ERRORS IN DIRECT-INDIRECT SPEECH MADE BY THE SECOND YEAR SENIOR HIGH SCHOOL STUDENTS OF A1 PROGRAM OF SMAK PETRA Ill SURABAYA

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ERRORS IN DIRECT-INDIRECT SPEECH MADE

BY

THE SECOND YEAR SENIOR HIGH SCHOOL

STUDENTS OF A

1

PROGRAM OF SMAK PETRA Ill

SURABAYA

A

THESIS

In Partial Fulfilment of the Requirements for

the Sarjana Pendidikan Degree in

English Language Teaching

By:

T A M L I E

TJEN

IG

1213084091 KOPI _st

Universitas Katolik Widya Mandala Surabaya

Fakultas Keguruan dan Ilmu Pendidikan

Jurusan Pendidikan Bahasa dan Seni

Program Studi Pendidikan Bahasa Inggris

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APPROVAL SHEET

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This thesis entitled ERRORS

IN

DIBECT-INDIRECT

SPE7CE

MADE BY

TH3 SECOND

YEAR

SENIOR

HIGH

SCHOOL STUDENTS

OF

A

1 PROGgAM OF SMAK PETFA I11 SU?.kRAYA, prepared and

submitted by Tam Lie Tjen has been ap?roved and accepted

as partial fulfilment of the requirements for the Sarjana

Pendidikan degree in English Language Teaching by the

following advisors

Dr. Suri Soedjatmiko

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APPROVAL SHEET

T h i s t h e s i s h a s been examined by t h e C o n i t t e e on

Oral E x a m i n a t i o n w i t h a g r a d e o f B

on J u l v 24. 19db

.

F-

Drs. M.P. S o e t r i s n o . K.A.

C h a i r a a n t

E r . ii;uri S o e d j a t n i k o

Approved

- .

Dean o f

t h e T e a c h e r T r a i n i n g

C o l l e g e

~ r a . L i l y M i t r a

Member

t h e E n g l i s h

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ABSTRACT

T h i s s t u d y d e a l s w i t h t h e a n a l y s i s o f s t u d e n t s ' e r r o r s i n t r a n s f o r m i n g t h e d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h . The w r i t e r h a s chosen t h i s t o p i c b e c a u s e d u r i n g h e r p r a c t i c e - t e a c h i n g i n SMA, t h e w r i t e r o b s e r v e s t h a t many s t u d e n t s s t i l l make m i s t a k e s i n d o i n g w r i t t e n

e x e r c i s e s on D i r e c t - I n d i r e c t Speech a l t h o u g h t h e D i r e c t - I n d i r e c t Speech h a s been g i v e n and e x p l a i n e d t o them. I n a d d i t i o n , l e a r n i n g D i r e c t - I n d i r e c t Speech n e e d s t h e

s t u d e n t s 1 m a s t e r y o f v a r i o u s k i n d s o f t e n s e s , p r o n o u n s , t o - i n f i n i t i v e s , noun c l a u s e s , and word o r d e r . Due t o t h e f a c t , t h e w r i t e r becomes i n t e r e s t e d i n c o n d u c t i n g r e s e a r c h on D i r e c t - I n d i r e c t Speech f o c u s i n g on v a r i ~ u s k i n d s o f t e n s e s , p r o n o u n s , t o - i n f i n i t i v e s , noun c l a u s e s and word o r d e r . She i s e s p e c i a l l y i n t e r e s t e d i n d e s c r i b i n g t h e

t y p e s o f e r r o r s and t h e f r e q u e n c y o f t h e e r r o r o c c u r e n c e s .

T h i s r e s e a r c h i s n e a n t t o i n v e s t i g a t e t h e t y p e s o f e r r o r s made by t h e Second Year S e n i o r High S c h o o l s t u d e n t s o f A program o f SMA K r i s t e n P e t r a 111 S u r a b a y a i n

t r a n k f o r r n i n g t h e d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h .

The s t a t e m e n t o f t h e problem i s '??/hat t y p e s o f D i r e c t - I n d i r e c t Speech p a t t e r n s a r e most f r e q u e n t l y m i s c o n s t r u c t e d by t h e s e c o n d y e z r S e n i o r High s c h o o l s t u d e n t s o f A Drogram o f SMAR P e t r a I11 S u r a b a y a ? " T h i s i s f u r t h e r c l a s s i f i e d i n t o f i v e minor problems. I n o t h e r word, do t h e e r r o r s t h e s t u d e n t s make i n t r a n s f o r m i n g d i r e c t i n t o i n d i r e c t s p e e c h a o s t l y b e l o n g t o ( 1 )

c o n j u n c t i o n s , ( 2 ) p r o n o u n s , ( 3 ) v e r b s , ( 4 ) a d v e r b o f t i m e /

p l a c e , and

( 5 )

word o r d e r ?

.

The t e s t which c o n s i s t s of 30 i t e m s i s g i v e n t o t h e s e c o n d y e a r S e n i o r High s c h o o l s t u d e n t s o f A1 program of SNAK P e t r a 111 Surabaya.

From t h e d a t a o b t a i n e d , t h e w r i t e r t h e n a n a l y z e s , c l a s s i f i e s , and c o u n t s t h e e r r o r s e n c o u n t e r e d . -:-nd t h e f i n d i n g shows t h a t t h e most f r e q u e n l y e r r o r t y p e made by t h e s t u d e n t s i s e r r o r of v e r b (L+l,5%), f o l l o w e d by e r r o r o f pronoun ( 2 5 , 4 S ) , e r r D r of a d v e r b o f t i m e / g l a c e (16,6?4), e r r o r o f c o n j u n c t i o n ( 1 4 , 3 $ ) , and f i n a l l y e r r o r o f word o r d e r ( 2 , 2 5 1 .

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o m i s s i o n o f con j u n c t i o n

(33,9%),

wrong s u b s t i t u t i o n of pronoun ( 8 8 , 1 % ) , o m i s s i o n o f pronoun

(11,4'%),

wrong

s u b s t i t u t i o n o f v e r b ( 9 2 , 4 % ) , wrong s u b s t i t u t i o n o f a d v e r b o f t i m e / p l a c e

( 9 5 , 6 % ) ,

e r r o r s o f o r d e r i n g ( 8 0 , 6 % ) , and wrong s u b s t i t u t i o n / w r o n g answer o f word o r d e r (19,4?4).

These r e s u l t s mean t h a t :

1. The s t u d e n t s do n o t know how t o u s e t h e r i g h t c o n j u n c t i o n s i n i n d i r e c t s e n t e n c e s .

2. The s t u d e n t s a r e n o t aware o f t h e e x i s t e n c e o f c o n j u n c t i o n s i n i n d i r e c t s e n t e n c e s .

3.

I n t r a n s f o r m i n g t h e d i r e c t s e n t e n c e i n t o

i n d i r e c t o n e , t h e s t u d e n t s a r e s t i l l c o n f u s e d i n c h a n g i n g t h e pronouns a p p r o p r i a t e l y . Very o f t e n , - t h e y g e t d i f f i c u l t y i n c h a n g i n g t h e pronouns.

4.

The s t u d e n t s a r e n o t aware o f t h e e x i s t e n c e o f t h e pronouns i n i n d i r e c t s e n t e n c e s .

5 .

The s t u d e n t s have n o t m a s t e r e d w e l l t h e r u l e s of t h e t e n s e s o f D i r e c t - I n d i r e c t Speech. A s a

r e s u l t , t h e y can n o t a p ? l y o r u s e t h e r u l e s a p p r o p r i a t e l y i n t u r n i n g d i r e c t s e n t e n c e s i n t o i n d i r e c t o n e s .

6.

T h e s t u d e n t s have n o t a p p l i e c i t h e r u l e s o f a d v e r b of t i m e / p l a c e i n D i r e c t - I n d i r s c t s e n t e n c e p r o p e r l y .

7 .

I n t r a n s f o r a i n g t h e d i r e c t s e n t e n c e s i n t o

i n d i r e c t o n e s , e s p e c i a l l y wh- question f o r m s and yes/no q u e s t i o n forms, t h e s t u d e n t s a r e n o t a b l e

t o p u t t h e words i n a c o r r e c t o r d e r .

8. B e s i d e s a p p l y i n g i n c o r r e c t o r d e r , t h e s t u d e n t s have a l s o u s e d i n c o r r e c t s u b s t i t u t i o n .

Eased on t h e findings, t h e i ~ r i t s r c o n c l u d e s t h a t

-

t h e most d i f f i c u l t o a r t f o r t h e s t u d e n t s i n t r a n s f o r m i n g

d i r e c t s e n t e n c e s i n t o i n d i r e c t o n e s i s t h a t d e a l i n g ~ ~ i t h t e n s e s . A f t e r knowing t h e f i n d i n g s , t h e w r i t e r t h e n

s u g g e s t s t h a t i n t e ~ . c h i n g D i r e c t - I n d i r e c t Speech, a c l e a r e x p l a n a t i o n a b o u t horn t h e p r o c e s s of t r a n s f o r a i n g d i r e c t s p e e c h i n t o i n d i r e c t s p e e c h i s g o i n g on s h o u l d b e g i v e n by a n E n g l i s h t e a c h e r . H e r e , b e s i d e s t h e e x p l a n a t i o n o f t h e r u l e s a p p l i c a t i o n o f D i r e c t - I n d i r e c t Speech, t h e E n g l i s h t e a c h e r s h o u l d demand t h e s t u d e n t s t o r e a l i z e a b o u t t h e s u b s t i t u t i o n t h e y

will

make i n r e p o r t i n g d i r e c t s p e e c h . I t i s done b e c a u s e b a s e d on t h e f i n d i n g s o f t h i s t h e s i s , t h e h i g h e s t e r r o r s t h e s t u d e n t s malre i s e r r o r s of wrong

s u b s t i t u t i o n . I n a d d i t i o n , b a s e d on c u r r i c u l u m

1954

f o r ST:A s t u d e n t s , e a c h t y p e o f D i r e c t - I n d i r e c t S9eech i s n o t t a u g h t a t t h e s a n e t i n e . T h e r e f o r e , i n t h i s c a s e , whenever i t

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teacher. And finally, the teacher shonld give more - . .

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The w r i t e r would l i k e t o e x p r e s s h e r d e e p e s t

g r a t i t u d e t o D r . !Vuri Soed j a t m i k o , h e r f i r s t t h e s i s w r i t i n g a d v i s o r , whose e n c o u r a g e n e n t , comments and s u g g e s t i o n s have

been o f g r e a t h e l p t o h e r i n a c c o m p l i s h i n g t h i s t h e s i s .

The writer would a l s o l i k e t o t h a n k Dra. L i l y Mitra,

h e r s e c o n d t h e s i s w r i t i n g a d v i s o r , f o r h e r v a l u a b l e a d v i c e

and c o n s t r u c t i v e conments.

The w r i t e r i s a l s o v e r y much i n d e b t e d t o t h e , '

h e a d m a s t e r and t h e E n g l i s h t e a c h e r s of SMA K r i s t e n P e t r a

I11 S u r a b a y a f o r t h e i r g e n e r o s i t y i n g i v i n g t h e chance t o

t h e w r i t e r t o c o n d u c t t h e t e s t i n t h e i r s c h o o l .

The w r i t e r would a l s o l i k e t o t h a n k h e r b e l o v e d

f a m i l y as w e l l as h e r f r i e n d s f o r t h e i r s u p p o r t and h e l p

t o h e r d u r i n g t h e t h e s i s w r i t i n g .

The w r i t e r t h i n k s t h a t w i t h o u t t h e i r s u p p o r t a n d

h e l p , s h e would have n e v e r been a b l e t o a c c o m p l i s h h e r

s t u d y w e l l .

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TABLE OF COIfTT!?TS

Page

APPROVAL SHEZT ( 1 )

...

ii

APPROVAL SHEET ( 2 )

...

iii

...

ABSTRACT i v

ACKNOWLEDGEMENT

...

v i i

TABLE OF CONTENTS

...

v i i i

CHAPTER I : INTRODUCTION

...

1

1.1. Background o f t h e S t u d y

...

1

1.2. S t a t e m e n t of t h e Problem

...

3

...

1.3.

The O b j e c t i v e s of t h e S t u d y

4

1.4.

The S i g n i f i c a n c e of t h e S t u d y

...

4

1.5.

Scope and L i m i t a t i o n o f t h e Study

....

5

...

1.6.

D e f i n i t i o n o f t h e Key Terms

5

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CHAPTER 11: REVIEYl OF THE RELATZD LITERATURE

7

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2.1. T h e o r e t i c a l Background

7

2.2. Review o f t h e R e l a t e d S t u d y

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28

CHAPTER 111: RSSEARCH METHODOLOGY

...

3 0

...

3.1.

Methodology o f t h e S t u d y 30 3.2. The P o p u l a t i o n

...

30

...

3.3.

I n s t r u m e n t s o f t h e R e s e a r c h 3 2

3.4.

P r o c e d u r e C o l l e c t i n g t h e Data

...

33

3.5.

Data A n a l y s i s

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34

CHAPTER I V : FINDINGS A N D INTERP4ETATION

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35

...

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4.2. I n t e r p r e t a t i S n o f t h e F i n d i n g s

55

...

CHAPTER V: CONCLUSION AND S U G G E S T I O N S 6 1

5.1.

Conclusion

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61

5.2.

S u g g e s t i o n s

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62

B I B L I O G R A P H Y

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64

r