The primary sources of this study are the result of observation in the form of students' writing consisting of reported speech and the result of an interview with the English teacher. The observation was conducted to identify errors in the written use of reported speech or interrogative sentences. The interview was conducted to investigate the students' mistakes and analyze the causes of the students' mistakes.
The first results of the research prove that students' errors in the written use of reporting interrogative speech consist of the use of the wrong verb tense, the use of pronouns and possessive determiners, the use of incorrect indicators and adverbs, and the use of reporting verb errors. Methods of research ini adalah research qualitativ dalam benuk studi kasus yang kilakkan di SMA Negeri 1 Batanghari.
INTRODUCTION
- Background of study
- Research Question
- The objective and benefits of the study
- The objectives of the study
- The benefits of tthe study
- Prior research
An example of the use of reported speech in writing includes "Are you going to the cinema. What are the students' mistakes in using reported speech and questions in writing at SMA Negeri 1 Batanghari. Why do students get mistakes in reported speech in writing at SMA Negeri 1 Batanghari .
To investigate the students' mistakes in using reported speech or question in writing at SMA Negeri 1 Batanghari. To analyze the causes of students' mistakes in using reported speech or question in writing at SMA Negeri 1 Batanghari.
THEORETICAL REVIEW
The Concept of Error Analysis in writing
- Definition of error analysis
- Definition of Writing
- The Process of Writing Skill
To identify errors, the writer writes and underlines the errors to distinguish each error. In this step, the writer lists the errors of cohesive devices in the form of a table, which summarizes the example sentences in the use of cohesive devices in the context of the narrative text. In this last step, after analyzing the error sentence in the table, the writer explains the result of the more complex error.
Listing is a prewriting technique in which writers write the topic at the top of a piece of paper and then quickly make a list of the words or phrases that come to mind. The writer of our models wrote a sentence that mentioned the topic and told the main idea.
The Concept of Learning reported Speech of Question Sentence
- The Concept of Learning Reported Speech
- The Function of Reported Speech
- Types of Reported Speech
- The Rules of Reported Speech
When a person wants to report what someone said, he or she can use direct or reported (indirect) speech. Changing verbs to past forms in reported speech is common in both speaking and writing. The function of reported speech is primarily one of adding clarity, highlighting certain events, and various ways of making the story more interesting.
Reported speech is also one of the devices used as the rhetorical device that does not in any way realize a speech act from the deep structure. The reported speech of questions is a type of reported speech that reports the question sentence to a declarative sentence that includes yes/no questions and w-h questions. Some questions begin with a wh-word. In English verbs, it requires to be obligatory changed, since in reported speech we usually talk about a time in the past. But the writers sometimes do not change the tense of the statement.
Using the wrong pronouns and possessive determiners Pronouns and possessive determiners can be used in reported speech. However, writers sometimes use the wrong pronouns and possessive clauses when writing reported speech interrogative sentences. However, some writers produce errors of demonstratives and deictic adverbs when writing reported speech interrogative sentence.
However, some of the writers produce the wrong use of helping erb or as written reported speech of question sentence. One of the main causes for errors in the reported speech is the grammatical elements that must be taken into account in the reported speech. Undoubtedly, it requires a clear and effective context to present reported speech in a variety of situations, rather than in a single context.
RESEARCH METHODOLOGY
Type and Characteristic of Research
Data Resource
The primary sources of this research are the assignments of 15 students in the English subject, especially for indirect questions, also the primary source of this research are the results of the interview with English teachers. Secondary source provides interpretation or analysis based on primary sources. They can explain primary sources and often use them to support a specific thesis or argument or to persuade the reader to accept a particular point of view. The secondary source in this research is from observation, documentation, books, magazines, e-books and articles related to the research.
Data Collecting Technique
- Observation
- Interview
- Documentation
Observation is the process in which the researcher takes field notes on the behavior and activities of individuals at the research site. Interviewing provides useful information when the writer cannot directly observe the participants, and the writer allows the participants to describe detailed personal information. Therefore, in this study, the writer used interview to collect data from the students about the students'.
Qualitative writers may use written documents or other objects to understand the phenomenon under study. In this research, the writer uses the document technique to collect data from the students in the form of the written document of the students' English assignment to know the students' mistakes in using the reported question speech and the causes of the mistakes.
Data Analysis Technique
The data result of observation sheets related to the students' .. errors using reported speech or written questions. Students get errors using reported speech or questions caused by different students' background knowledge. The students found errors in the use of reported speech or questions caused by the low motivation and intention.
The students' errors with the use of reported speech or question sentence in writing were analyzed based on the instrument of observation and interview. The first analysis of the students' errors in the use of reported speech or question sentence in writing was carried out by observing the students' writing assignment. In addition, the second analysis of the students' errors using reported speech or question sentence was carried out by conducting interviews with the teacher.
According to Dan Rag Rajmi, there is the cause of students' mistakes in reported speech of question in writing. The first one deals with the students' mistakes when using reported speech or written question. Based on the result interview, it was investigated that the causes of students' errors in reported speech or question in writing include the difference students.
What are the students' mistakes in using the reporting verb in writing the reported question? What mistakes do students make when using verb tenses when writing reported questions? What are the students' errors when using pronouns and possessive determiners in the written, reported question?
What are the students' mistakes in the use of the auxiliary verb, or if written reported speech about questions. Do students make mistakes using reported speech on questions caused by differences in students' background knowledge. Answer: Students get errors using reported speech or questions caused by different students' background knowledge.
Answer: Students get errors when using reported question speech, which is a result of low motivation and intention.
RESEARCH RESULT AND DISCUSSION
Result of the Research and Discussion
- Description of the Research Setting
- Description of the Research Result
Discussion
- The students‟ errors in using reported speech of
- The causes of students‟ errors in reported speech of
Therefore, there are four out of five errors in the use of reported speech of question sentence ranked on the basis of the highest error percentage, consisting of 49% error verb tense, 29% error pronouns and possessive determiners, 16% demonstrative errors and adverbs, and 6% error reporting verb. In addition, the results of the interview data analysis were related to the students' difficulties in using reported speech or question sentence, including the use of the error verb tense, the use of the pronouns possessive determiners, the use of the error demonstratives and adverbs, and the use of the error reporting verb. Therefore, based on the discussion above, it is concluded that there are four errors in the use of reported speech of question sentence, including the use of the error verb tense, the use of the pronouns, possessive determiners, the use of the error demonstrative and adverbs, and the use of the error reporting verb.
In investigating the cause of students' errors in reporting interrogative sentence speech in written form, the researcher used an English teacher interview instrument developed based on theories drawn from Dan Raga Rajmi. Based on the results and the interview, it was investigated that the students' mistakes in the written use of the reporting speech of the question consisted of the use of the wrong verb tense, the use of pronouns and possessive determiners, the use of incorrect indicators and adverbs. , using the verb to report errors. In addition, the second result of the research talks about the causes of students' errors in reporting the speech of a question in written form.
The researcher gives some suggestions to the writer, the students, the teacher and the principal as follows: The first suggested that the students understand more about using reported speech in questioning in writing and master vocabulary better. Second, it is recommended that the English teachers help students to use reported speech in written questioning and to understand it. Answer: Of course, students have errors regarding the reported speech in writing, but some students are able to use the spoken interrogative sentence in writing.
Answer: It was known that the students have errors in using the reported sentence of the written interrogative sentence, but they are able to use the spoken interrogative sentence in writing. What are the students' mistakes in using demonstratives and adverbs in writing Reported question spec. Answer: in learning the reported speech of the interrogative sentence, students are still confused about adding the helping verbs and whether or if.
Answer: The cause of errors in the reported question is the low interest in learning, and most students do not understand the material, so it will be difficult if the students want to learn it enthusiastically. Why do low motivation and intention cause the use of reported questions?
