CHAPTER I
INTRODUCTION
A. Background of The Study
Language is very crit ical to human lives and it s main function is for
comm unicat ion. Basically, communication wit h language is carried out t hrough
relat ed but separat e act ivities, nam ely speaking and list ening. They are
seemingly effort less, aut omat ic and spont aneous process, which demand a
minimum of one’ s cognitive resources. On a closer exam ination, they are act ually
complicat ed language skill. These act ivit ies are part icular import ance t o
psycholinguist s.
According to Ferdinand De Saussure, language is the m ost prominent
dist inguishing feat ure because t he language of any social group as a whole felt
different from the other groups. Language is a means of comm unicat ion
bet ween members of t he com munit y in form of symbols sound produced by
human tongue. Language gives t he possibilit y of much more ext ensive and
complex t han can be obt ained by using the media. Language is a tool produced
by human sound and the sound it s self is as symbol.
Funct ion of language in general, as a tool to express feelings and also t o
Express an ideas and purpose. Through language, people can disclose everyt hing
t hat is implied in their heart s and m inds. There are t w o element s t hat drive t o
from all the em ot ional st ress. As com municat ion t ool, language is the channel
means som eone, who gave birt h to feelings and allow s people t o work toget her.
Com munication is a further consequence of self-expression. At t he tim e of using
language, a communicat ion m eans having a goal of keeping t he reader or list ener
t o be the main t arget of som eone's at t ention.
Hum ans are social beings who cannot be separat ed from communication
w ith their social creat ures. Comm unicat ion can t ake place using form al and
informal language. Language can be used to express feelings t hrough art media,
such as poet ry and poet ry, in this case required a thorough underst anding to be
able to know the m eaning to be conveyed. Using language, it can know the
event s in t he past and also, exploiting Science and Technology w ith know ledge
human will alw ays follow the changing tim es and preserve it for their lives.
Era of advanced science and t echnology is growing rapidly; more open
t he opportunit y t o com municat e int ernat ionally. M ast ery of the English language
is very im port ant because any global inform ation in various aspect s of life using
t he English language. English language is not only serving as a tool or medium for
comm unicat ion bet w een nat ions but as a global, language proved more and
more people t ry t o learn English to be able t o com m unicat e w ell. People learn a
process t o achieve a variet y of compet encies, skills, and hum an at titude. The
abilit y to study is an import ant charact erist ic t hat distinguishes m an from other
Psycholinguist ics is a field of st udy concerned with psychological aspect of
language. According to Kess in Fauziat i (2011:1) there are t w o aspect s first , t he
t heoret ical aspect , it usually at t em pt s t o provide a linguist ically and
psychologically valid theory of language which can explain t he nature of language
and it s acquisit ion. Second, t he pract ical (applied) it generally t ries t o apply
linguist ic and psychological knowledge t o linguist ic problem s, such as reading
bilingualism , second language learning and t eaching, speech pat hology. Basically,
psycholinguistics t ries t o uncover t he ment al processes t hat are im plicat ed in t he
comprehension, product ion, and acquisition of language.
Psycholinguist ics at t empt s t o find out the ment al processes t hat are
im plicat ed in the com prehension, production, and acquisition of language. To do
so, she has t o begin with the st udy of language nam ely, st ructure and t he
function. When they learn a language t hey learn t he sound used in that
language, t he basic unit s of meaning and the rules t o combine t hese t o form new
sentence. Gram m at ical rules represent regularit ies in the behaviour of people
speaking a language. There are gram mat ical rules t o deals w ith three major
aspect s of language: phonology (t he sounds and their st ruct ure), synt ax (the w ay
w ords combines to form sent ences) and semant ic (the m eaning of words and
sentences).
English is a tool to com m unicat e orally and so in w rit ing. Communication
is t o underst and and t o express inform at ion, t hought s, feelings, and to develop
is the abilit y of discourse, exam ple, and abilit y t o underst and or t o produce oral
t ext s and or to writ e t hat is realized in t he four language skills, nam ely list ening,
speaking, reading and w riting. The fourt h skill is used t o respond t o or creat e
discourse in public life. Therefore, subject s w ere direct ed to develop the English
language skills so t hat graduat es are able to communicate in English and
discourse at a cert ain level of lit eracy. Level of lit eracy includes performat ive,
functional, inform at ional, and epist em ic.
At the performat ive level, people are able to read, writ e, list en, and speak
t o the symbols used. At the funct ional level, people are able t o use language t o
meet the needs of daily living such as reading newspapers, m anuals or
inst ructions. At the informational level, people are able to access know ledge w it h
language skills, w hile at the epist em ic level of Learning English at SM P or M Ts
t arget ed so that learners can achieve t he functional level t o communicat e orally
and in w rit ing to resolve everyday problem s, whereas for SM A or M A is expect ed
t o reach the level of inform at ional as t hey are prepared t o continue their
educat ion into college.
Epist em ic lit eracy level is considered t oo high to be achieved by learners
of SM A or M A as English in Indonesia serves as a foreign language, with second
language, t hey could accom plish all the things which basically can be cat egorized
int o t wo key funct ions, nam ely: t he sym bolic funct ion (used is to express t hought
In abilit y of com munication, student s should be capable in four languages
skills, list ening, speaking, reading and w riting. As one of t he four language skill,
speaking has alw ays occupied a place in most English language and the abilit y t o
express t he sam e t hings of oral form in English. Speaking is an int eract ive process
of const ruct ing meaning that involves producing and receiving and processing
informat ion and also labelling oral product ion. St udent s are learning in their
language developm ent. The abilit y to converse is highly value by student s. In this
research, the researcher focuses on int erlanguage errors. Learning English at t he
high school include four language skills, they are : reading, list ening, speaking
and w rit ing. All w ere support ed bother language elem ent s nam ely: vocabulary,
gramm ar and pronunciat ion.
Four language skills above, learning skills t alk t urns less at t ent ion.
St udent s have not been able t o com municat e in English, alt hough in very simple
w ay. This incident is also support ed by the cult ural background of st udent s shy.
M ost of the st udent s who w ere int erview ed were experiencing shame and fear
t o error in learning English. Four language skills above should be given in one
unit y in learning process. It is in English curriculum t hat four skills have t o be
reached by st udent s. This st at es t hat t he 2006 curriculum in M A is expect ed t hat
part icipant s st udent s may have t he abilit y to develop the compet ence t o
comm unicat e using English language, not only in writ ing form but also orally for
Speaking skills is one t he indicator of the qualit y of English language
learning. Learning through int eract ion or repeat ed t raining is an effect ive w ay of
underst anding the st udent s learns English. Be able t o speak English student s can
achieve t hrough learning of t elling st ory, so, English learning achievem ent can be
seen from t he student s' skill in speaking. The purpose of learning English at
school in general or in part icular, in M Ts or M AN is not only giving the student s’
know ledge of language but how student s can use t he language it self appropriat e
t he exist ing rule. The learning does not only give t heory but also provides a
variet y of exercises in language skills.
Learning English at SM P or M Ts t arget ed so t hat learners can achieve t he
functional level t o com municat e orally and in w riting to resolve everyday
problems, whereas for SM A or M A is expect ed t o reach t he level of inform at ional
as t hey are prepared t o cont inue t heir educat ion into college. Epist emic lit eracy
level is considered t oo high t o be achieved by learners SM A or M A as English in
Indonesia that serves as a foreign language. M eanwhile, in Indonesian cont ext
t he implem ent at ion learning process is guided by t he Nat ional Educat ion
minist ry regulat ion.
The M inist ry regulat ion number 221, year 2006 on the cont ent st andard
for primary and secondary education unit st at es t hat t he goals of the English
language learning in Senior High School are t o enable and to equip the st udent s
w ith 1). The language skill is to develop t heir com municat ive com pet encies in
on the import ance and t he essence of English m ast ery for t he not ion
compet itiveness in the global com munity. 3) The abilit y to develop their range of
underst anding on the relat ion bet w een language and cult ure. The aim of t he
regulat ion is st udent s can m ast er English. To develop st udent s abilit y to use
English in an all-round way, especially in speaking, so that in their future work
and social int eract ions t hey w ill be able to exchange inform ation effect ively
t hrough both spoken and writ t en channels, and at the sam e t im e they w ill be
able t o enhance t heir abilit y to st udy independently and im prove t heir cultural
qualit y so as to meet t he needs of schools social.
Basic compet ence of for Senior High School includes (1) expressing the
meaning of short m onologue in t ext using a variet y of simple spoken language
accurat ely, fluently and accept able in the cont ext of daily life in the form of
narrat ive t ext , descript ive and new s it em s. (2) revealing t he meaning in t ext
using a variet y of sim ple spoken language accurat ely, fluent ly and accept able in
many cont ext s of daily life in the form of recount t ext , narrat ive and procedure.
They have t o pract ice in English one of example in st oryt elling t o increase t heir
spoken. Story t elling is the act of sharing a t ale or a series of event s. As a learning
t ool, st ory t elling can encourage t he st udents to explore t heir unique
expressiveness and can height en a st udent’s ability t o com municat e thought and
t heir feelings.
Speaking seems t o be a very inst rum ent al act . They t alk in order t o have
quest ion, to ask for informat ion, t o t ell a st ory so, they select and ut t er a
part icular sent ence w hich will bring about t he effect and need considerable
planning what to st art . Thus, producing speech seem s t o follow t wo t ypes of
processes, nam ely: planning and execut ion. In planning and execut ing speech, in
discourse plan, t hey decide what kind of discourse t hey are going to t ake part in.
In t elling a story, they generally follow such st ructure.
First , sent ence plan, in planning a sent ence, t here are t hree options t o
choose: a. the propositional cont ent, it is the st ates or event s t he speakers t alks
about . b. the illocut ionary cont ent, it deals with the w ay t he speakers w ant to
deal with it. c. them at ic st ructure, it deals with t he speaker’ s judgm ent s about
t he list ener’s current m ent al st at e. In general, t hem at ic st ructure has t hree main
functions: to convey given inform at ion and new informat ion, to convey t he
subject and predicat e, and to convey fram e and insert . They have t o select t he
right sent ence suit able with the discourse. Second, const it uent plan, in so doing
t hey have t o pick up t he right w ords, phrases, or idiom s and put t hem in the right
order. Third, articulatory program , it cont ains the phonet ic segm ent , st resses,
and int onation.
Language learning is a creat ive const rictions process. Wit h this view ,
errors are t hen considered as an inevit able and posit ive part of that process.
At t itudes t ow ards errors have m oved aw ay from t hose of behaviourist s in 1950s
t o 1960s who saw error as som et hing to be prevent ed through int ensive
reflect ions of learners’ st age of int erlanguage developm ent. When learners
produce correct , free ut t erances, they may t ell a litt le about what is going on in
t heir mind. Errors t hen hold vit al clues about the process of language learning. In
t his case t hat their int erlanguage know ledge is fault y, t he result is an error.
Error analysis in Fauziat i is “ the first approach t o t he st udy of second
language acquisit ion which includes an int ernal focus on learners’ creat ivit y
abilit y t o const ruct language” (Saville-Troike 2006:38). The prim ary focus of error
analysis is on learner errors and the evidence of how learner errors could provide
an underst anding of the underlying processes of second language learning or
second language acquisit ion. Error Analysis provides a validation for the classical
const ructive analysis (CA) of w hich the goal is t o find out something about t he
psycholinguistics process or cognit ive m echanism of second language learning. It
hopefully enables us t o draw cert ain conclusions about the learning st rat egies or
t he underlying cognit ive mechanism used by t he learner in his second language
learning process.
Error analysis requires the det erminat ion of elem ent s in the sample of
learner language which deviat e from the t arget language in som e w ay. For this,
dist inction should be made bet ween error and m ist ake. The concept s of errors
analysis are that there are t w o different phenom ena and int ent ionalit y plays a
decisive role in this dist inct ion. Errors are syst em at ic, consist ent deviance which
is charact erist ic of the learner’ s linguist ic syst em at a given st age of learning.
som e inst it ut ionalized language syst em ; t hey arise due to the imperfect
compet ence in the t arget language.
M ist akes are deviat ions due t o perform ance fact ors such as memory
limit ation, fat igue, and em otional st rain. They are t ypically irregular and can be
readily correct ed by the learners t hem selves w hen t heir at t ent ion is draw n to
t hem. Thus, errors can be identified by comparing original ut t erances w ith
reconst ruct ed ut t erances, w hich is correct sent ences having the m eaning
int ended by t he learner.
St udies have been carried out on error such as Daryanto (2013), Hanif
(2012), Suhart ini (2012) Sugiyono (2011), Ika Sulist yarini (2012) but m ost of t hem
accelerat es t he errors in w rit t en t ext , m eanwhile in the oral form medium has
not been done, and t herefore I w ould discrim inat e analysis error on spoken
t hrough oral narrat ive.
The researcher finds som e int erlanguage errors done by the st udent s in
ut t erance. They oft en m ake int erlanguage in t heir spoken especially in gramm ar
and sounds. To get the data, the researcher gives a free st ory composit ion t ext t o
t he st udent s of M AN I Boyolali. And then, they t ell a st ory t ext one by one orally.
The researcher list ens then records them and not at es, ident ified and classifyed
t hen described. Below is the exam ple of student s’ product s: I asked one of
st udent: What is your unforget t able experience t hat happened in your life? She
answered “ Two years ago when I ent ered in M AN I Boyolali w as very busy. I have
The sent ences above are incorrect because t hey applied the Indonesian
rule int o English. The sent ence “ I have t o copied” should be “ I had t o copy” ‘had
t o’ was followed by infinit ive and “ my form dat a” should be “ my dat a form” and
t he last sent ence t he verb ‘feel’ should be ‘felt ’ (Verb2), she spoke in recount
t ext so she have to use simple past t ense . The st udent ignored the rule
rest rict ion. They omit t ed t o present t ense in V1 although that is simple past
t ense. They should add ‘ed’ in regular verb or the verb w as changed in irregular
verb t his applies for all pronouns or the subject . She also ut t ers t he w ord ‘’ w as’’
in ‘w es’. The w ord ‘w as’ should be utt ered / w
ɒz/.
Phenom enon proved that thelearners m ade Int erlanguage errors.
Based on t he phenom ena above, the w rit er is int erest ed in analysing it
int o a t hesis ent itled: Int erlanguage Error in oral narrat ive m ade by student s of
M AN I Boyolali.
B. Research Problem
In this st udy, the researcher focuses on a cert ain problem relat ed t o
effort t o find t he way how to analyse t he Int erlanguage errors in oral narrat ive
made by st udent s of M AN I Boyolali. The problem is: w hat are the int erlanguage
errors occuring in ut t erance of oral narrat ive?
This research problem can be broken dow n into som e quest ions. They
are as follow s:
2. What do t he speech errors occur in oral narrat ive?
3. What do t he lexical errors occur in oral narrat ive?
4. What are gramm at ical errors in oral narrat ive m ade by st udent of M AN I
Boyolali?
5. What are the frequency each t ype of int erlanguage errors in oral
narrat ive?
6. What are the dominant of int erlanguage errors in oral narrat ive?
7. What are the possible sources which cont ribut e t o int erlanguage errors
w hich occur in oral narrat ive?
C. Objective of Research
The general object ive of this st udy is to know what kinds of int erlanguage
errors occur in ut t erance oral narrat ive t ext . Then based on the research
quest ions t he w riter has the following object ives:
1. To classify t he pronunciat ions errors done by st udent s of M AN I Boyolali
in oral narrat ive.
2. To classify the speech errors in oral narrat ive
3. To classify the lexical errors in oral narrat ive.
4. To classify the gram mat ical errors in oral narrat ive.
5. To describe t he frequency and dominant each t ype of int erlanguage
6. To describe t hedominant each t ype of int erlanguage error in oral
narrat ive.
7. To describe t he possible sources which cont ribut e t o int erlanguage in
narrat ive.
D. Benefits of The Research
This research is t o describe of the Int erlanguage errors in oral narrat ive
made by Elevent h grade student s of M AN I Boyolali. The benefit s are divided
int o t wo followings opt ions:
1. Theorit ical
The t heoritical aspect of error analysis is part of the met hodology of
invest igat ing the language learning process. In order to find out t he
nature of psychological processes, and w e have t o have a m eans of
describing the learner’ s know ledge of the target language at any
part icular mom ent in his learning career in order t o relat e a knowledge t o
t he t eaching he has been receiving. We have t o know This st udy is
expect ed t o support and t o add the referent ial know ledge on the
int erlanguage error in oral narrat ive t ext . This elaborat es the
enhancem ent effect iveness in t he language t eaching process.
2. Pract ical
The pract ical aspect of error analysis is it s function in guiding the rem idial
act ion. We must t ake t o correct an unsat isfact ory st at e of affairs for
a. For a t eacher.
The t eachers can improve her knowledge and m ake easy in her
explanat ion of t eaching learning process t o st udent especially on their
pronunciat ions and gramm ar so they can accept it easily. The t eacher can find
t he st udent difficult y of the m at erial in int erlanguage errors. Here, t he t eacher is
able to know t he student s problem in learning on t heir pronounciat ion on
speaking, lexical or words choice, speech error, and gram mat ical w ell. So, she
can correct t hem easily. They undert ake a syst emat ic analysis, how far tow ards
t he goal the st udent has progressesd an consquent ly, what remains for him to
learn.
b. For st udent s
The m ajor cont ribut ion of the linguist to language t eaching was seen as
an int ensive cont rast ive st udy of t he syst ems of the second language and t he
mother t ongue of the learners. Based on finding, it is known that there are m any
t ypes of errors t hat are com monly made by st udent s. The w rit e wishes that they
should t ry to pract ice English everyday. Also they have t o read English t ext a lot ,
list ening the English programm e. Beside that , they have t o practise m any
exercises on English gram mat ical. So, the st udent s can decrease t he error.
c. For other researcher
St udying the errors made by learners of a second language needs no
just ification. It also a fundam ent al part of applied linguist ics. It provides a
becomes one of reference in st udying of phonet ic, speech, lexical and
gramm at ical errors. It can be good input for readers in underst anding phonet ic,
speech, lexical and gram mat ical errors. Of course, t he elaboration of t his
research perheps useful as references for other researchers t o conduct a st udy
t he error analysis.
