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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
2
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.
2
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.
3
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.
4
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.
4
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.
5
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.
7
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.
8
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.
8
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.
9
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.
10
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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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.
11
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.
12
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
10 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p.
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.
12
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
10 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p.
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.
13
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.
14
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.
14
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.
15
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.
16
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
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.
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
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.
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
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.
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
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.
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
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.
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:
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.
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
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.
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
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.
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
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.
7
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.
8
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.
9
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.
9
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.
10
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.
11
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.
11
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.
12
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
10 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p.
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.
13
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.
13
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.
14
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.
15
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.
15
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.
16
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
1 Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University
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
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
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
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%
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
No Reported Question Item
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
No Reported Question Item
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
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
number 7, there were 10 students or (47.61%) who did errors in the change of
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
number 9, there were 18 students or (85.71%) who did errors in the change of
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
Future changes into Conditional
34
12
37
19
31
18
15%
5%
16%
8%
13%
8%
1.
2.
3.
4.
5.
Part B
My turns into Her/ His
You turns into He, She, They,
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
Future changes into Conditional
34
12
37
19
31
18
15%
5%
16%
8%
13%
8%
1.
2.
3.
4.
5.
Part B
My turns into Her/ His
You turns into He, She, They,
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
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 -
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
made by students in the change tense of reported question and in the change of
pronoun in reported question:
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
error when the students cannot give the limitation of the rules of the previous
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
made by students in the change tense of reported question and in the change of
pronoun in reported question:
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
error when the students cannot give the limitation of the rules of the previous
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
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.
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.
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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
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
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.
8. Apakah kamu dapat mengerti dan memahami penjelasan guru tentang
reported speech? mengapa?
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Terkadang mengerti tapi terkadang juga tidak mengerti, karena bahasa
Inggris sulit untuk dimengerti.
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 di
rumah.
Interviewer
M. Iqbal Habibi