SPEECH PRODUCTION ERRORS IN MICROTEACHING MADE BY ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2014/2015 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
by
ETIK WAHYU TRI UTAMI A 320110059
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
SPEECH PRODUCTION ERRORS IN MICROTEACHING MADE BY ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2014/2015 ACADEMIC YEAR
Etik Wahyu Tri Utami Prof. Dr. Endang Fauziati, M.Hum.
Aryati Prasetyarini, S.Pd, M.Pd.
Department of English Education, Muhammadiyah University of Surakarta Email:etikwahyu403@yahoo.com
ABSTRACT
This research is a descriptive qualitative research. Which aims to describe the types of errors, the frequency of errors, the dominant error, and to explain the source of error made by English Department Students in Microteaching class. In collecting data, the writer watches and listens to the video, writes the scripts of the videos, then identifies the data, and selects the data based on the types of error. The writer uses theory of Clark and Clark to analyze the speech error. Based on the data, the researcher finds 641 error utterances that consist of 512 utterances or 79, 86% of speech error, 58 utterances or 9, 04% of morphological error and 71 utterances or 11, 1% of syntactical error. The writer finds 103 utterances or 16,06% of silent pause, 217 utterances or 33,85% of filled pause, 142 utterances or 22,15% of repeats, 20 utterances or 3,12% of correction, 10 utterances or 1,56% of stutters, 7 utterances or 1,09% of unretraced false start, 13 utterances or 2,03% of retraced false start, 47 utterances or 7,33% of vocabulary error, 11 utterances or 1,71% of error in the choice of word, 43 utterances or 6,70% of omissions of bound morpheme -s, 5 utterances or 0,80% of omission to be, 5 utterances or 0,80% of addition of bound morpheme –ing, 7 utterances or 1,09% of addition of preposition, 4 utterances or 0,62% of addition of article, and 7 utterances of misuse to be. The dominant error is speech error especially filled pause. The writer finds two sources of error, namely cognitive and psychological reasons. Cognitive reasons relates to the speaker’sdifficulty to speak clearly. Then psychological reasons relates to particular conditions such as anxious, nervous, and in hurry.
A. INTRODUCTION
English learning is very important for all people in the world, because English language is an International language. By using English people can communicate with other people in different countries. Therefore, English has been one of the courses in Indonesian education. Generally, there are many courses in English Department Students. One of them is Microteaching.
Microteaching is very important for the students. Usually teaching the other friend in Microteaching class is not easy, especially in English Department Students. They must use English when they teach the other friends in front of the class. For that, they must produce speech, especially English. Producing speech is not easy. They must arrange word by word to get the good utterances. Sometimes they make many errors or mistakes. Producing speech seems require very little thought or effort. Producing speech seems to follow two types of processes, namely: planning and execution. In planning and executing speech, speakers go through the processes such as discourse plan, sentence plan, constituent plan, articulatory program, and articulation (Clark and Clark, 1977: 224). Fauziati (2009: 139) states that" Errors are typically produced by learners who do not yet fully command some institutionalized language system, they arise due to the imperfect competence in the target language”. Based on the description, the researcher interested to analyzes error in speech production made by English Department Students, especially in Microteaching class. The researcher wants to know how many errors made by Students.
There are some previous researches on error analysis. The first research is conducted by Wijayanti Farida Indri (UMS: 2013), in her research entitled “Speech Errors in a Talk Show Program of Metro TV Face to Face with Desi Anwar Broadcasted in January to June 2012”. The aims of her research are to:
show of program metro TV face to face with Desi Anwar broadcasted in January to June 2012.
This second research is conducted by Rakhmawati (UMS: 2011) entitled “A Psycholinguistic Analysis of Speech Errors Made by Rachel Ray TV Show".
The aims of this researcher are to give descriptions of speech error phenomena which occur in the Rachel Ray TV Show. This research is to find out the type of speech error and the sources of speech errors in this program.
In this research, the researcher uses some theories related to the topic. The theories are speaking skill, speech production, speech error, and error analysis. Then, the researcher analyzes the data especially speech error by using Clark and Clark theory. There are many types of speech error such as silent pause, filled pause, repeats, correction, stutters, interjections, unretraced false start, retraced false start, and slip of tongue. Then, the researcher also uses the sources of error such as cognitive reason and psychological reason based on the Clark and Clark theory.
The objectives of this research are (1) to describe the types of error (2) to describe the frequency of error (3) to describe the dominant error (4) to describe the sources of error made by English Department Students in Microteaching class.
B. Research Method
class. The data of this research are utterances containing spoken errors taken from transcription of video Microteaching.
In this research, the method of collecting the data is documentation. The researcher collects the data by using some procedures such as (1) Collecting the videos of Microteaching from lecture (2) Watching and listening the videos (3) Writing the transcription based on the videos (4) Identifying the data that include the utterances of errors (5) Selecting the data based on the types of errors.
C. Research Finding and discussion 1. Research finding
Based on the problem statements, the researcher divides this research finding into 4 steps, namely classification of types of errors, the frequency of error, the dominant error, and the sources of error.
a. Classification of Types of Error
The researcher analyzes the types of error made by English department students in Microteaching class. The researcher divides the types of errors into 3 parts namely speech errors, errors in the morphological level, and errors in the syntactical level.
1) Speech Error
Speech error is one of parts in the speech production. The types of speech errors appear in the data are silent pause, filled pause, repeats, unretraced, retraced, corrections, and stutters.
a) Silent Pause
Silent pause is a period of no speech between words. The example of silent pause is “The color of things in our classroom is....black and white”. From this sentence, the researcher find silent pause between words “is” and “black”, because there is no speech
(stop) for few minutes. b) Filled Pause
Filled pause is a gap filled by ah, er, ee,em,uh. The example of utterance containing filled pause is “Ee...I ‘am feeling not so good, because I feel so cold today”. The sentences belong to errors namely filled pause, because there are gap filled like “ee” in the each sentences.
c) Repeats
have...I have a great day”. From the example, the speaker repeats the words “Ihave” until twice. So,the sentence belongs to repetition. d) Corrections
Corrections are like false starts, but they contain an explicit correction such as “I mean”, “rather”, “Eh”, “I’m sorry”, etc. The
example of correction is “Novita, your long name? Your long name? Full name I mean”.
e) Stutters
Stutters are type of speech errors. It occurs when the speaker speak rapidly the same sound or syllable. The examples of Speakers who stutter speak rapidly the same sound or syllable such as (1) Father. Who...whos...woo...woo...who is her father? (2) I...I...I standing in here be a teacher and you student.
f) Unretraced False Start
Unretraced false starts are correction of a word. The example of unretraced false starts in this research is “We say ...OK let’s wish hamdallah together”. Firstly, the speaker says “we say” but he think not correct. So, the speaker corrected by saying “OK let’s wish hamdallah together”.
g) Retraced False Start
Retraced false starts are repetitions of one or more words before the corrected words. The example of retraced false stars in this research is“Aya you come...you become leader from group two”.The speaker corrected the words “you come” by using the words “you
2) Errors in the Morphological Level
The researcher also analyzes the types of errors in the morphological level. The researcher divide it into 2 part namely vocabulary errors and errors in the choice of words.
a) Vocabulary Error
Vocabulary error is error that is produced by speakers with insert Indonesian language. The speaker uses Indonesian language to continue her utterance. The example of vocabulary error is “You please, you Chacha sini, please, you give your friend clue and describe about that thing”.
b) Error in the Choice of Words
Errors in the choice of words are one of types of errors in the morphological level. It occur when the speaker less knowledge about grammatical structure. The researcher gives the example as “Charismatic, do you like it is?” This sentence “do you like it is” is wrong sentence, because the words “it is” is use for noun. But, here charismatic is one of the characteristic of people. So, the words “it is “mustbe changed into the words“him or her”.
3) Errors in the Syntactical Level
Here, the researcher not only analyzes error in the speech production and error in the morphological level, but also errors in the syntactical level. Obviously the types of error appear in the data are omission of bound morpheme “-s” in plural form, addition of bound morpheme “-ing”, omission of to be, addition of preposition, and addition
of article.
a) Omissions of Bound Morpheme“-s”
writer finds the wrong sentence like“Thank you for all student”. It is un-corrected form, because “all student” is plural that should be followed by morpheme “-s”. So, the right sentence is “Thankyou for all students”.
b) Additions of Bound Morpheme“-ing”
Addition is a type of errors which are characterized by the presence of an item, which should otherwise not appear in a well-formed utterance (James, 1998:94-112) in Fauziati (2011:145). From the data, the researcher finds the un-corrected form in this sentence “Now, we will talking about family and we have to describe him or
her through speaking”. It belongs to un-corrected form, because
“will” as modal, and should be followed by verb 1.
c) Omissions of To Be
In this case, the writer forget to give “to be” in the sentences. The researcher finds some utterances containing omission of to be such as (1) what your favorite writers? (2) I in junior high school like you.
d) Addition of Preposition
From the data, the researcher finds some utterances containing addition of preposition such as (1) Doforyour assignment in the next meeting (2)Inhere Joko and Ani get married.
e) Addition of Article
The researcher finds some utterances containing addition of article as follows (1) I will make a groups (2) I need one or three a students to describe the name of job.
f) Misuse of To be
“must be changed into the word “are”, because the object more than one (2) All of you isthe diligent students. There is error in the choice of words in the word” is”, because “is” for singular. But, here the
subject is more than one. So, theword “is “must be changed into the word “are”.
b. Frequency of Error
The data of this research are taken from microteaching’s video made by English department students. The researcher tries to count the data of errors and make the frequency of each types of error by using the formula as follows:
P: The Number of Error x 100% Total Number of Error
The researcher finds 641 utterances in the data. Then, the researcher divides each type in detail. Firstly, the researcher finds 512 utterances or 79, 86% of speech error. Obviously the types of speech error appear in the data are silent pause, filled pause, repeats, correction, stutters, retraced false, and unretraced false. The researcher finds 103 utterances or 16, 06% of silent pause, 217 utterances or 33, 85% of failed pause, 142 utterances or 22, 15% of repeats, 20 utterances or 3, 12% of corrections, 10 utterances or 1, 56% of stutters, 7 utterances or 1, 09% of unretraced false starts, and then 13 utterances or 2, 03% of retraced false starts.
09% of addition of preposition, 5 utterances or 0, 80% of addition of bound morpheme “-ing”, 4 utterances or 0, 62% addition of article, and then 7
utterances or 1, 09% of misuse of to be. c. The Dominant Error
The dominant error can be seen based on the result of the error percentage. The dominant type of error in the data is speech error. Here, the researcher finds 512 utterances of speech error or 79, 86% of speech error. In specific, the dominant error in the data is filled pause. The researcher finds 217 utterances or 33, 85% of filled pause.
d. The Source of Error
In this case the researcher tries to find out the sources of error. The researcher uses Clark and Clark theory to find out the sources of error. The sources of error are follows (1) Cognitive reason (2) Psychological reason. In cognitive reason the speaker makes error in the producing of speech. The speaker is difficult to speech fluently. Usually in Microteaching class, the student must practice in front of the class as a teacher by using English language. They must present the material to the other clearly. So, it is possible to make errors in their speech. Sometimes, the students make error by using the word “ee”, “em”, imean, oh, ah, etc. It seems that the students are not fluent in producing of speech. Then, psychological reasons related to particular conditions such as anxious, nervous, and in hurry. Sometimes in producing speech especially in Microteaching class the students feel nervous and anxious. Some of them feel un-confident with their performance. Actually, it makes them difficult to produce speech.
2. Discussion of the Finding
The finding of this research shows that there are 3 classification of error. The first is speech error. In speech error there are 7 types of error appear in the data, namely silent pause, filled pause, repeats, corrections, stutters, retraced false starts, and unretraced false starts. The second is morphological error. There are two types of error appear in the data, namely vocabulary error and errors in the choice of words. The third is syntactical error. The researcher divides syntactical error into 6 parts. They are omission of bound morpheme “-s”,
omission of to be, addition of preposition, addition of bound morpheme “-ing”,
addition of article, and the last misuse of to be. The dominant of error is filled pause with the total number 217 utterances or 33, 85% for speech error.
In Wijayanti’s work there is different finding with this research. The
subject of Wijayanti’swork is talk show program of metro TV face to face with Desi Anwar. The dominant of her research is speech error, especially filled pause with 143 utterances or 33, 41%. Although the dominant error is same with this research, but the data of utterances and percentages are different.
The second research is conducted by Rahmawati’s work. She analyzes
speech error made by Rachel Ray TV show by using psycholinguistic. Rahmawati analyzes the types of error based on the theory of Victoria A. Fromkin. The dominant error appear in her research is shift with the total of number 16 utterances or 13, 33%.
The last research is conducted by Saputri’s work. The subject of her
research is English Department Students of Muhammadiyah University of Surakarta. She analyzes use psycholinguistics study. The research findings shows that speech errors found in the data are silent pause (25,5%), filled pause (29,4%), retraced false (5%), unretraced (3,5%), repeats (13,5%), corrections (1,3%), interjections (0,4%), stutters (2,2%), slip of tongue (2,1), and the last listening the word pronunciation (17,1%).
theory and the dominant of error, but the result of percentage is different with the others.
The researcher uses Clark and Clark theory to know the sources of error. Actually there are three of sources of error based on the Clark and Clark theory. They are cognitive, psychological, and social reason. Here, the researcher just uses two sources of error, namely cognitive and psychological reason. Social reason uses when the speaker makes error with the people who have high position. Because of the data is taken from Microteaching video, so the researcher doesn’t usethe social reason.
D. Conclusion
The researcher draws the conclusion based on the result of data analyzed from English Department Students of Muhammadiyah University of Surakarta, especially in Microteaching class. The conclusion of this research is as follows: 1. Based on the data, the researcher classifies the types of error in 3 parts,
namely speech error, error in the morphological level, and error in the syntactical level. Here, error in the morphological level and error in the syntactical level belong to grammatical error. The researcher finds 7 types of speech error made by English Department Students namely (1) silent pause, (2) filled pause, (3) repeats, (4) correction, (5) stutters, (6) unretraced false start and (7) retraced false start. Then in the morphological level, the researcher finds 2 types of error, namely vocabulary error and error in the choice of words. The researcher also finds 6 types of error in syntactical level. They are omission of bound morpheme “-s”, omission of to be, additions of bound morpheme “-ing”, addition of article, addition of
preposition, and misuse of to be.
22,15% of repeats, 20 utterances or 3,12% of corrections, 103 utterances or 16,06% of silent pause, 10 utterances or 1,56% of stutters, 7 utterances or 1,09% of unretraced false start, 13 utterances or 2,03% of retraced false start, 47 utterances or 7,33% of vocabulary error, 11 utterances or 1,71% of error in the choice of words, 43 utterances or 6,70% of omissions of bound morpheme “-s”, 5 utterances or 0,80% of omission of to be, 5 utterances or
0,80% of addition of bound morpheme “-ing”, 7 utterances or 1,09% of
addition of preposition, 4 utterances or 0,62% of addition of article, and 7 utterances or 1,09% of misuse of to be. From the frequency above, the researcher finds the dominant error is speech error especially filled pause. There are 217 utterances containing filled pause or 33, 85% of filled pause. 3. The researcher explains two reasons that make the error utterances. Based on
the Clark and Clark theory, there are 3 reasons of error, namely social, cognitive, and psychological reason. But, here the researcher just finds two reasons. They are cognitive and psychological reason. In cognitive reason, the speaker makes error in the producing speech. The speaker difficult to speak fluently. Then in psychological reason, the speaker makes error because they feel nervous, anxious, worry, etc. So, it makes them un-confident and difficult to produce speech.
4. In conclusion, the researcher still found many errors in their speech, especially in Microteaching class, since there are many wrong utterances made by them. Based on the result, the researcher finds the dominant error in speech error especially filled pause. There are 217 utterances of filled pause in this research. The students make many errors in speech by saying “em”
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