ERRORS IN SPOKEN PRODUCTION MADE BY STUDENTS OFDEPARTMENT ENGLISH EDUCATION OF MUHAMMADIYAH Errors in Spoken Production Made by Students of Department English Education of Muhammadiyah University of Surakarta in 2014/2015 Academic Year.

(1)

i

ERRORS IN SPOKEN PRODUCTION MADE BY STUDENTS OF DEPARTMENT ENGLISH EDUCATION OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2014/2015 ACADEMIC YEAR

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

by

SUJIYATI A320110056

SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA

(2)

(3)

(4)

(5)

v MOTTO

“Barang siapa menunjukkan kepada kebaikan maka baginya seperti pahala pelakunya”.(HR. Muslim)

(6)

vi

DEDICATION

I dedicate this research paper with my deepest love and a sincere pray as a final step to get bachelor degree to:

1. Alloh SWT,

2. Her beloved mom and dad,

(7)

vii

ACKNOWLEDGMENT

Assalamualaikum Wr. Wb

Alhamdulillahirabbil alamin, _{praise to Alloh SWT for blessing the writer in}

completing of this research paper. The researcher also received help from many individuals. Their loving help and kindness will always be reflected in this research paper. On this very special occasion, the researcher wishes to express her gratitude to those who help her complete this research paper.

1. Prof. Dr. Harun Joko Prayitno, M. Hum., Dean of school of Teacher Training and Education of Muhammadiyah University of Surakarta,

2. Mauly Halwat Hikmat, Ph.D.,Head of English Education Department,

3. Prof. Dr. Endang Fauziati, M.Hum., the first consultant for her patience in

providing continuous guidance, advice, suggestion, and correction till the end of this research paper,

4. Mauly Halwat Hikmat, Ph.D., as the second consultant who has helped the researcher,

5. Drs. Djoko Srijono, M.Hum., Member II of Team of Examiners who has given

advice in finishing this research paper,

6. All lecturers of English Education Department who have given their knowledge and experience,

7. Her beloved parents, Bp. Mujiono and Ibu. Suprapti, who are patient to see her finishing this research paper soon and also for their love, pray, support,

motivation, and everything,

8. Her sister, Septin Ariyani, who gives her the color of life and supports her to finish this study,

9. Her lovely friends, Nurfita, Haslinda, Tuti, Devi, Risma, Yeyen, _“Thanks for

(8)

(9)

ix

TABLE OF CONTENT

page

COVER ... i

APPROVAL ... ii

ACCEPTANCE...iii

TESTIMONY ... iv

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDGMENT... vii

TABLE OF CONTENT ... ix

SUMMARY ... xii

CHAPTER I: INTRODUCTION... 1

A. Background of the Study ... 1

B. Problem Statement... 4

C. Objective of the Study ... 4

D. Limitation of the Study ... 4

E. Significance of the Study... 5

F. Research Paper Organization... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ... 7

A. Previous Study ... 7

B. Speaking ... 11

1. Notion of Speaking ... 11

2. Language Feature ... 12

a. Connected Speech ... 12

b. Expressive Device ... 12

c. Lexis and Grammar ... 12

d. Negotiation Language ... 12

C. Speech Production ... 13

1. The Notion of Speech Production ... 13

2. Planning and Execution ... 13

(10)

x

b. Sentence Plan ... 14

c. Constituent Plan ... 14

d. Articulatory Program... 15

e. Articulation... 15

3. Sources of Planning Difficulty... 15

D. Speech Errors... 15

1. Notion of Speech Errors... 16

2. Execution of Speech Plans and Speech Error ... 16

3. Common Speech Error... 17

a. Grammatical Juncture ... 17

b. Other Constituent Boundaries ... 17

c. Before The First Content Word Within a Constituent... 17

E. Error Analysis ... 19

1. Notion of Error Analysis... 20

2. The Aspect of Errors Analysis ... 20

a. The Algorithm for Conducting Error Analysis ... 20

b. Error Description or Classification ... 21

1) Linguistic Category ... 22

2) Surface Stategy Taxonomy... 22

3) Comparative Taxonomy ... 23

4) Communicative Effect Taxonomy... 24

F. Theoretical Framework... 25

CHAPTER III: RESEARCH METHOD ... 26

A. Type of the Research... 26

B. Subject and Object of Research ... 26

C. Data and Data Source... 27

D. Method of Collecting Data... 27

E. Validity of the Data... 27

(11)

xi

CHAPTER IV: RESEARCH FINDING AND DISCUSSION... 29

A. Research Finding... 29

1. Types of Error... 29

a. Speech Error ... 29

b. Grammatical Error ... 33

2. Frequency and Dominant error ... 37

3. The Dominant Speech Error ... 40

4. The Sources of Error... 40

B. Discussion of Finding ... 41

CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND SUGGESTION ... 43

A. Conclusion ... 43

B. Pedagogical Implication ... 44

C. Suggestion ... 45

BIBLIOGRAPHY ... 47

VIRTUAL REFERENCE ... 48

(12)

xii SUMMARY

Sujiyati. A 320110056. ERRORS IN SPOKEN PRODUCTION MADE BY

STUDENTS OF DEPARTMENT ENGLISH EDUCATION OF

MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2014/2015

ACADEMIC YEAR. Research Paper. Teacher Training and Education Muhammadiyah Unuversity of Surakarta. 2015.

The aim of this research is to describe the types of error, the frequency of error, the dominant error, and the source of error in spoken production made by students of Department English Education of Muhammadiyah University of Surakarta. The type of this research is descriptive qualitative research. In collecting data, the writer watches, observes then writes the scripts of the videos of microteaching class. The writer uses theory of Clark and Clark to analyze speech error and found six types of them, namely: filled pause, silent pause, repeats, correction, stutter, and retraced false start. From the data, the research found 420 error utterances that consist of 339 utterances or 80,72% of speech error, 60 utterances or 14,28% in morphological error, and 21 utterances or 5% in syntactical error. The writer found 29 utterances containing silent pause or 6,90% of silent pause, 219 utterances containing filled pause or 52,15%of filled pause, 69 utterances containing repeats or 16,43% of repeats, 7 utterances containing corrections or 1,67% of corrections, 7 utterances containing stutters or 1,67% of stutters, and then 8 utterances containing retraced false starts or 1,90% of retraced false starts, 46 utterances or 10,95% of vocabulary errors, 14 utterances or 3,33% of errors in the selection of words, 10 utterances or 2,38% of omission of bound morpheme, 6 utterances or 1,43% of addition of bound morpheme, 5 utterances or 1,19% of omission of to be. The dominant error is speech error especially filled pause. The writer finds two sources of error. The first is cognitive reason where the speakers need brain processing where information is processed to utter by speech. The second is psychological reason that happens when the speakers feel anxious, nervous, in hurry or other that can affect the speakers to be confident or un-confident that makes them difficult to produce speech.