STUDENTS’ ERROR IN REPORTED SPEECH ON THE SECOND GRADE OF SMA RK DELI MURNI DELITUA
A Thesis
Submitted as the Partial Fulfillment of the Requirement for
the Degree of SarjanaPendidikan
By:
ARNITA ALBERTA SEMBIRING
Registration Number 2113121008
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Sembiring, Arnita Alberta. 2113121008, Students’ Error in Reported Speech on The second Grade of SMA RK DELI MURNI Delitua. A Thesis. Faculty of Languages and Arts, State University of Medan. 2016
This research deals with students’ error in reported speech on the second grade of SMA RK DELI MURNI Delitua. This study was conducted by using qualitative design in which data taken from the student’s test. The population of this study was the second grade students of SMA RK DELI MURNI Delitua with total number 118 students. In this study researcher took one class with 39 students as the sample. The data are collected by student’s test and interview. The analysis found that : 1) There are four types of error; they are omission (27.98%), addition (7.24%), selection (49.11%) and misordering (15.64%). 2) The causes of errors; interlingual transfer contributes 40% and intralingual transfer contributes 60%. The intralingual transfer divided into 4 categories; overgeneralization contributes 25.85%, ignorance of rule restriction: 39.87%, incomplete application of rules: 27.87% and false concept hypothesized: 13.39%. So, the most dominant type of errors made by the second grade students in transforming direct speech into indirect speech (reported speech) is selection. It is hoped that the result of this research is useful for everyone who wants to study about grammatical errors.
ii
ACKNOWLEDGMENT
First of all, the writer would like to express the greatest gratitude to God for the blessings, guidance, guarding, and everything that has been given to the writer along her life until the writer finally accomplished her thesis which entitled: Students’ Error In Reported Speech On The Second Grade of SMA RK DELI MURNI Delitua.
This thesis is aimed to fulfill one of the requirements to obtain the S1 degree of Sarjana Pendidikan at English Department in Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.,The Head of English and Literature Department
Dra. Meisuri, M.A., the Secretary of English Department
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Program
Prof. Amrin Saragih, M.A., Ph.D and Rita Suswati, S.Pd., M.Hum her Thesis Advisor, who has given invaluable advices, guidance, and precious time in the process of completing this thesis.
Dra. Sortha Silitonga, M.Pd as her Academic Adviser who has supported her throughout the academic years.
Dr. I Wy. Dirgeyasa, M.Hum and Prof.Dr. Busmin Gurning, M.Pd. her Thesis Examiners who have given their precious time, guidance, suggestions, and comments.
All Lecturers of English Department who have taught, guided, and advised her throughout the academic years that could not be mentioned one by one. Eis Sri Wahyuni, M.Pd., the administration staff of English Department, for
her attention, assistance, and information.
Drs. Jontar Sitohang, the headmaster of SMA RK DELI MURNI Delitua and Rina Hassugian, S.S., the English teacher, for their permission and opportunities given in allowing the writer to do observation and to collect data Rusli Sembiring and Tambar Lungun Br Karo, S.Ag, her beloved parents
iii
process of finishing this thesis. Thank also given to her beloved brother, Lorensius Sembiring, S.Ag, for his support and pray.
The Gourlz her fantastic and craziest friends Devi Julianti, Dora M. Barus, Evelin Siahaan, Fytriani Siregar, Harni Gultom, Martina Handayani and Roslinda Sidabutar who always shared their happiness, laugh, ideas, and bitter-sweet of campus life together.
Her lovely friends, Sri ulina and Melly triani who have given support, pray and their times for shared ideas, information.
Her loyal and best supporter Ericky Tentri Marbun who always gives advice, motivation, pray, endless support and love during the up-down in finishing this thesis.
All her classmates in Pend. B. Inggris Reg B 2011 as her wonderful class for love and togetherness throughout for four years especially Aryadi, Dedi, Roberto, Permadi, Jetti, Melita, and the most fantastic boy Ando. Her friends in PPLT SMP Negeri 1 Sipangan Bolon 2014 for experience and togetherness especially for Paramitha Rinalvin Manullang. And also for those who cannot mentioned one by one.
The writer realizes that this thesis is still far from being perfect, she welcomes any constructive suggestions, comments, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, February 2016 The writer,
iv
CHAPTER I.INTRODUCTION ... 1
A.The Background of the Study ... 1
B.The Problems of the Study ... 4
C.The Objectives of the Study ... 4
D.The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II.REVIEW OF LITERATURE ... 6
A.Theoretical Framework ... 6
6. The Transformational Rules from Direct Speech into Reported Speech ... 19
v
B. Relevant Studies ... 25
C.Conceptual Framework ... 26
CHAPTER III.RESEARCH METHOD ... 28
A.Research Method ... 28
B. Population and Sample ... 28
C.Techniques of Collecting Data ... 28
D.The Instruments for Collecting the Data ... 29
E. The Techniques of Analyzing the Data ... 29
CHAPTER IV.DATA ANALYSIS, FINDINGS AND DISCUSSIONS .. 30
A. Data Analysis ... 30
1. Types of Errors ... 31
2. Causes of Errors ... 38
B. Research Findings ... 42
C. Discussions ... 43
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 45
A. Conclusions ... 45
B. Suggestions ... 46
REFERENCES ... 48
vi
LIST OF TABLES
Pages
Table 2.1 The List of Reporting Verb ... 20
Table 2.2 The Changes of Pronoun ... 21
Table 2.3 The Changes of Tenses ... 22
Table 2.4 The Changes of Adverb ... 23
Table 4.1 The Percentage of Data Analysis of Grammatical Error in Reported Speech ... 31
Table 4.2 Example of Student’s Error in Omission ... 32
Table 4.3 Example of Student’s Error in Addition ... 33
Table 4.4 Example of Student’s Error in Selection ... 34
Table 4.5 Example of Student’s Error in Misordering ... 36
vii
LIST OF FIGURES
viii
LIST OF APPENDICES
Pages
Appendix A. Tested Area of Reported Speech. ... 50
Appendix B. The Frequency of Error In Reported Speech ... 54
Appendix C. The Classification causes of Error ... 57
Appendix D. Numbers of Students Error In Reported Speech ... 100
1
CHAPTER I
INTRODUCTION
A.The Background of the Study
Language is not only used as a tool to communicate and interact with other
people but through languages people can express their ideas, thoughts, and
feelings about knowledge, culture and many things in the world. As we know, this
world is big and wide. There are many countries with their own languages. In
order to get communication and information fast and well, English has grown
rapidly and become a lingua franca. A lingua franca can be defined as a language
widely adopted for communication between two speakers whose native language
are different from each other and where are or both speakers are using it as a
‟second „ language (Harmer 2001:1)
In Indonesia, English is the first foreign language that has been taught to
elementary school until senior high school. In learning English, there are four
language manipulates and combines words (bits of words) in order to form longer
units of meaning. According to the statement, it could be understood that
grammar is the study about how the language manipulates or how to combine one
2
grammar, will make students to be more interactive and effective in speaking and
writing in English because by using good structure and grammar the writer‟s
thoughts could be delivered well to the reader.
According to syllabus of the second grade of senior high school in writing
skill, there are many kinds of text that be learnt by students, such as narrative,
news item, recount etc. In writing narrative and news item, direct and reported
speech are used to report someone words or thoughts. Azar( 2003: 422) defines
that reported speech is giving the idea of speaker‟s words.
Reported speech is one of English material that is taught in second grade
of senior high school. In learning reported speech, the main competence is
expressing the meaning of short functional written text and simple essay in form
narrative and news item.
Reported speech is one og the main grammatical items to be mastered by
the senior high school student and one of the major test items in grammar,
normally to be asked in the examination. Teaching this grammatical item to get
the students acquainted with the structure and functions of the reported speech in
English and enable them to use it in their real life situation.
Learning reported speech is not easy for Indonesian students, as it has
been already known that English and Bahasa have many different aspects in
grammatical form. Of course by these differences, there will be many errors
which are made by students when they learn reported speech. On contrary when
students want to report somebody‟s words or thought in Bahasa, the grammatical
3
English. It means there are grammatical differences between Bahasa and English.
That is why the students often make errors when they are transforming or
quoting direct into indirect or reported speech.
Dulay (1982:138) Errors are the flawed side of learner speech and writing.
They are those parts of conversation or composition that deviate from some
selected norms of mature language performance. In addition, many error we can
find on students‟ transforming direct speech into reported speech and the error
analysis is needed to overcome this problem. According to Erdogan (2005) error
analysis enables teachers to find out the source of errors and take pedagogical
precautions toward them.
Moreover, error analysis is advantageous for both learners and teacher.
For the learners, error analysis is needed to show them what aspect in grammar
which is difficult for them whereas for the teachers, it is required to evaluate
themselves whether they are successful or not in teaching. Hasyim (2002) defines
that error analysis is required in developing or increasing the technique in
teaching English.
In this research, researcher had done a mini research at Second Grade of
SMA RK DELI MURNI DELI TUA. Through this mini research, researcher
found the error that students made in transforming direct speech into reported
speech, such as:
a. DS : He said,” I like my new car”.
4
The pronoun I and my in direct speech above should be he and his in
Reported speech.
b. DS : Jane said “I am reading a comic in class room”.
RS : Jane said that she is reading a comic in class room.
The to be is in direct speech should be changes to be was in reported speech
because direct speech use present continuous tense so in reported speech the
tenses must be backshift become past continuous.
From the data of mini research that the researcher did, the researcher is
interested to conduct a research in analyzing students‟ error in reported speech
and find out the causes of error.
B. The Problems of the Study
Based on the background of the study , the writer would like to indentify
the problem as;
1. What kinds of errors are made by the students in reported speech?
2. What are causes of the errors made by students in reported speech?
C. The Objectives of the study
Dealing with the problem of the study, the objective of study are
1. to describe the types of errors made by the students in reported speech.
2. to describe the causes of the errors made by the students in reported
5
D. The Scope of the Study
This study limited on the students‟ error in reported speech. Grammar has
important role in transforming direct speech into reported speech. In
transforming direct speech into reported speech some change are necessary such
as pronoun, adverb and tense. This study focuses on the error made by student
in learning reported speech in change of pronoun and tenses (verb).
E.The Significance of the Study
The findings of this study are expected to be useful and relevant
theoretically and practically. Theoretically, the findings are expected
1. to develop and enhance the concept and knowledge of grammatical error
in reported speech.
Practically, the findings of the study expected to be useful and relevant for:
1. English teacher, this research finding become references for them to select
the better ways in teaching process.
2. Students, this research finding become feedback for them so they can be
better learning in English, especially in reported speech.
3. Researcher, this research finding becomes reference and develops the
45
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion of the result of the study that has
been discussed in previous chapter and also suggestion for English teacher,
students, reader and other researcher.
A.Conclusion
Based on the data analysis in the previous chapter, the researcher would
like to draw the conclusion that the second grade students of SMA RK DELI
MURNI Delitua still made many errors in learning reported speech especially in
transforming direct speech into indirect speech (reported speech). The conclusion
consist of several point that are related to the problems of the study, they are
1. The types of errors which are found on transforming direct speech into
indirect speech (reported speech) made by the second grade students are
omission, addition, selection and miss-ordering. The dominant error made by
students in transforming direct speech into indirect speech is selection error
(251 or 49.11%) with 71 cases in changing tense-verb and 180 cases in
changes pronoun.
2. Interlingual and Intralingual transfer contributed to the errors occurrences.
The interlingual transfer influenced the error with percentage 40% and
followed by intralingual transfer with percentage 60%. Then the intralingual
46
rule restriction 39.87%, incomplete application of rules 27.87% and false
concept hypothesized 13.39%.
B.Suggestion
Considering the conclusions above, some suggestions are presented in this
past. As discussed in chapter I, this study hopefully can give advantageous
information both theoretically and practically.
1. For teachers;
a. The teacher should give many exercises to the students related to the
reported speech.
b. The teachers should give feedback to the students after correcting and
analyzing their errors.
c. The teachers should motivate the students to keep learning and pay
attention to the students difficulties during the process learning reported
speech especially in learning about tenses and pronoun .
2. For students
a. Students should be able to comprehend about grammar.
b. Students are expected to learn more about grammar in English especially
about tenses and pronoun.
c. The students have to pay attention to some aspects that are difficult for
47
d. Students are expected to do exercise an d practice more about the
grammar to train their ability in using it.
3. For researcher, It is suggested to the researchers to do research in the
same topic but with different sample of subject incase the result will be
different. Hence, if any research will be conducted one day, this paper
48
Azar, Betty Schrampfer. 2000. Understanding and Using
EnglishGrammar.Longman.3rded.
Azar, Betty Schrampfer.2003.Fundamental of English Grammar.New York: Inc.
Berzegar, Mahdiye. 2013. Persian EFL Students’ Error Analysis. Asian Journal of Sciences and Humanities.Vol.2 No. 4.
Brown, Douglas. H. 1998. Principle of Language Learning and Teaching. New Jersey :Prentice-Hall.Inc.
Corder, S.P. 1981, Error Analysis and Interlanguage.Oxford University Press.
Corder,S.P. 1973.Introducing Apllied Linguistic. Meddesex,Penguin.
Gass, Susan M, Selinker, Larry. 2000. Second Language Acquisition; AnIntroductory Course. Lawrence ElbaumAssiciates.
Gerrot,Linda and Wignell, Peter. 1994.Making Sense of Functional Grammar. GerdStabler.
Hailiday , M.A.K. 1994. An Introduction to Functional Grammar.Oxford University Press: Longman.
Harmer,Jeremy. 2001.The Practical of English Language
Teaching,London:Person Education limited, 3rd ed.
Hasyim, Sunardi. (2002). Error Analysis in Teaching of English.Vol4.No 1
Hornby, A.S. 1987. Oxford Advanced Learners Dictionary. Oxford;Oxford University Press.
Lasaten, S Roland Candy. 2014.Analysis of Error in The English Writing of Teacher Education Students. Arts.Science and Commerce.Vol.v. Issue.4
49
Parrot, Martin. 2000.Grammar for English Language Teacher,London : Cambridge University Press.
Pura –Pura,J.E. 2004. Assesing Grammar. Cambridge University Press.
Regmi, Dan Raj. 2009. Teaching Reported Speech.Nelta.Vol.14. No.2.
Richard, Jack. 1972. Error Analysis Perspective on Second Language Acquisition.Cordon,Longman.
Rod Ellis, 2003.Second Language Acquisition. New York; Oxford University Press
Stillman, Anne. 1999. Grammatically Correct The Writer’s Essential GuideWriter’s Digest Book, Cincinnati, Ohio.
Thomson, A.J and Martinet.A.V.1986.A practical English Grammar.Hongkong: University Press.
Ur, Penny. 2009. A Course In Language Teaching. Cambridge
University.Press.Ur,Penny,1996.A course in Language Teaching Practice and Theory. London: Cambridge University press.
