Apakah guru kamu menggunakan media (alat bantu) dalam menerangkan

tentang reported speech?

Tidak. Guru hanya menggunakan spidol dan papan tulis putih dalam

menerangkan reported speech.

10. Apakah guru kamu selalu memberikan latihan pada setiap pertemuan?

Ya. Bahkan guru terkadang memberikan tugas (PR) untuk dikerjakan

dirumah.

Interviewer

M. Iqbal Habibi

61



Tidak terlalu mengerti, karena susah membedakan membedakan antara

kalimat langsung dan tidak langsung, terutama dalam mengubah tenses-

nya itu sendiri.






Ya. Bahkan guru terkadang memberikan tugas (PR) untuk dikerjakan

dirumah.

Interviewer

M. Iqbal Habibi

62

HASIL WAWANCARA SISWA

Student 2

1. Apakah kamu menyukai mata pelajaran Bahasa Inggris? Mengapa?

Tidak. Karena bahasa Inggris itu susah, kosakatanya susah dan rumusnya

banyak.

2. Ketika belajar bahasa Inggris, cara belajar seperti apa yang kamu gunakan

selama ini?

Saya biasanya menghafal kosakata, terutama kosakata yang sulit,

menghafal rumus-rumus.

3. Selain buku teks bahasa Inggris dari sekolah, apakah kamu memiliki

sumber lainnya?

Tidak.

4. Diantara language skill yaitu: reading, listening, writing dan speaking,

mana yang paling kamu sukai? Mengapa?

Saya lebih menyukai listening, karena saya suka mendengarkan lagu-lagu

Bahasa Inggris.

5. Apakah kamu memahami tentang reported speech?

Ya. Reported speech itu untuk menyampaikan pesan seseorang dalam

bentuk kalimat langsung dan tidak langsung.

6. Apakah kamu mengalami kesulitan dalam mempelajari reported speech?

kesulitan apa saja yang kamu hadapi?

Ya. Cara menerapkan aturan atau rumus pada struktur dari kalimat yang

berbeda. Tidak mengerti cara menerapkan struktur kalimat secara lengkap

berdasarkan rumus yang ada.

7. Bagaimana cara guru kamu mengajarkan Bahasa Inggris, terutama dalam

mengajarkan reported speech?

Guru memberikan rumus-rumus tentang reported speech, kemudian guru

memberikan contoh, setelah itu guru memberikan tugas kepada siswa.



63

Terkadang mengerti tapi terkadang juga tidak mengerti, karena bahasa

Inggris sulit untuk dimengerti.






Ya. Bahkan guru terkadang memberikan tugas (PR) untuk dikerjakan di

rumah.

Interviewer

M. Iqbal Habibi

uin syarif hidayatullah jakarta official...

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