BEKASI
(A Case Study at the Third Year Students of SMKIT Nurul Qolbi Bekasi)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in partial Fulfillment
of the Requirements for the Degree of S.Pd (Bachelor of Arts) in English
Language Education
By:
Sesilia Umdatul Qori 107014000439
DEPARTMENT OF ENGLIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
AN ANA
LYSIS ON THE STUDENTS’ ERROR
IN LEARNING
REPORTED SPEECH OF QUESTION SENTENCE AT THE
THIRD YEAR STUDENTS OF SMKIT NURUL QOLBI
BEKASI
(A Case Study at the Third Year Students of SMKIT Nurul Qolbi Bekasi)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in partial Fulfillment
of the Requirements for the Degree of S.Pd (Bachelor of Arts) in English
Language Education
By:
Sesilia Umdatul Qori
107014000439
DEPARTMENT OF ENGLIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
i
ABSTRACT
Qori, Sesilia Umdatul, 2011, An Analysis on the Students’ Error in Learning Reported Speech of Question Sentence at the Third Year Students of SMKIT Nurul Qolbi Bekasi (A Case Study at the Third Year of SMKIT Nurul Qolbi Bekasi), ‘Skripsi’, English Department, the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.
Advisor : Drs. Nasrun Mahmud, M.Pd
Key Words : Error Analysis – Reported Speech of Question Sentence
This research aimed to analyze the errors made by the third year students of SMKIT Nurul Qolbi Bekasi in learning reported speech of question sentence. More specifically, it aimed to find out the most types of errors made by the students. The writer used the descriptive analysis technique in this research to analyze the data by using formula:
P = �
�X 100 %. The data is taken from the students’ test.
The finding of the research states that the third year students of SMKIT Nurul Qolbi Bekasi still made errors in learning reported speech of question sentence, especially when they are asked to transform from direct question into indirect question.
Based on the data that the writer got, the most types of errors made by the students in learning reported speech of question sentence are in area of Misordering which consists of 139 or 75.1% errors. It is followed by the percentage of errors in over-generalization area. It is 36 or 19.5% errors. There are 5 or 2.7% errors in area of omission. In over-regularization area, there are 4 or 2.2% errors made by the students. In addition area, error made by the students is 1 error or 0.5%. And there is no error made by the students in double marking area.
After analyzing the errors made by the students, the writer interprets that errors made by students are caused by language interference, students’ incomplete
ii
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah, Jakarta.
Pembimbing : Drs. Nasrun Mahmud, M.Pd
Kata Kunci : Menganalisa Kesalahan-Reported Speech of Question Sentence
Penelitian ini bertujuan untuk menganalisa kesalahan yang dilakukan siswa kelas 3 SMKIT Nurul Qolbi Bekasi di dalam belajar reported speech of question sentence. Secara lebih spesifik, penelitian ini bertujuan untuk menemukan type atau jenis kesalahan apa yang paling banyak dilakukan siswa. Peneliti menggunakan tehnik descriptive analisis to menganalisa data dengan
menggunakan rumus: P = �
� X 100 % Data diambil dari tes siswa.
Hasil penelitian menyebutkan bahwa siswa kelas 3 SMKIT Nurul Qolbi Bekasi masih melakukan kesalahan di dalam belajar reported speech of question sentence, khususnya ketika mereka diminta untuk mentransform dari kalimat pertanyaan langsung menjadi kalimat pertanyaan tidak langsung.
Berdasarkan data yang diperoleh oleh peneliti, kesalahan yang paling banyak dilakukan siswa dalam mempelajari reported speech of question sentence adalah pada area Misordering yang terdiri dari 139 atau75.1% kesalahan. Diikuti oleh persentase kesalahan pada area Over-generalization sebanyak 36 atau 19.5% kesalahan. Ada 5 atau 2.7% kesalahan pada area Omission. Di area Over-regularization ada 4 atau 2.2% kesalahan yang dilakukan siswa. Di area Addition, kesalahan yang dilakukan siswa sebanyak 1 atau 0.5%, dan tidak ada kesalahan yang dilakukan siswa pada area Double Marking.
Setelah menganalisa kesalahan-kesalahan yang dilakukan siswa, maka peneliti menginterpretasikan bahwa kesalahan yang dilakukan siswa disebabkan oleh language interference, students’ incomplete application of rule, false concept
hypothesized, and students’ carelessness.
iii
ACKNOWLEDGEMENT
In the name of Allah the Beneficent the Merciful
All praises be to Allah, the writer thanks Allah SWT, lord of the universe
Who has given her some mercy and blessing until she can finish the „skripsi’
entitled “An Analysis on the Students’ Difficulties in Learning Reported Speech of
Question Sentence at the Third Year Students of SMKIT Bekasi” properly.
Moreover, peace and salutation be upon our Prophet Muhammad SAW and his
family, his companions, and his followers.
This „Skripsi’ is proposed as one of requirements to get Strata I Degree
(S1) of English Language Education (S.Pd).
In this opportunity, the writer would like to express her deepest gratitude
and thanks to her beloved father and mother Drs. H. Mulyadi MM and Hj. Najuah
S.Pd.I who have given the greatest love, prayer, financial and moral support. It
also will be expressed to the whole members of her family for their biggest love
and kindness to support her in finishing this „skripsi’. Then, the writer also would like to express her thanks and gratitude to her advisor Drs. Nasrun Mahmun, M.Pd
for his valuable help, guidance, corrections, suggestions, and kindness in
completing this „skripsi’.
Her appreciation and thanks also go to:
1. All lecturers of English Department who have dedicated themselves
for education and taught the writer during her study in Syarif
Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd, as the head of English Department.
iv
5. All staffs of English Department and Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
6. Syamsurizal, SEI, the principal of SMKIT Nurul Qolbi Bekasi, the
English teacher, and the third year students of SMKIT Nurul Qolbi
Bekasi who allowed and helped the writer to do the research in their
school.
7. All friends in English Department especially classmates of PBI class A
for academic year 2007 who have endeavored together in improving
English skill. May Allah bless them all
May this „skripsi’ be useful for the writer in particular, and for the readers in general. The writer realizes that this „skripsi’ is far from
being perfect. Therefore, she would like to accept suggestions for
valuable improvement in another research.
Jakarta, December 4th 2011
The writer
v
TABLE OF CONTENTS
Page
ABSTRACT ... i
ACKNOWLEDGEMENT ……….…….. iii
TABLE OF CONTENTS ……….… v
LIST OF TABLES ……….... vii
LIST OF APPENDICES ……….. viii
CHAPTER I: INTRODUCTION A. The Background of the Study ………. 1
B. The Identification of the Problem ………...… 4
C. The Limitation and Formulation of the Problem ………...………. 4
D. The Method of the Study ………...……. 5
E. The Objective of the Study ………...…….. 5
F. The Organization of the Study ………...………. 5
CHAPTER II: THEORETICAL FRAMEWORK A.Grammar ………..………… 7
1. The Definitions of Grammar ………..…………... 7
B. Reported Speech ……….……… 8
1. The Definitions of Reported Speech ………..…………... 8
2. The Kinds of Speech ……….……… 8
3. The Transformational Rules from Direct (Quoted) Question into Indirect (Reported) Question ………...………... 13
C.Students’ Error in Learning Reported of Question Sentence... 16
1. The Definitions of Error …………..………...…….… 16
2. The Difference between Error and Mistake ……… 17
3. The Causes of Error ………. 18
4. The Types of Error ………...….……...………... 19
5. The Procedures of Errors Analysis ... 21
vi
3. The Population and Sample ………...……. 24
4. The Instrument of the Research ………...……... 24
5. The Technique of Data Collecting ………..……... 25
6. The Technique of Data Analysis ………..……….. 25
B. Research Findings ………..…………. 26
1. Data Description ………...………….. 26
2. Data Analysis ………...………... 28
3. Data Interpretation ……….………..……... 39
CHAPTER IV: CONCLUSION AND SUGGESTIONS A.Conclusion ………...……… 41
B. Suggestions ………...……... 41
BIBLIOGRAPHY ... 42
vii
LIST OF TABLES
Page
1. Table 2.1: List of Reporting Verbs ………. 11
2. Table 2.1: Common Expressions of Time in Indirect Speech ……… 12
3. Table 2.3: List of Verbs Used before if and whether clauses ………. 14
4. Table 2.4: List of Verbs Used before Clauses Beginning WH Words …… 14
5. Table 2.5: Characteristics Changes in Tense ………. 15
6. Table 2.6: Changes of Pronoun and Possessive Adjectives ………...…… 16
7. Table 3.1: Area Tested of Reported Question and Each Item………....…. 26
8. Table 3.2: The Total of Students’ Error ……….… 27
9. Table 3.3: Description of Students’ Error in Omission ………….……… 28
10.Table 3.4: Description of Students’ Error in Addition……… 29
11.Table 3.5: Description of Students’ Error in Over-Regularization….….… 29
12.Table 3.6: Description of Students’ Error in Over-Generalization…….…. 29
13.Table 3.7: Description of Students’ Error in Misordering…………...…... 31
14.Table 3.8: The Percentage of Students’ Error ………. 36
15.Table 3.9: Error Classification Based on Surface Strategy Taxonomy ...… 37
viii
1. Appendix 1: Test Instrument ...44
2. Appendix 2: Answer Key ...46
3. Appendix 4: SuratPengajuanJudulSkripsi ...46
4. Appendix 5: SuratBimbinganSkripsi ...47
5. Appendix 6: SuratPerubahanJudul ...48
6. Appendix 8: SuratKeteranganTelahMelakukanPenelitian ...49
1
CHAPTER I
INTRODUCTIONA. The Background of the Study
When people do the communication with others, they will use a
language. Language has a big role for every individual in making a good
relationship with other people. It is an important communication tool that
people can use toexpress their feelings, thoughts and also share ideas so they
can interact with others easily. Without capability of mastering alanguage, it
is almost impossibleto communicate with people around the world. World
population that is so multifarious and multi cultural has languages of their
own. Therefore, world interaction and communication must be supported by
one global or international language. And this one global or international
language is English. As a global or an international language, as Christopher
Brumfit said “English is an international language...,”1 it has an important role in the world. It has become the popular language which is learnt by most
people in the world. One of the reasons why they learn it is because they hope
that they can master English entirely; with English they can develop their
science, technology, art and create relationship with other countries.
In Indonesia,English has become the first foreign language that must
be learnt by students from elementary school level up to senior high school
level, it is because the government considers that mastering English is one
way to absorb the sciences and technology in order to create great human
resources. And it is no doubt that great human resources are very important
for national development and existences toward other nations. Besides,
English has become a medium instruction in teaching-learning activity
especially for particular lesson in certain school.
1
When students are learning English, they will learn language skills
and language components. Grammar is one of English language components
that must be learnt and understood by the students because it is a very basic
knowledge for students in understanding the English language.
Grammar is an essential part to be learnt in the process of acquiring a
language. It is a skill that must be mastered to use the language accurately and
meaningfully. According to Penny Ur, “There is no doubt that a knowledge –
implicit or explicit – of grammatical rules is essential for the mastery of a
language: you cannot use words unless you know how they should be put
together.”2
Based on the description above, by learning grammar students will
be able to use the language precisely and accurately.
There are many aspects discussed in English grammar, one of them is
reported speech. Reported speech is one of many grammatical categories
which is important to be learnt by the students. It is needed to be learnt
because it is one of the three ways for students to report or share their
statements or thoughts to other people especially when they communicate
between each other. It is as Marianne Celce-Murcia and Diane
Larsen-Freeman stated in The Grammar Book an ESL/EFL Teacher’s Course,
“Grammar and rhetoric books generally recognize three ways for a speaker and writer to attribute statements or thoughts to other people:direct quotation,
indirect speech, and paraphrase.”3
Indirect or reported speech is commonly used to give the exact
meaning of a remark or a speech, without necessarily using the speaker’s
exact words. There are two ways to report what a person has said or thought.
They are: direct and indirect speech.4
Indirect or reported speech is essential for students to be learnt,
because by learning reported speech, the students will be able to quote
2
Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p.4.
3
Marianne Celce-Murcia and Diane Larsen-Freeman, The Grammar Book an ESL/EFL Teacher’s Course, (New York: Heinle Publisher, 1999), 2nd edition, p.687.
4
3
somebody’s words or thoughts, whether in direct or indirect speech, and also
they will understand the way to report speeches, such as statements,
questions, and commands.
In addition, the students should be learnt reported speech is because it
is also one of the linguistic features that are used by students when they try to
write the text of news item or report text.
Therefore, it can be denied that the use of reported speech has
important role because it is often used by people in writing or communicating
in their daily conversation.
Learning reported speech is not easy for many Indonesian students as
it has already known that English and Indonesian have many different aspects
in grammatical form. Of course by this differentiation, there are many errors
that will be made by the students when they learn reported speech.
In fact, there is different process which happens when the students
want to report somebody’s word from direct into indirect form in English language; the students should have made grammatical changes in their effort
to reproduce the words.
On the contrary, when the students want to report somebody’s word,
thoughts and ideas in Indonesia language, the grammatical changes will not
happen or they do not need to change the tense or pronoun like in English
language. It means there are often grammatical differences between Indonesia
and English language. That is why the students often make the errors when
they transform or quote direct into indirect/reported speech in English.
From the statement above, it can be concluded that, the grammatical
changes which happened when direct form is transformed into indirect form
has become one of the difficulties that happens when the students learn
reported speech. Therefore, because of that difficulty, it will lead them to
produce many errors in their learning.
Based on the description above, the writer would like to conduct the
research on the students’ error in learning reported speech. Because reported
error in learning reported speech of question sentence. The study is done in
the third year students of SMKIT Nurul Qolbi Bekasi. So, the writer would
like to discuss it in her “skripsi” under the title:
“AN ANALYSIS ON THE STUDENTS’ ERROR IN LEARNING
REPORTED SPEECH OF QUESTION SENTENCE AT THE THIRD YEAR STUDENTS OF SMKIT NURUL QOLBI BEKASI”
B. The Identification of the Problem
Based on the background of the study above, there is a problem that
can be identified in this research. It is the students’ error made by the third
year students of SMKIT Nurul Qolbi Bekasi in learning reported speech of
question sentence.
C. The Limitation and Formulation of the Problem 1. The Limitation of the Problem
Based on the identification of the problem above, it can be seen
that the study is still general. There are many errors made by the students
when transforming direct speech into indirect or reported speech such as
error in changing the tense, pronoun, word order, and adverb. Besides,
reported speech is divided into three kinds, they are: statements, questions,
and commands. Therefore, to avoid misunderstanding in interpreting the
problem, it is necessary for the writer to make the limitation of the
problem. The writer limits the problem only on: the error made by the
students in learning reported speech of question sentence in the change of
tenses and pronouns.
2. The Formulation of the Problem
Based on the statement above, the writer would like to formulate
the problem of the study as follows: (a) Do the students make errors in
learning reported speech of question sentence? (b) What are the most types
of error made by the students in learning reported speech of question
5
D. The Method of the Study
The writer used the descriptive method in this study. It describes the
errors made by the third year students of SMKIT Nurul Qolbi Bekasi.
E. The Objective of the Study
As it has been stated in the formulation of the problem, the general
objective of this study is to find out the most types oferror made by the third
year students of SMKIT Nurul Qolbi Bekasi in learning reported speech of
question.
F. The Organization of the Study
This “skripsi” systematically consists of four chapters. The first chapter is introduction. It explains about the main problem of this paper. It
covers the background of the study, the identification of the problem, the
limitation and the formulation of the problem, the objective of the study, and
the organization of the study.
The second chapter is about theoretical framework. It consists of three
parts. Part A is about grammar, containing the definitions of grammar. Part B
is about Reported Speech, containing the definitions of reported speech, the
kinds of speech, and the transformational rules from direct question into
indirect/reported question. Part C is aboutthe students’ error in learning
reported speech of question sentence. This part contains the definitions of
error, the difference between error and mistake, the causes of error, the types
of error, the procedures of Errors Analysis, and the errors in the change of
tense and pronoun.
The third chapter is research methodology and findings. This chapter
consists of two parts. Part A is about research methodology. It contains the
purpose of the study, the time and place of the study, the population and
sample, the instrument of the research, the technique of data collecting, and
the technique of data analysis. Part B is research findings. It contains data
The fourth chapter is conclusion. In this chapter the writer divided
into two areas: first is conclusion. It summarizes the entire paper. And second
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Grammar
1. The Definitions of Grammar
Grammar is the natural, inherent meaning-making system of the
language, a system that governs the way words come together to form
meanings; grammar is also the study of that system; the various theories or
perspectives that attempt to understand and describe it. 1
According to James R. Hurford in Grammar a Student’s Guide,
“Grammar of a language is a conventional system of rules for making and
putting together the expression (e.g. sentences and phrases) that belong to
the language.”2
David Nunan defined in Second Language Teaching and Learning
Grammar as “A description of the structure of a language and the way
which linguistic units such as words and phrases are combined to produce
sentences in the language.” 3
According to some English dictionaries:
a. Grammar is the study of the classes of words, their inflections,
and their functions and relations in the sentence.4
b. Grammar is the study and practice of the rules by which words
change their forms and are combined into sentences.5
From all definitions above, it can be concluded that grammar is the
study of the systematic rules which describe the way words change their
form and are combined into good sentences.
1
Craig Hancock, Meaning-Centered Grammar, (London: Equinox, 2005), p. 6.
2
James R. Hurford, Grammar a Student’s Guide, (Cambridge: Cambridge University press, 1994), p. 87.
3
David Nunan, Second Language Teaching and Learning, (Massachusetts: Heinle&Heinle Publishers, 1999), p. 97.
4
Merriam Webster’s Collegiate Dictionary eleventh edition, (New York, 2003), p. 543. 5
B. Reported Speech
1. The Definitions 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.6
A.J. Thompson and A.V. Martinet stated 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.”7
Betty Schrampfer Azar stated in Understanding English Grammar,
“Reported speech refers to using a noun clause to report what someone
has said.” 8
Reported speech (also called indirect speech) is used to
communicate what someone else said, but without using the exact words.
From some definitions above, it can be concluded that reported
speech is to quote somebody’s idea or thoughts without exactly repeating the exact word produced by the speaker.
2. The Kinds of Speech
There are two ways of relating what a person has said: direct and
indirect.9
a. Direct Speech
Direct speech conveys exactly what someone has said. 10 It is
usually found in conversations in book, in plays, and in quotations.11
Example:
She said, “I want to go to the market.”
6
Betty Schrampfer Azar, Fundamentals of English Grammar, (London: Prentice Hall, 1992), 2nd edition, p. 366.
7
Thomson, A Practical…, p. 269.
8
Betty Schrampfer Azar, Understanding and Using English Grammar Edisi Inggris-Indonesia, (Jakarta: Binarupa Aksara, 1993), 2nd edition, p. 275.
9
Thompson, A Practical…, p. 269. 10
Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2000), p. 217.
11
9
Quotation marks are used when we quote direct speech.
Single quotation marks („…’) are more common in British English, and double quotation marks (“…”) in American English.12
In direct speech, usually the words quote are introduced by
one of the words say or think. It is 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, suggest, recommend,
remind, etc.
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 where necessary. This kind of structures
called „indirect speech’ or „reported speech’.13
Example:
She said that she wanted to go to the market.
Commas are not put before that, what, where, etc in indirect
speech structures.
Example:
He explained that he never ate meat. → (Not) He explained, that he never ate meat.
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 found in newspaper
reports, fiction, talking, or writing about conversation, reports,
articles or speeches that have been heard or read.14
12
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1995), p. 471.
13
Swan, Practical English…, p. 501.
14
When turning direct speech into indirect, some changes are
usually necessary. The tenses, pronouns and other words may
different from the original sentence. 15
If the introductory verb which is introduced in indirect
speech is a present, present perfect or future tense, so if someone
wants to report the direct speech into indirect, the change of tense
will not happen. Or in the other word, there is no change of tense if
someone reports from direct speech into indirect speech
Example: Paul says, “I’m tryingto get a taxi.”
Paul says he is trying to get a taxi.
However, if the introductory verb is in the past tense, the
tense of indirect speech have then to be changed into
corresponding past tense.16
Example:
Direct Speech Indirect Speech
He said, “I’m waiting for Ann.” He said (that) he was waiting
for Ann.
“Do you know John?” He asked if/whether I knew John.
He said, “I love you.” He said he loved me.
From some examples above it can be seen that, when
transforms direct speech into indirect speech, some changes are
needed.
For example in the first statement:
Direct speech→ He said, “Iam waiting for Ann.”
Indirect speech→ He said (that) he was waiting for Ann.
15
Swan, Practical English…, p. 501-502.
16
11
Tense of the direct speech is present continuous tense, so
when it is transformed into indirect, the tense of indirect speech is
past continuous tense. Pronoun of I is changed into he.
Besides, from examples above, it also can be seen that the
most neutral and most common verbs which are used 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, etc) 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.
Example: He said (that) he was ill. He told me (that) he was
ill.17
Here is a list of reporting verbs which can be used to report
what people say:18
Table 2.1
The List of Reporting Verbs
Claim
The following table is some expressions of time in indirect
speech.19
Table 2.2
The Common Expressions of Time in Indirect Speech
Direct Indirect
Today
Yesterday
The day before yesterday
Tomorrow
The day after tomorrow
Next week/ year, etc.
Last week/ year, etc.
A year, etc, ago
That day
The day before
Two days before
The next day/the following day
In two days’ time
The following week/ year, etc.
The previous week/ year, etc.
A year before/ the previous
year
19
13
3. The Transformational Rules from Direct Question into Indirect or
Reported Question
As mentioned in the previous chapter, the writer limits the problem
only on reported speech of question sentence. Reported question is used
when people want to relate a question that someone has asked.20
When turning direct questions into indirect speech some changes
are necessary. Tense, pronouns and possessive adjectives, adverb of time
and place change as in statements. In indirect question, the interrogative
form of the verb changes to the affirmative form, and the question mark
(?) is omitted in indirect questions. For example: Direct question: He said,
“Where does she live?”→Indirect question: He asked where she lived.21
Besides, there are two types of report structure for questions. The
first is yes/no question. These are questions which can be answered
simply with yes or no. the second type is WH-Question. These are
questions in which someone asks for information about an event or
situation. WH-Questions cannot be answered with yes or no.22
When one reports a yes/no questions, he or 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 that may be true. Meanwhile, ‘whether’ uses when the speaker
has suggested one possibility but has left open the question of other
possibilities. 23
There are few verbs which can be used before ‘if’-clauses or
‘whether’-clauses.
Here is a list of other verbs which can be used before ‘if’-clauses
and ‘whether’-clauses:24
20
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/820_gramchallenge4 4/ Friday, August 5th 2011
21
Thompson, A Practical…, p. 277. 22
Sinclair, Collins Cobuild…, p. 322.
23
Sinclair, Collins Cobuild…, p. 322.
24
Table 2.3
The Verbs Used Before ‘If’ and ‘Whether’-Clauses
Discover Say
Know See
Remember Wonder
One the other hand, when ones report a ‘WH’ question, he/she
uses a ‘WH’ word at the beginning of the reported clause. There are few
verbs which can be used before clauses beginning with ‘WH’ words.
Here is a list of verbs which can be used before clauses beginning
with ‘WH’ words.25
Table 2.4
The Verbs Used Before Clauses Beginning ‘WH’ Words
Decide
The following are the form of grammar for reported speech:26
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.
25
Sinclair, Collins Cobuild…, p. 323.
26
15
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.
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.
In addition, as discussed before, when someone reports another
person’s words in indirect question, he/she often has to change the tenses
and pronouns used in indirect question.
Here is a list of characteristics changes in tense forms.27
Table 2.5
The Characteristics Changes in Tense
Direct Question Indirect/Reported Question
Simple Present
“What is the matter?”
Simple Past
She asked me what the matter
was.
Simple Past
“How did you make this cake?”
Past Perfect
I wondered how she had made
that cake.
Present Perfect
“Have you bought a new car?”
Past Perfect
She wondered whether I had
bought a new car.
27
http://www.athabascau.ca/courses/engl Friday, August 5th
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 commons change in pronouns:28
Table 2.6
The Changes of Pronoun and Possessive Adjectives
Direct Question Indirect/Reported Question
I
You
My
Our
Your
He/she
Me/he/she/them/I/him/her
His/her
Their/our
My/his/her
C. The Students Error in Learning Reported Speech of Question Sentence 1. The Definitions of Error
To get clear understanding about the error, it is better for the writer
to consider several opinions given by some linguists.
According to Jeremy Harmer as quoted by Brown, “Errors are part
of the students’ interlingua that is the version of the language which a
learner has at any one stage of development, and which is continually
reshaped as he or she aims toward full mastery.29
28
http://www.fileden.com/files/2009/4/23/2415017/My%20Documents/Struktur/DIRECT %20-%20INDIRECT%20SPEECH.pdf Sunday, August 28th 2011
29
17
While, according to Dullay, error is the flawed side of learner
speech or writing, those are part of conversation or composition that
deviates from some selected norm of nature language performance.30
Brown has different opinion. He gives more attention on the
Interlingua competence of the speaker. He defines an error as noticeable
deviation from the adult grammar of a native speaker reflecting the
Interlingua competence of the learner.31
From all definitions above, the writer can summarizes that error is
flawed side of learner speech caused by the factor of competence. On the
other hand, they do not understand well the use of linguistics’ system of
the target language; it will lead the students to make errors consistently.
2. The Difference between Error and Mistake
Learning a language is fundamentally process that involves making
of mistakes or errors. The mistakes include with vocabulary items,
grammatical pattern and sound pattern as well.
James (1998) differentiates between errors and mistakes. He
defines errors as a systematic mistakes due to lack of language
competence, while mistakes refer to performance errors because of a
random guess or slip. Error cannot be corrected; mistakes can be
self-corrected if the deviation is pointed out to the speaker. 32
Meanwhile, Edge (1989) offers simpler definitions which are
especially important for classroom teachers to keep in mind. He states that
a slip or mistake is what a learner can self-correct, and error is what a
learner cannot self-correct.33
Furthermore, Corder (1967) defines mistake is a random
performance caused by fatigue, excitement, etc. and therefore can be
30
Heidi Dullay, et/al, Two (New York: Oxford University Press), p.139.
31
H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New York: Longman, 2000) p. 215.
32
Brown, Principle of …, p. 217.
33
readily self-corrected, while error is systematic deviation made by learners
who have not yet mastered the rules of the target language. Consequently,
learners cannot self-correct an error because it is a product reflective of the
learner’s stage of target language development or underlying
competence.34
In conclusion, mistakes are failure to use language because of slip
of the tongue or spelling. This failure is easily corrected by the learner
since they conceptually understand the language system. On the other
hand, errors are mistakes that student’s make due to lack of competence.
They are not able to be self-corrected because they do not know the
concept.
3. The Causes of Error
Error occurs for many reasons. One obvious cause is interference
from the native language. The learners may make errors because they
assume that the target language and their native language are similar.
While in fact they are different. They generalize the similarity between
target and native language. This cause of error is usually known as
Overgeneralization.
Another obvious cause is simply an incomplete knowledge of the
target language. The students are asked to produce words or sentence that
they have not yet learnt the grammar. Consequently, they made the
mistakes. The next common cause of error is the complexity of the target
language. For example, English has different tenses to indicate time of
happening, such as present, past, future, while Indonesian language does
not. Therefore, these differences obviously cause many Indonesian
learners make errors in tenses.
34
19
Richard (1970) exposes four types and causes of errors:
a. Overgeneralization: it is associated with redundancy reduction. It covers: instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language. It may be the result of the learner reducing his linguistic burden.
b. Ignorance of rule restrictions: i.e. applying rules to context to which they do not apply.
c. Incomplete application of rules
d. Semantic errors such as building false concepts/systems i.e. faulty comprehension of distinctions in the TL.35
To sum up, there are some aspects that may lead errors in learning
the target language. The cause of errors may come from the interference of
native language to the target one, the lack of competence of the target
language, etc.
4. The Types of Error
Dullay and Burtand Krashen in lengthy consideration of errors
described three major types of taxonomy: error types based on linguistic
category, surface strategy taxonomy, and error types based on comparative
taxonomy.36
In classifying the students’ error in this research the writer uses the surface strategy taxonomy. The surface strategy taxonomy highlights the
ways surface structures are altered. Learner may omit necessary items
(omission), or add unnecessary ones (addition), they may deform items
(selection), or disorder them (disordering).
a. Omission
Omission errors are characterized by the absence of an item that
must appear in a well-formed utterance. Omission can occur in
morphology. Learner often leaves out the third person singular
morpheme-s, the plural marker-s and the past tense
35
http://abismra03.tripod.com/nada/languageacq-erroranalysis.html#theo Sunday, 14th of August 2011
36
ed. In syntax, learner may omit certain element which is an
obligatory element.37 E.g. I not crying
b. Addition
Addition error is the opposite of omission. It is characterized by
the presence of an item which must not appear in well-formed
utterance.38 E.g. we works our homework
c. Double marking
Learner who have acquired the tense for both auxiliary and verb
often place the marker on both. E.g. he doesn’t knows my name.
d. Over regularizing
This error is under the misinformation category, in which a
regular marker is used in place of an irregular. E.g. runned for
ran
e. Over generalization
According to Dullay, this error refers to an archi-form, the
selection of one member of a class of forms to represent others
in the class. This is a common characteristic of all stages of
second language acquisition; they have called the form selected
by the learner as an archi-form.39 The learner makes a rule on
the basis of his experience of other rule in the target language.
E.g. what does he putting on the top?
f. Misordering
As the label suggests, misordering errors are characterized by
the incorrect placement of morpheme or group of morphemes in
an utterance. E.g. where you did go yesterday?
37Dullay, et/al…,
p. 156.
38Dullay, et/al…, p
. 160.
21
5. The Procedures of Errors Analysis
In the language teaching, either a native language or a second
language teaching, study about the students’ errors is very important. Theo
Van Els and friends state that there are some procedures in errors analysis,
namely;
1. Identification of errors
2. Description of errors
3. Explanation of errors
4. Evaluation of errors
5. Preventing/correction of errors40
The first step in the process of analysis is identification of errors.
In this step, teachers recognize the students’ errors from the task given. The second step is the description of errors begun when
identification stages have taken place. The description of the students’
errors involves classification of sort of errors made by the students.
The third step is explanation of errors that can be regarded as a
linguistic problem. This step attempts to account for how the errors can
happen and why the errors occur.
The fourth step is the evaluation of errors in which the teachers
will give the task to the students.
Finally, the last step is correction of errors where the teachers
check the result from the task done by the students. Then, they correct the
errors that the students made.
6. The Error in the Change of Tenses and Pronouns
As explained before, when someone reports another person’s words
in indirect or reported speech, he/she often changes the tenses and
pronouns which are used in the direct speech.
40
If the time of reporting is expressed as later than the time of the
utterance, there is generally a change of verbs forms. The change is
termed backshift, and the resulting relationship of verb forms in the
reporting and reported clause is known as the sequence of tense.
A change of speaker may mean a change of pronoun. A change of
time may mean a change of tense; the person reporting uses tenses that
relate to the time when he/she is making the report, not to the time when
the original words were used.41 In other hand, when someone turns direct
question into indirect question, the following changes are necessary such
as in the change of tenses and pronouns. Beside the change of tense and
pronoun, other changes are also needed such as in the change of
possessive adjective, adverbs of time and place.
Martin Parrot stated in his book Grammar for English Language
Teacher, “Learner is sometimes confused by the tense and pronoun
changes that can occur in reported speech.”42
The example of the difficulty in the change of tense and pronoun:
Direct Speech:
The teacher asked, “Who speaksEnglish?”
Indirect Speech: Incorrect →The teacher wanted to know who has spoken English.
This type of error is Misoredering because it is characterized by
the incorrect placement of morpheme or group of morphemes in an
utterance.
The sentence of the direct speech above, if it is transformed into
indirect speech, so it must be: The teacher asked me who spoke English. The tense of the direct speech is simple present, so when it is transformed
into indirect, it must simple past not present perfect.
From the statement above, it can be summarized that the
grammatical changes that occur in converting direct into indirect question
41
Swan, Practical English…, p. 501-502.
42
23
becomes the error for students whose their mother tongue or first
language does not have grammatical changes in reporting somebody’s
24 A. Research Methodology
1. The Purpose of the Study
This study is entitled “An Analysis on the Students’ Error in Learning Reported Speech of Question Sentence.” The purpose of the
study is to find out what the most types of error made by the students in
learning reported speech of question sentence.
2. The Time and the Place of the Study
The writer conducted her research at SMKIT Nurul Qolbi Bekasi
which is located on Jl. Raya Tarumajaya Bekasi. The research was
carried on 12th of September 2011 up to 20th of September 2011.
3. The Population and Sample
In this study, the writer took the sample in the third year students
of SMKIT Nurul Qolbi Bekasi. The students are in one class. The
number of the third year students of SMKIT Nurul Qolbi Bekasi is 30
students.
The writer decided to take the whole students in the third year of
SMKIT Nurul Qolbi Bekasi as sample in her research. It is 30 students.
4. The instrument of the Research
In her research, the writer used test as an instrument to obtain the
data. She made the test about reported speech. She gave a written test
focused on the subject matter that would be studied. The test consists of
20 questions. It is about directing the students to transform direct
25
5. The Technique of Data Collecting
The writer uses the test to know the errors made by the third year
students of SMKIT Nurul Qolbi Bekasi in learning reported speech of
question sentence.
6. The Technique of Data Analysis
The technique of data analysis used by the writer in this research
is descriptive qualitative analysis technique. In this technique she
describes the errors made by the third year students of SMKIT Nurul
Qolbi Bekasi, and describes the causes of why the students make errors
in learning reported speech of question sentence. There are some steps to
analyze the errors:
The first step in the process of analysis is identification of errors,
the second step is the description of errors, the third step is explanation of
errors, the fourth step is the evaluation of errors, and the last step is
correction of errors.
In the end, the writer tries to classify the errors. The technique
focuses on the data of the errors’ type based on the surface taxonomy
theory (omission, addition, double marking, over regularizing, over
generalizing, and misordering).
Besides, to know the percentage of errors made by the students,
the writer uses formula:
P = �
� X 100 %
P = Percentage
F = Frequency of wrong answer
B. Research Findings 1. Data Description
The writer gives the students some questions in the test. The test
consists of 20 questions, focusing on directing the students to transform
direct question into indirect question (from simple present into simple
past, simple past into past perfect, present perfect into past perfect, present
continuous into past continuous, future into conditional) and the exception
(from simple present into simple present, and present perfect into present
perfect).
The following table is the classification of each item about the test
of reported question into area tested.
Table 3.1
Area Tested of Reported Question and Each Item
No Reported Question Number of
Item
I Asking the students to transform direct question
into indirect question.
Simple present changes into simple past
Simple past changes into past perfect
Present perfect changes into past perfect
Present continuous changes into past
continuous
Future changes into conditional
1, 3, 5, 6,
13, 16, 18
7, 9, 15, 19
2, 11
8, 10
27
Present perfect changes into present perfect
Simple present changes into simple present 12
20
The writer uses the types of errors based on surface strategy
taxonomy to classify the students’ errors. From the data it can be described
that the errors in misordering area are the most frequent errors in which
the students committed 139 errors or 75.1%, it is followed by
generalization that consists of 36 errors or 19.5%. Then, errors in
over-regularization area which consists of 4 errors or 2.2%, in omission, there
are 5 errors or 2.7%, error in addition area is 1 error or 0.5% and there is
no error made by the students in double marking area.
Here is the table which shows the total of students’ error
Table 3.2
The Total of Students’ Error
No Student Error Classification Total of
Errors
O A DM O-R O-G M
1 Student 1 2 - - 1 1 3 7
2 Student 2 - - - - 2 5 7
3 Student 3 - - - - - 4 4
4 Student 4 1 1 - - 2 5 9
5 Student 5 - - - - 1 3 4
6 Student 6 - - - - 2 5 7
7 Student 7 - - - - - 6 6
8 Student 8 - - - - 1 5 6
9 Student 9 - - - - 1 5 6
10 Student 10 - - - - 3 4 7
11 Student 11 - - - - 2 6 8
12 Student 12 - - - 1 2 6 9
13 Student 13 - - - - - 3 3
14 Student 14 - - - - 1 4 5
15 Student 15 - - - - - 4 4
17 Student 17 - - - - - 5 5
In this part, the data was analyzed and the description is as follows:
Here is the table which describes the errors made by the third year students
of SMKIT Nurul Qolbi Bekasi.
Table 3.3
Description of Students’ Error in Omission
29
Description of Students’ Error in Addition
Item number 10 error in addition
Description of Students’ Error in Over - Regularization
Item number 10 error in over - regularization
31
Description of Students’ Error in Misordering
Item number 1 error in misordering
Misordering Frank wanted to know how
Item number 3 error in misordering
Misordering He wanted to know what the
Misordering The teacher wanted to know
Student 23
Misordering She asked where her umbrella
Misordering She asked me when we would
35
From the test result, the writer finds the average of students’ error is 9.25%. The minimum error is made by student number 13 with 3 errors
and the maximum error is made by student number 14 and 19 with 10
errors.
Here is the table of the percentage of students’ error:
Table 3.8
The Percentage of Students’ Error
No Students Class
Male or Female
Number of Error
Total of
Question Percentage
1 Student 1 XII M 7 20 35%
2 Student 2 XII F 7 20 35%
3 Student 3 XII F 4 20 20%
4 Student 4 XII F 9 20 45%
5 Student 5 XII F 4 20 20%
6 Student 6 XII F 7 20 35%
7 Student 7 XII F 6 20 30%
8 Student 8 XII F 6 20 30%
9 Student 9 XII M 6 20 30%
10 Student 10 XII M 7 20 35%
11 Student 11 XII F 8 20 40%
12 Student 12 XII M 9 20 45%
13 Student 13 XII F 3 20 15%
14 Student 14 XII F 5 20 25%
15 Student 15 XII M 4 20 20%
16 Student 16 XII M 4 20 20%
17 Student 17 XII M 5 20 25%
37
19 Student 19 XII M 10 20 50%
20 Student 20 XII M 5 20 25%
21 Student 21 XII F 8 20 40%
22 Student 22 XII F 4 20 20%
23 Student 23 XII M 7 20 35%
24 Student 24 XII M 6 20 30%
25 Student 25 XII M 6 20 30%
26 Student 26 XII F 5 20 25%
27 Student 27 XII F 7 20 35%
28 Student 28 XII F 6 20 30%
29 Student 29 XII F 6 20 30%
30 Student 30 XII F 5 20 25%
185 20 9.25 %
Because the writer uses surface strategy taxonomy in classifying
the errors, here is the table about the errors classification based on surface
strategy taxonomy.
Table 3.9
Error Classification Based on Surface Strategy Taxonomy
No Student Error Classification Total of
Errors
O A DM O-R O-G M
1 Student 1 2 - - 1 1 3 7
2 Student 2 - - - - 2 5 7
3 Student 3 - - - - - 4 4
4 Student 4 1 1 - - 2 5 9
5 Student 5 - - - - 1 3 4
6 Student 6 - - - - 2 5 7
7 Student 7 - - - - - 6 6
8 Student 8 - - - - 1 5 6
9 Student 9 - - - - 1 5 6
10 Student 10 - - - - 3 4 7
11 Student 11 - - - - 2 6 8
13 Student 13 - - - - - 3 3
14 Student 14 - - - - 1 4 5
15 Student 15 - - - - - 4 4
16 Student 16 - - - - 1 3 4
17 Student 17 - - - - - 5 5
18 Student 18 - - - - 2 6 8
19 Student 19 2 - - 1 3 4 10
20 Student 20 - - - - - 5 5
21 Student 21 - - - - 3 5 8
22 Student 22 - - - - - 4 4
23 Student 23 - - - - 2 5 7
24 Student 24 - - - - 1 5 6
25 Student 25 - - - - 2 4 6
26 Student 26 - - - - - 5 5
27 Student 27 - - - - 2 5 7
28 Student 28 - - - - - 6 6
29 Student 29 - - - - 2 4 6
30 Student 30 - - - - - 5 5
Total 5 1 - 4 36 139 185
After classifying error by using surface strategy taxonomy, the
writer finds the percentage of each error types. Here is the table of the
percentage of each error types.
Table 3.10
Errors Types Classification and It’s Percentage
No Error Classification
Frequency of Errors
Percentage of Errors
1 Omission 5 2.7%
2 Addition 1 0.5%
3 Double Marking 0 0%
4 Over-Regularization 4 2.2%
5 Over-Generalization 36 19.5%
6 Misordering 139 75.1%
39
3. Data Interpretation
After the writer analyze the errors by doing the identification and
correction, she found that the error in misordering was the most frequent
errors made by third year students of SMKIT Nurul Qolbi Bekasi. After
analyzing the errors, then she try to interpret the data.
a. Omission
Errors in omission area made by the third year students of SMKIT
Nurul Qolbi are 5 errors or 2.7%. Based on the data that the writer
found, the errors in omission are caused by language interference and
students’ carelessness.
b. Addition
There is 1 or 0.5% error made by the third year students of SMKIT
Nurul Qolbi Bekasi in addition area. That error is caused by the
carelessness.
c. Double marking
There is no error made by the students in this double marking area. It
means that the students are good in this item.
d. Over regularization
In this area, the students made 4 errors or 2.2%. This error may be
caused by the teaching material. Some students have not been able to
distinguish the usage of’ is’, „am’ and „was’. And the students also
have not been able yet in distinguish the usage of regular and irregular
verb in the sentence. In general, those errors happen because of their
inter-lingual error which leads incomplete application method on the
students’ grammar.
e. Over generalization
In this area students made 36 errors or 19.5%. Based on the data, the
writer interprets those errors in over generalization are caused by
incorrect pattern when the students apply the rule in the sentence. The
learner leads to make the rule on the basis of experience of other in the
f. Misordering
The errors of term mosordering are the most frequent errors committed
by the third year students of SMKIT Nurul Qolbi Bekasi with 139
errors or 75.1%. Based on the data, those are caused by the false
concept hypothesized. It also caused by the incorrect students in
placing the morpheme or group of morphemes in an utterance.
41
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the description in preceded chapter, the writer concluded
that the third year students of SMKIT Nurul Qolbi Bekasi still made the
errors when they learn reported speech of question sentence, especially when
they are asked to transform from direct question into indirect question. .
Based on the data, the most types of errors made by the students are in
area of Misordering which consists of 139 or 75.1% errors. It is followed by
the percentage of errors in over-generalization area. That is 36 or 19.5%
errors. There are 5 or 2.7% errors in area of omission. While in
over-regularization, there are 4 or 2.2% errors made by the students. In addition
area, error made by the students is 1 error or 0.5%. There is no error made by
the students in double marking area.
After knowing the percentage of errors made by the students, it can be
interpreted that errors are caused by language interference, students’
incomplete application of rule, false concept hypothesized, and students’
carelessness.
B. Suggestion
Referring to the conclusion, the writer would like to suggest as follow:
Students have to pay attention to the rules or forms
The teacher should make more exercise to improve students’ skill
Azar, Betty Schrampfer. Fundamental of English Grammar, 2nd edition, London: Prentice Hall, 1992
Azar, Betty Schrampfer. Understanding and Using English Grammar Edisi Inggris-Indonesia, Jakarta: Binarupa Aksara, 1993
Brown, H. Douglas. Principle of Language Learning and Teaching 4th edition, New York: Longman. 2000
Brumfit, Christopher. English for International Communication, Oxford: Pergamon Press, 1982
Els, Theo Van and friends. Applied Linguistics and the Learning and Teaching of Foreign Languages, London: A Division of Hodder & Stoughton, 1983.
Freeman, Diane Larsen and Michael H. Long. An Introduction to Second Language Acquisition Research, New York: Longman, 1991
Hancock, Craig. Meaning-centered Grammar, London: Equinox Publishing ltd, 2005
Harmer, Jeremy. Principle of Language Learning and Teaching, New York: Prentice Hall Regents, 1987
Hurford, James R. Grammar a Student’s Guide, Cambridge: Cambridge University Press, 1994
Celce-Murcia, Marianne and Diane Larsen Freeman. The Grammar Book an
ESL/EFL Teacher’s Course, New York: Heinle Publisher, 1999, 2nd edition
Nunan, David. Second Language Teaching and Learning, Boston: Heinle Publisher, 1999
Parrot, Martin. Grammar for English Language Teachers, Cambridge: Cambridge University Press, 2000
Richard, Jack. Error Analysis: Perspective on Second Language Acquisition, England: Longman Group Ltd, 1974
Sinclair, John. Collins Cobuild Grammar, London: Harper Collins, 1990
43
Thomson A.J and A.V. Martinet. A Practical English Grammar, Oxford: Oxford University Press, 1986
Ur, Penny. Grammar Practice Activities, Cambridge: Cambridge University Press, 1988
http://www.athabascau.ca/courses/engl Friday, August 5th 2011
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/820_gramchall enge44/ Friday, August 5th 2011
http://www.edufind.com/english/grammar/reporting_verbs.phpFriday, August 5th 2011
http://www.fileden.com/files/2009/4/23/2415017/My%20Documents/Struktur/DI RECT%20-%20INDIRECT%20SPEECH.pdf Sunday, August 28th 2011
http://www.masbow.com/2009/07/pendapat-para-ahli-psikologi-dalam.html Sunday, August 28th 2011
Class :
Change these direct question sentences into indirect question sentences!
1. Frank said, “How much pocket money does Lisa get?”
Frank wanted to know____________________________________
2. “Has Caron Talked to Kevin?” my friend asked me
My friend asked me ______________________________________
3. “What is the time?” He asked
He wanted to know ______________________________________
4. Anne said, “Will you do the shopping?”
Anne asked me __________________________________________
5. The teacher asked, “Who speaks English?”
The teacher wanted to know ________________________________
6. “Which dress do you like best?” She asked Marry
She asked Marry _________________________________________
7. Betty said, “When did you come?”
Betty wanted to know _____________________________________
8. Justin asked Selly, “What are you doing?”
Justin asked her __________________________________________
9. He asked me, “Did you see that car?”
He asked me ____________________________________________
10.“Are you going to the cinema?” He asked me
He asked me ____________________________________________
11.Mark: Has John arrived?”
Mark asked me __________________________________________
12.She says to her boyfriend, “Have you been writing?”
