ERROR ANALYSIS OF A BIOLOGY TEACHER’S SPOKEN ENGLISH:
A CASE STUDY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dorothea Rahardani
112007005
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
1
ERROR ANALYSIS OF A BIOLOGY TEACHER’S SPOKEN ENGLISH:
A CASE STUDY
Dorothea Rahardani
Abstract
This study reports the common grammatical error of the spoken English made by a Biology teacher of Bethany School, Salatiga. Many scholars have conducted several studies about Error Analysis (EA), however there were still a little study about EA which investigates the
errors made by the teacher. Seeing the importance of the teacher’s role in the teaching and
learning process, this study is aimed at investigating the teacher’s grammatical error as she was
teaching in the classroom. Using the sample linguistic category taxonomy proposed by Burt, Dulay and Krashen (1982) in classifying the errors such as plural forms, verb tenses, subject-verb agreements, determiners, and pronouns, the data were collected through six-time
observations in order to get the audio records of teacher’s utterances while teaching in the
classroom. Then, the data would be analyzed and specified based on the linguistic category to get the result. The result of this study showed that the most common grammatical error made by the teacher was the use of determiners that worth for 119 errors, 27.87%. Other errors that found out were singular/plural forms (91 errors, 21.31%), pronouns (62 errors, 14.52%), subject-verb agreements (60 errors, 14.05%), verbs tense (57 errors, 13.35%), and prepositions (38 errors, 8.90%). Pedagogical implications would be made in this study for the development of SLA and TESOL.
