THE ACQUISITION OF INDIRECT SPEECH MADE BY ENGLISH FOREIGN LEARNERS, LEARNING ENGLISH AS A The Acquisition of Indirect Speech made by English Foreign Learners, Learning English as a Foreign Language.

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THE ACQUISITION OF INDIRECT SPEECH MADE BY

ENGLISH FOREIGN LEARNERS, LEARNING ENGLISH AS A

FOREIGN LANGUAGE

THESIS

Submitted as a Partial Fullfillment of the Requirement for the Master Degree in Language Study at Muhammadiyah University of Surakarta

By:

MAR’ATUS SOLIHAH S200140080

POSTGRADUATE OF LANGUAGE PROGRAM MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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MOTTO

…Allah will not change the good condition of people as long as they do not

change their state of goodness themselves (by committing sins and beig ungrateful and disobedient to Allah)…. (QS. Ar Ra’d: 11)

… Allah will exalt in degree tose of you who believe, and those who have been granted knowledge…. (QS. Al-Mujadilah: 11)

Everything is possible as long as you believe and have sincerity will. The success person is anyone who can beat himself to be good person.

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DEDICATION

This thesis is dedicated to: My beloved father and mother

My beloved Grand Father My beloved sisters and brothers

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ACKNOWLEDGMENT

First of all, the researcher would like to say Alhamdulillahi rabbil’alamin, Praise be to Allah SWT the Great Creator of the universe, the Most Gracious and the Most Merciful, just cause of the Almighty the researcher has been able to finish this thesis and only with his blessing this thesis can be accomplished. And invocation and peace may always be upon the holy prophet Muhammad SAW, may peace and blessing of Allah be awarded to him, his family and his companions. Amin.

The researcher believes that this thesis will not be complete without the help of other. Her special gratitude and appreciation go to Prof. Dr. Endang Fauziati, M. Hum as the first consultant who has given a lot of help during the process and finishing this thesis and Mauly Halwat H, Ph.D as the second consultant who has given a lot of guidance and encouragement, and also helped in correcting the grammar from the beginning until the completion of the thesis.

The researcher would like to express the deepest appreciation for all those who have given their hands to finish my graduating thesis. My thanks go to the following persons:

1 Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as the rector of Muhammadiyah University of Surakarta;

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LIST OF ABBREVIATIONS ... xvi

LIST OF CODES ... xvii

CHAPTER I INTRODUCTION ... A. Background of the Study ... 1

B. Problem Statement ... 6

C. Objective of the Study ... 6

D. Limitation of the Study ... 7

E. Benefit of the Study ... 7

CHAPTER II REVIEW OF RELATED LITERATURE ... A. Previous Study ... 8

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A. Type of the Research ... 42

B. Subject of the Research ... 42

C. Object of the Research ... 43

D. Data and Sources of Data ... 43

E. Technique of Collecting Data... 44

F. Data Validity... 45

G. Technique of Analyzing Data ... 47

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... A. Research Finding ... 48

B. Discussion ... 89

CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATION AND SUGGESTION ... A. Conclusion ... 100

B. Pedagogical Implication ... 106

C. Suggestion ... 107

BIBLIOGRAPHY ... 110

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ABSTRAK

Studi ini berkaitan dengan pemerolehan kalimat tidak langsung yang dibuat oleh siswa SMP dan SMA. Tujuan dari penelitian ini adalah untuk mengidentifikasi pola kalimat tidak langsung dari pernyataan, perintah, dan kalimat tanya yang dibuat oleh siswa SMP dan SMA. Jenis penelitian ini adalah kualitatif dan menggunakan studi cross-sectional. Penelitian ini dilakukan di MTs N Salatiga dan SMA N 3 Salatiga. Data penelitian ini adalah kalimat-kalimat langsung yang diubah menjadi kalimat tidak langsung oleh siswa kelas 8 SMP dan siswa kelas 10, 11SMA. Dalam pengumpulan data, peneliti menggunakan data tertulis berupa kalimat langsung yang telah diubah menjadi kalimat tidak langsung oleh siswa SMP dan SMA, dan memilah data sesuai dengan pola dominan yang ditemukan. Peneliti menggunakan kerangka teori Goodell&Sachs (1992) dan Sridhar (1980) dalam mengidentifikasi pola perkembangan kalimat tidak lagsung tersebut. Hasil menunjukkan bahwa ada perkembangan pola kalimat tidak langsung yang dibuat oleh siswa SMP dan SMA. Dalam membuat kalimat tidak langsung berupa pernyataan, siswa kelas VIII SMP berada di tahap 2 (Indirect Quote using Present tense) dan tahap 3 (Indirect Quote using Corresponding Past Tense (no change in pronoun and adverb of time), tahap 3 (Indirect Imperative using Original Pronoun &Adverb of Time) dalam membuat kalimat perintah, dan tahap 2 (Direct Quote of Interrogative Pattern) dalam membuat kalimat Tanya. Lalu, siswa kelas X SMA berada di tahap 4 (S+ said that+ Third Person Pronoun+ be/verb(present tense)+ O/Complement) dalam membuat kalimat pernyataan, tahap 4 (Indirect Imperative Complete) dalam mebuat kalimat perintah, dan tahap 3 (Indirect Quote using Original Pronoun/Adverb of Time) dalam membuat kalimat Tanya dalam kalimat tidak langsung. Selanjutnya, siswa kelas XI SMA berada di tahap 4 (Indirect Quote using Corresponding Past tense (Correct Change in Pronoun) dalam membuat kalimat pernyataan, di tahap 4 (Indirect Imperative Complete) dalam mebuat kalimat perintah, dan tahap 4 (Indirect Quote using Indirect Pronoun/Adverb of Time) dalam membuat kalimat Tanya dalam kalimat tidak langsung

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ABSTRACT

This present study deals with the acquisition of indirect speech made by English foreign learners, especially junior and senior high school students . The objectives of this research are to identify the pattern of indirect speech from statement, command, and interrogative made by junior and senior high school students The type of this research is qualitative research and cross-sectional study. This study was conducted in MTs N Salatiga and SMA N 3 Salatiga. The data was direct speech which was changed into indirect speech made by junior and senior high school students. In collecting data, the researcher used written sentences of indirect speech made by junior and senior high school students and classified the data based on the dominant pattern found. The researcher used the framework of Goodell&Sachs (1992) and Sridhar (1980) in analyzing the developmental pattern of indirect speech made by the students. The result showed that the eight grade students were still at stage two (Indirect Quote using Present tense) and stage 3: Indirect Quote using Corresponding Past Tense (no change in pronoun and adverb of time) in constructing indirect speech of statement, stage three (: Indirect Imperative using Original Pronoun &Adverb of Time) in command, and stage two (Direct Quote of Interrogative Pattern) in interrogative. Then, tenth grade students were at stage 4 (Indirect Quote using Corresponding Past tense (Correct Change in Pronoun) in constructing statement, stage four (Indirect Imperative Complete) in command, and stage three (Indirect Quote using Original Pronoun/Adverb of Time) in interrogative. Next, eleventh grade students were at stage 4 (Indirect Quote using Corresponding Past tense (Correct Change in Pronoun) in constructing statement, stage four (Indirect Imperative Complete) in command, and stage four (Indirect Quote using Indirect Pronoun/Adverb of Time) in interrogative.

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LIST OF TABLES

Table 2.1. The Differences betweem the Previous Research and the Current Study.

... 20

Table 2.2. The Comparison of Main Hypothesis of Monitor Theory, Cognitive Theory, Fundamental Difference Hypothesis, and Acculturation

Theory. ... 31

Table 2.3. The Comparison of Developmental Stages of Second Language

Acquisition by Hayne (2012) and Krashen (1981). ... 36

Table 4.1.1 The Pattern of Indirect Speech from Statement made by Eighth Grade Students of Junior High School. ... 51

Table 4.1.2. The Pattern of Indirect Speech from Statement made by Tenth Grade Students of Junior High School. ... 53

Table 4.1.3. The Pattern of Indirect Speech from Statement made by Eleventh Grade Students of Junior High School. ... 56

Table 4.2.1. The Pattern of Indirect Speech from Command made by Eighth Grade Students of Junior High School. ... 59

Table 4.2.2. The Pattern of Indirect Speech from Command made by Tenth Grade Students of Junior High School. ... 62

Table 4.2.3. The Pattern of Indirect Speech from Command made by Eleventh Grade Students of Junior High School. ... 64

Table 4.3.1. The Pattern of Indirect Speech from Interrogative made by Eighth Grade Students of Junior High School. ... 67

Table 4.3.2. The Pattern of Indirect Speech from Interrogative made by Tenth Grade Students of Junior High School. ... 70

Table 4.3.3. The Pattern of Indirect Speech from Interrogative made by Eleventh Grade Students of Junior High School. ... 73

Table 4.4.1. The Comparison of Indirect Speech from Statement made by Junior and Senior High School Students. ... 75

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Table 4.4.3. The Comparison of Indirect Speech from Command made by Junior and Senior High School Students. ... 80

Table 4.4.4. The Comparison of Pattern of Indirect Speech from Command made by Junior and Senior High School Students. ... 81

Table 4.4.5. The Comparison of Indirect Speech from Interrogative made by Junior and Senior High School Students. ... 84

Table 4.4.6. The Comparison of Pattern of Indirect Speech from Interrogative made by Junior and Senior High School Students. ... 85

THE ACQUISITION OF INDIRECT SPEECH MADE BY ENGLISH FOREIGN LEARNERS, LEARNING ENGLISH AS A The Acquisition of Indirect Speech made by English Foreign Learners, Learning English as a Foreign Language.