Grammatical Error Spoken by The First Year Students of English Department at FKIP UIR Pekanbaru.

Grammatical Error Spoken by The First Year Students of English Department at FKIP UIR Pekanbaru.

( Kesalahan Tata Bahasa Mahasiswa dalam Berbicara Tahun Pertama Program Studi Bahasa Inggris)

Khulaifiyah*)

*) Dosen FKIP Universitas Islam Riau

ABSTRAK

Kesalahan dapat disebabkan oleh interligua, transfer dan konteks pembelajaran. Melalui penelitian ini, Penulis mencoba untuk menyelidiki kesalahan tata bahasa siswa dalam berbicara mahasiswa tahun pertama program studi Bahasa Inggris FKIP – UIR Pekanbaru . Subjek penelitian ini adalah mahasiswa tahun pertama Jurusan Bahasa Inggris di FKIP UIR Pekanbaru. Teknik yang digunakan untuk mengumpulkan data adalah dengan merekam presentasi siswa dalam 3 menit. Penulis menggunakan tape recorder sebagai media dan catatan lapangan. dan mengklasifikasikan data yang ditemukan ke dalam lima kesalahan tata bahasa. Topik presentasi adalah tentang pengenalan diri dan aktivitas sehari-hari. Hasil penelitian menunjukkan bahwa kesalahan tata bahasa yang dibuat oleh mahasiswa adalah kesalahan dalam menggunakan "preposisi","ES","S","ED", artikel dan kesalahan dalam "kata kerja bantu" . Dengan kata lain sebagian besar siswa melakukan kesalahan dalam kategori kebahasaannya.

Kata Kunci: Kesalahan, Tata Bahasa, berbicara

INTRODUCTION

Errors can be caused by interlingua transfer, intralingua transfer, and contextual of learning. An Interlingua errors is being the result of language transfer caused by the learner’s first language. Interferences from the students’ own language is becoming the reason for committing errors. Some errors seem to be universal, reflecting learners’ attempts to make the task of learning and using the target language simpler. These errors are common in the speech of second language learners, irrespective of their mother tongue.

Context of learning is error caused by misleading explanation from the teacher. Misleading explanation here can be faulty presentation of structure or word in a

textbook and even the formulation that was memorized in a drill but not contextual.

disorder them (disordering). Third, Error type based on comparative category. It is based on comparison between the structure of L2’s errors and certain other type of construction. These comparisons have yielded the two major categories; developmental or intra-lingual error and inter-lingual error. Fourth, Error type based on communicative effect category. It deals with errors from perspective of their effect on the listener or reader. The category focuses on distinguish between errors that seem to cause miscommunication and those that do not. Errors that effect the overall organization of the sentence and hinder successful communication are called global errors while errors that affect a single element of the sentence and usually do not hinder communication are called local errors.

In this study, the problems are dealing with the ability of the first year students Speaking of the English Department at FKIP UIR Pekanbaru. In this case, the writer only focused on linguistics category, especially in grammatical aspect interm of preposition, errors in singular and plural (omission of S, Omission of ES), omission of ed, indefinite article incorrect (errors use a ,an ,the) and errors in to be

“What kinds of grammatical error do the students make in English speaking”?

In general, the objectives of this research is as follow: to find out what grammatical error made by the students. And the result will become the input for the lectures of English department of FKIP UIR Pekanbaru to help students avoiding the problem by using the suitable teaching strategy.

There are some grammatical aspects in intralingua errors development (Politzer and Ramirez, 1973:147,148):

1. Indefinite article incorrect: a used for an before vowel (a ant, a apple, a accident) and an used for a( an little, an student, an teacher )

2. Possessive case incorrect : omission of ‘s ( the man feet, Ahmad bicycle, Susi house ) 3. Third person singular verb

incorrect : failure to attach –s ( Jhon work in the office, the bird help man), wrong attachment of– s(the apple fall downs, All animal need waters)

4. Simple past tense incorrect : a. Regular past tense: omission of

–ed (I walk to school

yesterday) and adding –edto past already formed (he called)

b. Irregular past tense : regularization by adding –ed( he putted the cookie there, she readed book ), substitution of simple non- past (Ani fall in water yesterday), substitution of past participle (I been near to him)

5. Past participle incorrect : omission of–ed( he was call)

6. Comparative adjective/adverb incorrect: use of more+ er (he got up more higher).

Dulay and Burt (1982:146) state that there are four categories of errors occur in the process of language learning and language acquisition. The taxonomies are as follow:

1. Errors type based on linguistics category. This category classifies errors according to either one or both language component or the particular linguistic constituent the errors effects. Language component

include phonology

(meaning and vocabulary) and discourse (style)

2. Error type based on surface strategy category. The category highlights the way surface structures are altered. Students may omit necessary item (omission) add necessary ones addition, misinform item (misinformation) and disorder them (disordering).

3. Error type based on comparative category. It is based on comparison between the structure of L2’s errors and certain other type of construction. These comparisons have yielded the two major categories. In this category developmental or intra-lingual error and inter-lingual error.

4. Error type based on communicative effect category. It deals with errors from perspective of their effect on the listener or reader. The category focuses on distinguish between errors that seem to cause miscommunication and those that do not. Errors that effect the overall organization of the sentence and hinder successful communication are called global errors while errors affect a single element of the sentence and usually do not hinder communication are called local errors.

Pertaining to syntactical errors, Sharp (1992) quoted by Afdhal (2004:16) a state that proposes six categories of syntactical errors, the syntactical errors can be mentioned as follows:

1. Tenses, means maintaining the correct sequence of verb tenses and time phrase in a sentence. The categories of tenses

consist of inconsistent tense and in correct tense. The consistent tense means one sentence contains s two kinds of tenses and usually change from present to past tense, or from past to present tense in the same sentence. On the other hand, the in correct tense means misuse of verb tenses connected with the time phrases.

2. Constructions, means a grammatical construction which is dealing with verb it consist of gerunds, infinitive, participles, passive an active voices.

3. Agreement, means selecting subject that agree in person and number with verbs, and selecting pronouns that agree in person and number with deference nouns and other pronouns. It consists of subject –predicate/ verb and determiner-noun.

4. In complete structure, means dealing with omission of the subject, predicate and object. 5. Parallel structure, means

expressing ideas of equal importance with the same grammatical structure. It is consist of series of nouns, verbs, adjective, adverbs, and non-parallel comparisons. 6. Word order, means that the

correct a placement of a word, clause and sentence.

RESEARCH METHODOLOGY

The design of this research is a

descriptive research. This research has only one variable, namely the

year students of English Department of FKIP UIR Pekanbaru in speaking.

This research is conducted at English department of FKIP UIR Pekanbaru; notably it is focus on the first year students that are in 2009/2010 Academic Year. The instruments used to get the data from the students was speaking test. In this test, the students spoke about the topic (daily activity, introduction) given by the writer. The writer used tape recorder for recording student’s speech in 3 minutes. After listening the result of the students’ speech, the writer analyzed the obtained data through the respondents’ speech recording.

To analyze the students’ mastery in speaking, the writer classified into five steps for grammatical errors. The first step, the writer checked and analyzed the students speech, whether they made errors in their speech. The second states, the writer checked and analyzed their grammatical. The third step, the writer divided the grammatical errors made by the students. The fourth step, the writer exposed their errors in term of grammatical patterns if there were sentences of their speech those contracts incorrectly. The writer also corrected their errors. Contrary this issue, while the sample is contract correctly, the writer did not explain it.

THE RESULT AND DISCUSSION OF THE RESEARCH

The finding shows that there were grammatical errors spoken by the first year students at FKIP Islamic University of Riau from the test given. The topic is about introducing themselves. From the sample, it got six grammatical errors; preposition, errors in singular and plural (omission ofS,Omission of ES), omission of ed,

indefinite article incorrect (errors usea ,an ,the) and errors in to be. To be clear, the error is written below.

4.1 Errors in preposition

The writer presented the students’ errors in preposition and choose one for the same error analysis in speaking English. If there were sentences of their speech that they constructed incorrectly, the writer would correct their errors. Contrary with this issue, while the sample was constructed correctly, the writer would not explain the errors that have made by the students.

1. The 1st_Sample

“I live at JL. Lestari Marpoyan” There was an error made by her in preposition. She used at as the preposition. It is incorrect preposition. In this statement, she did not inform specific information for addressee, because she did not inform her number and she only said the name of street. So, she should use on in that statement.

2. The 2nd_Sample

There was an error that was made by him in preposition. He told, “I live in Karya bersama street”. It is incorrect sentence. In this sentence, he used in as the preposition. Meanwhile, he did not inform a specific information for addressee, because he did not inform his number and he only said the name of street. So, he should useonin that statement.

In this case, he made substitution error, this error occur when the wrong element that is preposition has been chosen. In case, He put preposition in to designate the names of street. We use in for the names of land-areas (towns, Countries, States, City and continents). For example, I live in pekanbaru. At is used if we want to inform the street and number. For example, he lives at JL. Lestari V No. 21 in marpoyan. We use on to designate names of street. for example, I live on Kaharudin Nasution street. Because of his error, the correct statement for the statement is “I live on karya Bersama Street”.

3. The 3rd_Sample

“I live at Pantai Raja”. There is an error in the statement. It is incorrect sentence. In this sentence, she used at as the preposition. It is incorrect preposition. In this statement, she did not inform specific information for addressee, because she did not inform her number and she only said the name of street. So, she should useinin that statement.

In this case, she made substitution error, this error occured when the wrong element that is preposition has been chosen. In case, she put preposition at to designate the names of street. Atis used if we want to inform the street and number. For example, she lives at JL. Lestari V No. 21 in Marpoyan. We use on to

designate names of street for example, I live on Kaharudin Nasution street. We usein for the names of land-areas (towns, Countries, States, City and continents). For example, I live in Pekanbaru. Because of she made incorrect statement she should change her statement. The correct statement is “I live in Pantai Raja”.

4.2. Errors in Singular and plural A.Ommision of “ES”

The writer presented the students’ errors inomission of “ES”in speaking English.

1. _{The 1}st_sample

There was an error made. She told, “My hobby is reading, browsing and singing”. There is an error in this statement. It is incorrect sentence. In this sentence, she told more hobbies. There are reading, browsing and singing as her hobbies. Therefore, it must be put-es in ending of hobby and put “are” as to be.

In this case, she made substitution errors. These errors occur when the wrong element that is singular has been chosen for plural form. Where she put in correct to be (is). She put is as a plural to be. It should be change by are. Because of she made in correct statement, she should change her statement. The correct statement is “my hobbies are reading, browsing and singing”.

2. The 2th_Sample

He said, “Myhobby is fishing and sport”. There is an error in this statement. It is incorrect sentence. In this sentence, he told more hobbies. There arefishing and sportas his hobbies. Therefore, it must be put-es

in ending of hobby and put “are” as to be.

In this case, he made

substitution errors. These errors occur when the wrong element that is singular has been chosen for plural form. Where he put in correct to be (is). He putisas a plural to be. It should be change byare.Because of he made incorrect statement, he should change his statement. The statement is “My hobby is fishing and sport”. The correct statement for the statement is “My hobbies are fishing and sport”.

3.The 3th_Sample

He said, “My daily activity is I get up 6.00 o’clock and preparing everything goes to campus and take a bath”. There is an error in this statement. It is incorrect sentence. He missed plural that is in my activity phrase. In the sentence, he did not put

esin ending of activity. It should t put

es in ending of activity. It cause by many of activity that he told.

In the case, he made omission errors. This error occurs when the learners omit the element. In this case, those elements that were omitted are singular form. He did not put es in ending of activity.

Because of he made incorrect statement, he should change his statement. The statement is “My daily activity is I get up 6.00 o’clock and preparing everything goes to campus and take a bath”. The correct statement for the statement is “My daily activities are I get up 6.00 o’clock and prepare everything goes to campus and take a bath”.

Most of students made errors in adding /-es/ for plural nouns. They do not consider that every time they mentioning more “hobby” they should add –es, for hobby. For example: they said, “My hobby is reading book and traveling”. This sentence is incorrect. There should be –es in ending of hobby because it shows the some

hobby. It should be put are in that sentence because there are two hobby in there. It should be said, “my hobbies are reading book and traveling”.

In this case, the students also usually made errors in omission and substitution errors. The students made omission errors when they omitted the element of the sentence that is singular and plural forms such as –s and –es to plural nouns in their statement, and they made substitution when they put wrong that is singular and plural forms has been chosen for in more hobby. This error occurs when the wrong element that is singular has been chosen for plural form. Where they put incorrect to be (is). Whereas, they should put as plural to be (are).

B. Omissions of “S”

The writer presented the students’ errors in Omissions of “S”

in speaking English. The writer described their errors in Omissions of “S”. If there were sentences of their speech that they constructed incorrectly, the writer would correct their errors. Contrary with this issue, while the sample was constructed correctly, the writer would not explain the errors that have made by the students.

1. The 1st_sample

Because of he made incorrect statement, he should change his statement. The statement is “I am first semesters of Islamic university of Riau”. The correct statement is “I am the first semester of Islamic university of Riau”.

2. The 2nd_sample

An error made by the sample when she said, “I have three brother”. She omission of “S” that is in brother phrase. There is an error in this statement. It is incorrect sentence. In the sentence, she did not put s in the end of the word brother. It must be s

in end of the word brother.

In this case, she made omission errors. This error occurs when the learners omit the element. In this case, those elements that were omitted are plural form. Because of he made incorrect statement, she should change his statement. into “I have three brothers”.

3. The 3th sample

When she told, “My favorite foods is bakso”. She omission of “S” that is in ‘food’ word. There is an error in this statement. It is incorrect sentence. In the sentence, she put s in ending of food.

In this case, she made omission errors. This error occurs when the learners omit the element. In this case, those elements that were omitted are singular form. she put s in ending of food .

Because of he made incorrect statement, she should change his statement. into“my favorite food is bakso”.

Most of students made errors in adding /s/ for plural nouns. Omission error-s was made.

4.3. Omissions of “ED”

The writer presented the students’ errors inOmissions of “ED”

in speaking English. There are 4 students made errors in Omissions of “ED”. The writer described their errors in Omissions of “ED”. If there were sentences of their speech that they constructed incorrectly, the writer would correct their errors. Contrary with this issue, while the sample was constructed correctly, the writer would not explain the errors that have made by the students.

1. The 1th_sample

In his speech, there was an error made. He told, “I graduate from SMA I Rengat. There is an error in the statement. The error made is omission errors. It caused by the omitted to add ed in the end of “graduate” word. Ed should be put because he stated about activities or situation that began and ended in the past. In past tense, we have to ed for regular verb and irregular verb. In this sentence, he did not put ed in ending of graduate as past form that regular from (graduated) because he stated about activities or situation that began and ended in the past. In past tense, it may not put to be in sentence that has verb.

I. “Were” used for you, they, plural subject, and we.

Because of he made incorrect statement, he should change his statement. The statement is “I graduate from SMA I Rengat”. The correct statement for the statement is “I graduated from SMA I Rengat”.

2. The 2nd_sample

There was an error made when she told, “I was study at SMA I Rengat. There is an error in this statement. The error that she made is omission errors. It caused by the omitted to add ed in ending of graduate. Ed should be put because she stated about activities or situation that began and ended in the past. In past tense, we have to ed for regular verb and irregular verb. In this sentence, she did not put ed in ending of graduate as past form that regular from (graduate) because she stated about activities or situation that began and ended in the past. In past tense, it may not put to be in sentence that has verb.

Because of she made incorrect statement, she should change her statement. The statement is “I was study at SMA I Rengat”. The correct statement for the statement is “I was studied at SMA I Rengat”.

3. The 3th_sample

She told, “I graduate from SMA I Rengat. There is an error in this statement. The error that she made is omission errors. It caused by the omitted to add ed in ending of graduate. Ed should be put because she stated about activities or situation that began and ended in the past. In past tense, we have to ed for regular verb and irregular verb. In this sentence, she did not put ed in ending of graduate as past form that regular from (study) because she stated about

activities or situation that began and ended in the past. In past tense, it may not put to be in sentence that has verb.

Because of she made incorrect statement, she should change her statement. The statement is “I graduate from SMA I Rengat”. The correct statement for the statement is “I graduated from SMA I Rengat”.

We can see there are 3 students made errors in omission of –ed when they were speaking. The errors that usually made by students is omission errors. This error occurs when the students omitted the element of the sentence that is regular verb (ed). The students omitted to add-ed in ending of graduate. –ed should be put because the students stated about activities or situation that began and ended in the past.

4.4.

Errors use “article (a, an, the)”

The writer did not presented the students’ errors in article (a, an, and the)in speaking English. Because there are not students made errors in article a, an, and the. So, the writer did not described their errors in article (a, an, and the). If there were sentences of their speech that they constructed incorrectly, the writer would correct their errors. Contrary with this issue, while the sample was constructed correctly, the writer would not explain the errors that have made by the students.

1. The 1st_sample

She told, “Prepare go to campus”. There is an error in this statement. The error that she made is omission errors. It caused by the omitted to addthebefore campus.The

should be put because she stated place. In this sentence, she did not put the

Because of she made incorrect statement, she should change her statement. The statement is “Prepare go to campus”. The correct statement for the statement is “Prepare go to the campus”.

2. The 2nd_sample

There was an error that was made by Sania Lavina. She told, “ I

Prepare go to campus”. There is an error in this statement. The error that she made is omission errors. It caused by the omitted to add the before campus. The should be put because she stated place. In this sentence, she did not putthebefore campus.

Because of she made incorrect statement, she should change her statement. The statement is “ I

Prepare go to campus”. The correct statement for the statement is “I

Prepare go to the campus”.

3. The 3rd sample

There was an error that was made by Anggi. She told, “ Prepare go to campus”. There is an error in this statement. The error that she made is omission errors. It caused by the omitted to addthebefore campus.The

should be put because she stated place. In this sentence, she did not put the

before campus.

Because of she made incorrect statement, she should change her statement. The statement is “ Prepare go to campus”. The correct statement for the statement is “ Prepare go to the campus”.

We can see there are 3 students made errors in article “the” when they were speaking. The errors that usually made by students is errors use article “the”. This error occurs when the students omitted the element of the sentence that is stated the name of lace. The students omitted to add-the

before campus. the should be put because the students stated about the name of place.

4.5. Errors in “To BE”

The writer presented the students’ errors in to be in speaking English.

1. The 1st_sample

In Siti Marsita’s speech, the type of errors that made is errors in to be. Errors in to be occur when the learners omit a certain linguistic or element. She missed to be (is) of those statement. She said, “Ilive with friend. Her name lia”. In this case, she did not put to be of this sentence.

Because of she made incorrect statement, she should change her statement. The correct statement for her statement is “I live with my friend. Her name is Lia”

2.The 2nd_sample

He said, “My hobby is fishing and sport”. Errors in to be occur when the learners omit a certain linguistic or element. He missed to be (is) of those statement. In this case, he puts to be isof this sentence. It should be change byare.

Because of he made incorrect statement, he should change his statement. The statement is “My hobby is fishing and sport”. The correct statement for the statement is “My hobbies are fishing and sport”.

3.The 3rd_sample

and fried race”. In this case, he t put to be is of this sentence. It should be change byare.

Because of he made incorrect statement, he should change his statement. The statement is “My favorite foods is sate and fried race”. The correct statement for the statement is “My favorite foods are sate and fried race”.

CONCLUSION AND SUGGESTION

The research finding conclusions are in the following:

1. The students made error in term omission (es, s, ed), article and “to be”, substitution, and addition. The students made omission errors when they omitted the development of the sentence. They made substitution errors when they put wrong element in their statements. It means that they have been chosen in the wrong place. And the last, the students made addition error when they do not only omit the element but also add necessary elements in sentences. It often adds, “be” for predicate verb. Most of sample made errors in addition errors, they put to be (am, is, are) in sentence that has verb as a predicate.

2. In singular and plural nouns errors, the students made omission and substitution errors. The students made omission error when they omitted the element of the sentence that is singular and

plural forms such as the –s _and –es _{to plural nouns in their} statement, and they made substitution errors when they put wrong element that is singular and plural has been chosen for in the wrong place. This errors occurs when the wrong element that is singular has been chosen for plural. Where she put incorrect to be (is). She putis_{as a plural to be.} It should be change byare 3. In preposition, the students

made omission and substitution error. The students made omission error when they omitted the element of the sentence that is preposition forms such as in, on, and at in their statement, and they made substitution errors when they put wrong element that is preposition has been chosen for in the wrong place. Where they put incorrect preposition that at for show date, day and year. It should be change by correct prepositions. The preposition that usually errors are at, on, and in.

omission of ed_{, we have to add} –ed _{for regular verb and} irregular verb. I this sentence, the students usually did not put –ed _{in ending of graduate as a} past form that regular form (graduated_{) because they stated} about activities or situations began and ended in the past, In omission, it maybe not put to be in sentence that has verbs 5. In “to be” errors, most of

students made errors in omission. The students omitted the element of the sentence that is to be (is, are, am).

6. In “to be” error, most of students made errors in omission error. The students omitted the element of the sentence that is “to be” (is, are, am, was or were).

Suggestion

Based on the result of the research, the writer would like to give some suggestion:

1. The students are supposed to practice a lot and speak in outside of class in order to improve their speaking ability and avoid to made errors anymore.

2. Since the most serious errors made by the students in grammatical, the students should pay attention and improve their grammar when they are speaking 3. The students need to speak

in class by guiding teacher. They need to be given some well-defined speaking rules. From their speech, the lecturer can make correction and analysis; motivate the students to avoid the errors,

creates a good condition to make the students involved in teaching learning process especially in teaching speaking.

REFERENCES

Afdhal. 2004. An Analysis of Students Errors in Speaking English at Second Year Students At SMAN 6 Pekanbaru. UIN Pekanbaru: Unpublished. Thesis.

Dulay and Burt, 1982. Language Two. New York: Oxfort University Press.

Oxford. 2003. Learner’s Pocket Dictionary. New York. University press.

Politzer and Ramirez, 1973. Error Analisys. Perspective on

Second language

Acquisition. Londen: longman Press.

Richards, Jack, C and Renandya. 1982. Methodology in

Language Teaching.

Cambridge: University press. Sudijono, Anas. 2006. Pengantar