CHAPTER I
INTRODUCTION
A. Background of the Study
In Indonesia, has taught English as a
foreign language since the national independence on the 17th of August 1945. English is
taught as compulsory subject in Junior High School and Senior High School and
Universities or Institutes for several terms. Even, it has been tried to be
taught to the students of some elementary schools and there are many
educational experts and the society do many efforts to make the teaching of
English better. They also consider the urgent role of English in the world’s
communication. To keep up with the world’s communication, the Indonesian
government has made a significant step in the English teaching by renewing the
1994 curriculum into 2004 Competency Based Curriculum and the newest is competency base school level curriculum based on
national standard of education (content and competence standards in particular
/ KTSP). This curriculum enables students to have a better way and
materials in studying English (Ramelan, as cited in Wardhana, 2002).
Based on the explanation above, in the
newest curriculum, English teaching in Junior High School covers four
competences, they are: speaking, listening, reading and writing. Those basic
competences are able to develop their communicative skills in both spoken and
written English. In addition, the language components such as structure,
vocabulary, spelling and pronunciation are not separately taught.
Those are to support the development of
the basic competences. Based on this curriculum, the government expects all the
students who have been studying English are able to communicate English well.
But, in the real life, it is not like the expectation.
Although, English as a foreign language is
taught from Junior High School to university in Indonesia, even some at
elementary schools. But unfortunately, although they have been studying English
for six years or more are still unable to use it well in daily activities. In
other words, studying English from elementary school to senior high school does
not always guarantee that the students will be absolutely able to use English
either written or spoken, such condition is even worsen by the culture in
Indonesia that is not conducive to learn and study English. Learning English
especially speaking is exactly a hard working for people who work in this field
and obviously it needs any longer time to make them able to speak well based on
the structure, related to grammar and good choice of words or diction as stated
by (Andrew, as cited in Veronica, 2006) that “language learning is a hard work.
One must make an effort to understand, to repeat accurately, to manipulate
newly understood language and to use the whole range of known required at every
moment must be maintained over a long period.
People who are learning any language
usually make errors during the process of learning. It is caused by the
complexity of a language, such as the rules of grammar and diction. From these
statements, there are good reasons for focusing on errors. First, they are
conspicuous feature of learners’ language. Second, it is useful for teachers to
know what errors the learners make. Third, it is possible that making errors
may help learners to learn and to correct the errors that they make by
themselves, because, making errors are an inevitable part of learning. People
can not learn language without first systematically errors (Ellis, 1997, p.74).
Errors play an important role in learning process.
Errors show that the language learners are still building the new knowledge in
order to be able to use the language. Making errors while studying second
language usually happen among learners or users. Related to those errors,
Chomsky (as cited in Wardhana, 2002) says, “errors that are caused by the lack
of knowledge about the language rules called as competent factor is systematic
errors that are caused by the lack of knowledge of the students about the
language being used”. So, errors can be considered as a means of building
language learners’ abilities because they can learn something from the errors.
After observing the students of SMA YADINU MASBAGIK in their speaking,
while they are speaking English with their friends and the researcher, the researcher
found some errors in their speaking is related to grammar (verb form of present
tense related to subject of third person (he,
she, it) need suffix –s or –es for the verb and related to errors in the
use of preposition). For example, they often speak: Ida come from Tanakmaik, I go to school use motorcycle, My hobby is reading and playing the guitar, she
is angry to him. It should be: Ida comes from Tanakmaik, I go to school by
motorcycle, my hobbies are reading and playing the guitar, she is angry with
him. And related to errors in diction, most of them use appropriateness in
speaking. The students often use colloquialism. For examples: I can’t speak English, that’s me, she’s
big, I don’t like her, No what what, I know FB, I just wanna know, I’m here. It
should be: I can not speak English, she is big, that is me, it does not matter,
I know facebook, I just want to know, I am here.
Based on the explanation and examples of those
errors above, the researcher is intended to investigate a study entitled “Error Analysis in Speaking English in
Grammar and Diction for the eleventh graders of SMA YADINU MASBAGIK in the school year 2010/2011”.
B. Focus
of the Study
In order to
investigate more deeply, the subject of this study
were limited to the eleventh graders of SMA YADINU MASBAGIK in the school year 2010/2011 while the object
of this study was limited to error analysis in speaking English in grammar and
diction.
C. Statement
of the Problem
Based on the background above,
the present researcher formulated the statement of the problems as follows:
1.
What are the dominant errors found in grammar and diction in speaking English by the
eleventh graders of SMA YADINU MASBAGIK in
the school year 2010/2011?
2.
What are the causes of errors found in grammar and
diction in speaking English by the eleventh
graders of SMA YADINU MASBAGIK in the
school year 2010/2011?
D.
Purpose of the Study
Based on the research
problems, the purposes of this study focusing on the following points:
1.
To find out the dominant errors found in grammar and diction in speaking English by the
eleventh graders of SMA YADINU MASBAGIK
in the school year 2010/2011.
2.
To find out the causes of errors found in grammar and diction in speaking English by the
eleventh graders of SMA YADINU MASBAGIK
in the school year 2010/2011.
E. Significance of the Study
The result of this study
was intended to give contribution in teaching English both theoretically and
practically.
1.
Theoretical Benefit
a.
The results of this
study are expected to be a basic knowledge for further research in analyzing errors
in speaking English in grammar and diction.
b.
The results of this
study are expected as reference for other researcher who intends to conduct further
research about this study.
2.
Practical Benefit
a. The findings of
this study are expected to be able to contribute any use for language teachers
in teaching English and help the teachers solve the problems in teaching
especially speaking skill.
b. The findings of this study are expected as guidance for
language teachers in teaching English language mainly to increase the students’
achievement in speaking English.
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Review of Literature
1. Errors
Error is the misuse of
linguistic items that shows a learner has not acquired the knowledge (Ellis,
1997, p.67). Making errors is a part of learning that cannot be avoided and it
is a very common thing in learning process. People cannot learn language
without first systematically committing errors.
Whereas, Brooks (1960,
p.58) considered that errors have a relationship and resembling what sin of
virtue: “Like sin, error has to be avoided and has to be overcome, but the
presence is expected”, and he also suggests a procedure that will prevent the
occur error. The main method of avoiding error in language learning is by doing
a lot of practices about grammar and its construction in the sentences or
composition.
In addition Corder (as
cited in Veronica, 2006) said that errors can provide significant insights into
how languages are actually learned. For example (Lange, as cited in Veronica,
2006) stated that errors act as signals that actual learning is taking place
and those errors can serve as indicator of progress in language learning
process. And unavoidable those errors always occur in learning process, not
only speaking but in others skills in English even though learners do the best
effort to overcome it.
Errors are different
from mistakes. Errors reflect gaps in a learner’s knowledge; they occur because
the learner does not know what the correct one is. However, mistakes reflect
occasional lapses in performance; they occur because in particular instance,
the learner is unable to perform what she/he knows (Ellis, 1997, p.17).
a. Error Analysis
In learning and using a foreign language, one
of the most inhibiting factors is the fear of making mistakes or errors. The
making of errors is a sign that students have not mastered the rules of the
language being learned yet. To cope with this problem, one of the strategies
widely used by linguist is error analysis. Brown (1994, p.66) noted that error
analysis is the study of students’ error which can be observed, analyzed and
classified to reveal something of the system operating within the learners.
Brown’s point of view implies that error analysis is useful for the teacher.
Error analysis will show teachers some problems confronting the students. It is
an advantage that error analysis may be tracked down to the importance of
students’ errors.
Meanwhile Johansson (as cited in Veronica,
2006) said that” An analysis of the learner’s error gives the teacher evidence
of the learner’s competence in the foreign language.” The teacher will also
gain information concerning with learner’s difficulties at different levels.
Such information is important for the planning of courses and the constructions
of the teaching materials.
In addition, it is necessary to discuss
error analysis in teaching English as a foreign language. English teachers
should know error analysis because it becomes a useful key to understand the
process of foreign language acquisition. They should know how the target language
is learnt or acquired and what the best strategy the learners employ in order
to master the target language. By conducting a systematic study of error, they
may improve their teaching method and attempt to find some answers or solutions
to solve some problems faced by their students and after that, they can apply
those answers and solutions in the real situation.
From the explanation above, it can be
concluded that error analysis is a methodology in investigating learner’s
competence in acquiring a second language acquisition or a foreign language and
also it can be used to identify the possible errors made by students.
b. Types of Error
The classification of errors discussed in
various areas. Such as system and grammar that are pertinent to the error.
Related to types of error, the researcher used the theory by Ellis (1997, p.20)
of the way in classifying errors. It was the general way in which the learners’
utterances differ from the reconstructed target language utterances, which
includes:
1.
Omission: leaving out an item that is required for an
utterance to be considered grammatical. For example : I will angry
It
should be : I will be angry
2.
Misinformation: using one grammatical form in place of
another grammatical one. For example :
They was angry
It should be : They were angry
3. Misordering:
putting the words in an utterance in the wrong order.
For
example : I do have not to be angry
It should be : I do not have to be angry
4.
Haphazard Substitutions: using other form of tense
rather than the correct one.
For example : I go
to the mall yesterday
It
should be : I went to the mall
yesterday
(Using
present tense in place of past tense)
c. Factors of Error
According
to Richard (1974, p.5), he suggested that there are seven factors which
influence and characterized the second language learners system (factors of
error). Those are as follows:
1.
Language Transfer
The
first factor is language transfer. Sentence in the target language, may exhibit
interference from the mother tongue. Linguists doing constructive analysis of
course considered this to the major, but not the only, cause of difficulty.
Interference analysis tends to form the deviant sentence back to the mother
tongue. Constructive analysis works to other ways, predicting error by
comparing linguistic system of the mother tongue and the target language.
2.
Intralingual Interference
The
second factor is intralingual Interference. It refers to item produced by the
learner, which reflect not the structure of the mother tongue, but
generalization based in partial exposure to the target language. In analyzing
of English error produced by speaker of the multitude of unrelated language
representing several language families, Richard not subcategories of error type
which seems to be common to speaker of diverse languages as the develops
hypotheses about the structure of English. Like first language learner, the
second language learner tries to derive the rules behind the data to which he
has been exposed, and develops hypothesis that correspond neither to the mother
tongue nor the target language.
3.
Sociolinguistic Situation.
The
third factor is Sociolinguistic Situation, different setting for language use
result in different degree and type of language learning. These may be
distinguished in terms of the effects of the sociocultural setting on the
learners’ language and in terms of the relationship holding between the learner
and the target community and in the respective linguistic markers of these
relations and identities.
4.
Modality
The
learners’ language may very according to a forth factor, the modality of
exposure to the target language and the modality production. Production and
perception may involve the acquisition of two partially overlapping system. It
has interference between the bilingual’s languages is generally on the
productive rather than receptive side.
5.
Age
The
fifth factor, which may affect the approximate system of the second language
learner, is his age. Some aspect of the child’s learning capacities change as
he grows older and these may affect language learning. The child’s memory spans
increase with age. He acquires a greater number of abstract concepts, and he
uses these to interpret his experience.
A
period of primary language acquisition, postulated to be biologically
determined beginning when the child stars to walk and continuing until puberty.
Some of these characteristics of child’s language have been attributed to the
particular natural of his memory and processing strategies in childhood.
6.
Successions of Approximate System
Such
system is usually unstable in given individuals since there is invariably
continuing improvement in learning the target language. Because the
circumstances for individual language learning are never identical, the
acquisition of view lexical, phonological and syntactic items or structure in
the learners’ dialect does not occur regularly.
7.
Universal Hierarchy of Difficulty
This
factor is concerned with the inherent difficulty for man of certain
phonological, syntactic or semantic items and structure. Some forms may be
inherently difficult to learn no matter what the background of the learners; it
must include not only Interlingua difficulties but also take into account a
possible universal hierarchy of difficulty.
d. Cause of Error
According
to Norrish (1987, p.21), causes of error were classified into three types that
is carelessness, first language interference and translation. Those explained
as follows:
1. Carelessness
Carelessness
often related to lack of motivation. Sometimes most of the students do not like
some teachers in their school. Actually, when the students do not like their
teacher, they will not pay attention to the subject that is taught by the
teacher. So, it is useless because the students do not understand the material
that is given by their teacher. Sometimes the students are not interested with
the material and style of presentation that is given by the teacher.
2. First
language interference
In
learning a language (a mother tongue or foreign language) is a matter of habit
information. When someone tries to learn new habits the old one will interfere
the new one. These causes of error are called first language interference.
3. Translation
Translation
is one of the causes of error. This happens because a student translates his
first language sentence or idiomatic expression into the target language word
by word. This is probably the most common cause of error.
Whereas,
according to Richard (1974, p.19), the causes of error were classified into
four types. Those are overgeneralization, incomplete application of rule, false
concepts of hypothesized, ignorance of rule restriction.
1. Overgeneralization
Overgeneralization involves the creation one deviant structure in place
of regular structure. For example, “he can sings”, “we are hopes”,
“it is occurs”.
2. Incomplete application
of rule
It is the use of rule which does not
complete. In addition, it often happens in the question sentence. For example,
when the teacher asks a student “what does he have to do?” then the students
say “he have to do write the address”.
3. False concepts of
hypothesized
False concepts of hypothesized
are something due to gradation of teaching items. The form “was” for example,
may be interpreted as the marker of the past tense, as in “one day it was
happened”.
4. Ignorance of rule
restriction.
It is closely related to the
generalization of deviant structures is failure to observe the restriction of
existing structure, that is the application of the rule to context where they
do not apply. For example “the man who I saw him”.
e. The Sources of Error
Occurrence
According to Ancker (2000, p.1) the sources
of error occurrence classified into three categories, they were: interference
from the native language, an incomplete knowledge of the target language and
the complexity of the target language.
1.
Interference from the native language
The learner may assume that the
target language and his native language are similar. Then, he will over
generalize the rules of his native language and the target language.
2. An
incomplete knowledge of the target language
Because of the incomplete
knowledge, the learner may make guesses. When he has something that he does not
know, he may guess what it should be there and the foreign language learners
commit errors largely because of the paucity of their knowledge of the target
language whereas deviant forms produced by native speakers are dismissed as
slips of the tongue or slips of the pen.
3.
The complexity of the target language
Certain aspects in English are
difficult for some learners, it may be caused the rules of their native
language are quite different from English and even more complex than their
native language.
f. The Benefits of Analyzing Errors
Errors are normal and unavoidable during the
learning process as Richard (1974, p.95) mentioned that no one can learn
without making errors. Meanwhile, Lengo (2003, p.1) mentioned that errors are
believed to be an indicator of the learners’ stages in their target language
development. So, it is important to analyze the errors because there are many
benefits in analyzing the errors, such as:
1. A device which the
learner uses in order to learn
2. To fully grasp and
understand the nature of the errors made, and
3. Instead of just being
able to explain the rules and correct the errors
2. Grammar
Grammar is a system of rules that
allows human being to form and interpret the words and sentences of their
language (Aronoff, as cited in Wardhana, 2002). Grammar is important whether in
spoken or written to make the sentences understandable, so there will not be
any miscommunication. According to Bastone (1995, p.4), grammar is a key
element in the process of language use. Language without grammar will be
chaotic: countless words without the indispensable guidelines for how they can
be ordered and modified. Through grammar, learners can specify the ways in
which words can be systematically modified.
Bastone (1995, p.3) also reported
that there is something distinctive familiar about grammar. Linguists have been
studying it for centuries and it remains an object of learning for countless
schoolchildren the world over; it is an integral part of the language we use in
everyday communication. Grammar is a major influence in syllabus design, the
focal point of many classroom activities. Language without grammar will
certainly make the sentence meaningless.
For example: up
and the that the in Bill Jane stand announce spring marry
If we read the sentence above,
certainly we can not understand the intended meaning. However, if the sentence
is constructed in a good grammatical rule, everyone who reads it will
understand the meaning. The most possible contraction is:
Bill stand up to announce that he and Jane will marry in spring
The question of how words can (or can not) be combined in
sentences is an important part of grammar. Through grammar, we can specify the
ways in which words can be systematically modified through some alterations or additions
and grammar also reveals a structure and rituality which lies at the bias of
language and enables us to talk of the language system. So, it will be
impossible to learn language effectively without understanding the grammar and
unavoidable grammar is very important.
A study of grammar can reveal how language itself has
evolved overtime and how the needs of language users have shaped the language
system into communicative device which serves their purposes remarkably well.
The study of grammar as process is the study of grammar as it is deployed in
communication. Communication is concerned in part with the exchange and sharing
of knowledge through language. The knowledge about grammar exists for a purpose
to enable the learners to use in communication.
Learning grammar for communication is a required ability to
access knowledge efficiently and usefully, under the considerable pressures of
real time communication. Language users need to make sense of language and
which it will take time to acquire. They formulate and express their meaning
appropriately. They can interact without excessive or undue pausing, and they
can handle quite elaborated shifts in topic (Shciffrin, as cited in Wardhana,
2002). So, related to this statement, in this case the learners have to
mentally organize language into a user-friendly so that they can manage the
language in communication and it can be accepted well by listeners or readers.
a. Grammatical Errors
Analyzing grammatical errors, in this
research, the researcher used Jack C. Richard’s theory error analysis (1974,
p.182). According to him, there are six kinds of grammatical errors, such as
errors in the production of verb groups, errors in the distribution of verb
groups, miscellaneous errors, and errors in the use of preposition, errors in
the use of articles and errors in the use of questions. In this case the
researcher used five of them as follow:
1. Errors in the
Production of Verb Groups
a. Verb
stem for past participle
(Errors in the production of tense forms)
·
I see a good film last night
·
They come yesterday
·
He goes to Malang last week
b.
Wrong after do
(Errors in the production of verb forms
after do)
·
He did
not found
·
She did
not asks me
·
The man
does not cares for his life
c.
Wrong after modal verb
(Errors in the production of verb forms after
modal)
·
I can saw
it
·
She can goes
·
They
would became
·
He can does
d. ed omitted after be + participle verb
stem
(Errors in the production of verb
forms)
·
The sky is
cover with clouds
·
He
was punish
·
Some
trees are uproot
e. Verb stem for stem + s
(Errors in the production of agreement
of verb with subjects)
·
He always
talk a lot
·
He come
from India
·
She speak
English as well
(Murdibjono, 1991, p.13)
2. Errors in the
Distribution of Verb Groups
a. be + verb + ing for be + verb + ed
(Errors in the use of present or past
participle)
·
I am interesting
in that
·
The
country was discovering by Columbus
·
She was killing
by him
b.
Have + verb + ed for + ed
(Errors in the use of present or past
perfect)
·
They have
arrived just now
·
I have
written this letter yesterday
·
Some weeks
ago I have seen an English film
c.
Be + verb + ing for verb stem
·
She is
coming from Canada
·
I am
having my hair cut on Thursday
d.
Be + not + verb + ing for do + not + verb
·
I am
not liking it
·
Correct
rules are not existing
e.
Be + verb + ed for verb stem
·
This
money is belonged to me
·
The
machine is comed from French
(Murdibjono, 1991, p.42)
3. Miscellaneous Errors
a. Errors in the use of plural forms
·
They have
a lot of spare times
·
She has
many friend
b. Object omitted or included unnecessarily
·
This is
not fit to drink it
·
This the
man who I saw him
c. Confusion of too, so, very
·
I am very
lazy to stay at home
·
Honey
is too much sweet
(Purba, 2009, p.22)
4. Errors in the Use of
Preposition
a. With instead of from :
suffering with a cold
against : fight with
tyranny
of : consist with
by : with car
b. In instead of on :
in TV
With : fallen in love
in Ophelia
for : in this purpose
at :
in this time
to :
go in Poland
for : the time in
your watch
c. At
instead of by : held him at the left arm
in :
at the evening
to :
went at Stratford
for : at the first
time
d.
For instead of in : one bath for seven day
of : the position for Chinese coolies
from : a distance for
one country to another
since : been here for
the 6th of June
e. On
instead of in : on many ways
at :
on the end
with : angry on him
for : pays attention on
it
f. Of
instead of in : rich of vitamins
by : book of hardy
on : depends of
civilization
for : a reason of it
g. To
instead of for
: an occupation to them
into : move to city
of : his love to
her
(Turton, 1995, p.87)
5. Errors in the Use of
Articles
a. Omission
of the
·
Before unique nouns : sun is very hot
·
Before nouns of nationality : Spaniards and Arabs
·
Before superlatives : Richest person
·
Before noun modified by of phrase : Institute of
Nuclear Physics
b. A used instead of the
·
Before superlatives : a best boy
·
Before unique nouns : a sun becomes red
c. Omission of a/an
·
Before class nouns defined by adjectives : he was
good boy
(Solahudin,
2008, p.25)
3. Concept of Diction
Diction is style of speaking as dependent upon
choice of words or the accent, inflection, intonation, and speech-sound quality
manifested by an individual speaker, usually judged in terms of prevailing
standards of acceptability. Diction will be effective only when the words that speakers choose
are appropriate for the audience and purpose, when they
convey their message accurately and comfortably. The idea of comfort may seem
out of place in connection with diction, but, in fact, words can sometimes
cause the reader to feel uncomfortable. So, the speakers have probably
experienced such feelings themselves as a listener hearing a speaker whose
words for one reason or another strike as inappropriate (Bacon, as cited in
Veronica, 2006).
Meanwhile McCrimmon (as cited in Veronica,
2006), diction is choice of words and very important, it is caused if we want
to speak about something in a sentence, we will concern ourselves with findings
of words that best convey our thought. Therefore, our choice of words must take
into account the context in which the selected words are to appear.
Good diction is the choice of words that best
allow you to communicate your meaning to your readers. The choice is always
made with reference to a particular sentence. For this reason, no dictionary
will give the right word and all dictionaries can do is to tell meanings a word
generally has. It is up to the speakers to decide which, if any, of these
meanings meets your needs (McCrimmon, as cited in Veronica, 2006).
a. The Qualities of Good Diction
As stated before, diction is the
choice of words to fit their context or style of speaking as dependent upon
choice of words or the accent, inflection, intonation, and speech-sound quality
manifested by an individual speaker, usually judged in terms of prevailing
standards of acceptability. Meanwhile, good diction is the choice of words that
best allows the speaker/writer to communicate his/her meaning to his/her
listeners/readers.
There are three qualities of good
diction according to (McCrimmon, as cited in Veronica, 2006); they are
appropriateness, imagery and specificity. But in this research, the
researcher used appropriateness and specificity.
1.
Appropriateness
Appropriateness deals with the word’s
suitability, the precise suitability of a word to its context. Some words are
appropriate to some situations but not to others.
a.
Colloquial
The term “colloquial” is defined by The American Heritage Dictionary as
“characteristic of or appropriate to the spoken language or to writing that
seeks its effect; informal in diction or style of expression”. Colloquialisms
are not “incorrect” or “bad” English. They are the kinds of words that people;
educated and uneducated alike, used when they are speaking together quite
informally. In writing they are used to give the impression of talking directly
and intimately with the reader. To achieve this effect the writer uses constrictions:
don’t, wasn’t hasn’t and clipped words like auto, taxi, phone which are
shortened forms of longer words. The following list illustrates typical
colloquialisms compared to their formal expressions or popular words as shown
on table 1.
Table
1.
The Comparison between Colloquialisms and
Popular Words
|
Colloquialism
|
Popular
|
Colloquialism
|
Popular
|
|
mad
|
angry
|
phone
|
Telephone
|
|
over with
|
completed
|
exam
|
Examination
|
|
back of
|
behind
|
math
|
Mathematics
|
|
It’s me
|
It is me
|
Sure
|
Certainly
|
b. Slang
Slang is defined by The Oxford Dictionary as “language of a highly colloquial type”.
Meanwhile, Encarta Dictionary
describes it as: Language of exclusive group: a form of language used by a
particular group of people, often deliberately created and used to exclude
people outside the group.
Slang tends to originate in subcultures within
a society. Slang expressions often embody attitude and value group members.
They may contribute to sense of group identity and may convey the listener
information about the speaker’s background. Before expression become slang,
however, it must be widely adopted by members of the subculture. At this point
slang and jargon overlap greatly. When the subculture has enough contact with
the mainstream culture, its figures of speech become slang expressions known to
the whole society. A slang expression may suddenly become widely used, for
example: cool and stylish. Some slang’s prove so useful
that it may become accepted as standard speech or popular vocabulary. Here are
other examples of slang expressions compared with their meaning in popular
words as shown on table 2.
Table
2.
Slang Expressions in Popular
Words’ Meaning
|
Slang
|
Popular
|
Slang
|
Popular
|
|
Uncle Tom
|
A meek black
|
The man
|
The law
|
|
Jhon
|
Toilet
|
Head
|
Ship’s toilet
|
|
Mr. Charly
|
A white man
|
booze
|
Alcoholic beverage
|
|
can
|
toilet
|
Loo
|
toilet
|
|
Baloney
|
From bologna
|
Buzz of
|
Go away
|
|
Five grand
|
$5,00
|
Pot
|
Marijuana
|
|
means nonsense
|
|||
2. Specificity
Specificity
deals with specific and general words. Words are said to be specific when they
refer to individual persons, objects or events. Words are general when they
refer not to individual things but to groups or classes. Specific and general
are also relative terms, since a word may be specific compared with a second,
as the following on figure 1 (McCrimmon, as cited in Veronica, 2006).
|
less
general
|
|
Still less
general
|
|
Specific
|
|
most general
|
Specificity Diagram
Specificity
diagram also deals with sensory words. Some words refer to sensory experience:
to what we see, hear, touch, taste and smell. They are particularly affective
description. Below are some of examples:
Touch : chill, clammy,
cold, corrugated, grainy, gritty, harsh, jarring, moist, numb, rough, satiny,
metallic, smooth, sting, tickly, velvety.
Taste : bland,
biting, bitter, brackish, briny, metallic, nutty, peppery, salty, sour, spicy,
sweet, tainted, vinegary, yeasty.
Smell : acrid,
fetid, greasy, musky, musty, pungent, putrid, rancid, rank, reek, stench,
sulphurous, woodsy.
Sound : bellow,
blare, buzz, chatter, chime, clang, clatter, clink, crash, creak, gurgle, hiss,
hum, murmur, pop, purr, rattle, rustle, screech, snap, splash, squeak, swish,
tinkle, whine, whisper.
Sight : blaze,
bleary, bloody, burnished, chalky, dappled, ebony, flame, flash, flicker,
florid, foggy, gaudy, glare, glitter, glossy, glow, golden, grimy, haze, inky,
leaden, lurid, muddy, roiled, sallow, shadow, smudged, spark, steak (Veronica,
2006, p.39).
B. Relevant Study
In doing this research, the researcher used
two relevant studies related to his research. The researcher realized that
those relevant studies were able to help him in doing this research and they were
be able to give positive contributions to his analysis.
The first relevant study is taken from the research of
Setyawan (2005) entitled “Description
Study on Grammatical Errors in Speaking for Students of Muhammadiyah University
of Ponorogo in 2004-2005 Academic Year”. In his research, there were two
research questions and were formulated as follows: (1) What are the factors of
error in speaking for students of Muhammadiyah
University of Ponorogo in 2004-2005 Academic? (2) How is the frequency of
errors in speaking for students of Muhammadiyah
University of Ponorogo in 2004-2005 Academic Year? His research design was
descriptive qualitative.
In his research, he
tried to identify the grammatical errors made by the English department of Muhammadiyah University of Ponorogo and
he tried to infer the sources of those errors. The sample of his research was
30 students. It was 28% from all population (108) at the second semester
students of English department of
Muhammadiyah University of Ponorogo in 2004-2005 academic year. The
instrument used to yield the data in his research was an interview that took
5-10 minutes for every subject. The interview then was transformed into written
form; it was analyzed for the grammatical errors in the form of omission,
addition, misformation and misordering. For the sources of error, those errors
were classified into interlingual, intralingual, ambiguous, and other or unique
errors.
His research revealed that the highest frequency of errors
occurred in misformation category. The frequency was from the data, it revealed
that the highest frequency of errors occurred in misformation category. The
frequency was 369 out of 987 or 37.38%. Concerning the sources of the errors,
the highest frequency was intralingual errors. The frequency of intralingual
error was 476 out of 987 errors of 48.22%. The reliability used in his research
was accuracy, which was correcting the grammatical errors made by the subject
based on the standard of English grammar. Getting the result of this research,
the researcher found that the students speaking ability needed to be improved.
Beside the errors found, the researcher also got difficulties in having the
partner in speaking. Thus, the researcher assumed that some of students were
afraid to have speaking.
The second relevant study is taken from Veronica (2006) entitled
“An Analysis of Diction and Persuasion in English Commercial Text on Trans TV”. In this case two research
questions were formulated as follows: (1) What are the types of diction and
persuasion found in English commercial text on Trans TV broadcast from November 2006 to January 2007? (2) What are
the functions of commercial propaganda realized in the selection of diction and
persuasion presented in the English commercial texts on Trans TV broadcast from November 2006 to January 2007? Her research
design was qualitative.
The data of her research were commercial videotapes and
transcripts. The source of the data was Trans
TV. The focus of her research was the diction realization which was
expressed in appropriateness, specificity and imagery and the persuasion. The
data were obtained through reading and recording and then analyzed by content
analysis technique. The data trustworthiness was obtained through triangulation
(other researchers, human recourses and other resources) and deep observation.
Based on the data analysis, her study revealed some
significant findings. First, the findings were related to types of diction and
persuasion. Diction investigation was divided into three issues. From the
appropriateness point of view, popular (208) and colloquial words (60) were
dominant types in the investigation. Nevertheless, it did not mean that learned
words (30) did not have significant influence in the commercial texts. From the
specificity point of view, general words (276) were more common than specific
words (154). Moreover, sight (36) in sensory category appears in the greatest extent
compared with the other five sensory categories. From the imagery point of
view, metaphor (24) and personification (16) were dominant.
The result above implies that
advertisers had already optimized the choice of words to fit their contexts.
Persuasion investigation was also divided into three issues. From the knowledge
ability point of view, most commercials were weak and so was the fairness since
most of them were not supported by knowledgeable sources and all of the
commercials in the investigation did slant as a sign of unfairness. Moreover,
emotional appeals were found more often than the rational ones (arguments).
From the emotional appeal point of view, the
need to achieve (44) was the most dominant emotional appeal in the commercial
texts followed by the need for affiliation (40). From arguments point of view,
judgments (24) were the most common premises whereas causal relations (24) were
the most common inferences. The results above implied that persuasion in TV
commercial was a kind of propaganda since it involved misleading techniques,
especially in the term that the emotional appeals were most common than the rational
appeals or so called arguments. The second related to the functions, all of the
(74) commercials being investigated contain marketing, communication,
education, economic and social function. It means that advertisers had already
optimized the commercial functions.
The two relevant
studies above have similarity in the research design and the points of this
research that will be investigated by the researcher. He uses those relevant
studies are to strengthen his research in analyzing this research related to
errors in grammar and diction especially in speaking English. Through those
studies, the researcher also can learn the ways to analyze, to identify and to
classify the errors and diction related to his variables in his research.
Based on the relevant
studies above, the similarities of these researches could be seen on the
variable of the research; Setyawan’s research investigated about grammatical
errors and Veronica’s research investigated about diction meanwhile the present
researcher investigated both of their research variables; error in grammar and
diction. Those researches also similar in domain of spoken language, and have
the same research design, both of these researchers used descriptive qualitative.
Besides the
similarities, there were differences about this research. It could be seen on
different of taking sample; Setyawan’s and Veronica’s research used purposive
sampling, meanwhile the present researcher used cluster sampling.
C. Theoretical
Framework
From
the previous explanations, error is the misuse of linguistic items that shows a
learner has not acquired the knowledge. Making errors is a part of learning
that cannot be avoided and it is a very common thing in learning process.
People can not learn language without first systematically committing errors.
It means, errors are normal and errors can serve as indicator of progress in
language learning process in their target language development and unavoidable
those errors always occur in learning process, not only speaking but in others
skills in English in spite of learners’ effort to overcome it.
Many
kinds of errors arise when the learners speak because they do not master the
English structure well and they make mistake in choosing words (diction) when
they are speaking. So, to prevent the occurrence of errors, it needs a method
in language learning is by doing a lot of practices about grammar and its
construction in the sentences or composition. It aims at communicating, the
listeners understand what the speakers say and there is no misunderstanding in
conveying their purpose.
So,
based on the statements above, that is true, errors play an important role in
learning process. Errors show that the language learners are still building the
new knowledge in order to be able to use the language. It caused by the lack of
knowledge about language being used. Errors can be decreased by increasing
knowledge about grammar and diction. The users of language must be precise in
using grammar and diction in order to the listeners is able to receive what the
users want to convey and there is no misinterpretation of meaning when they are
speaking.
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Study
This study was done at 23 March until 23 April 2011 in the second
semester for the eleventh graders of SMA
YADINU MASBAGIK in the school year 2010/2011.
B. Research Design
The research design in this study was descriptive
qualitative, because it was designed to collect, describe, and analyze the
errors in grammar and diction. The data was collected, described, and analyzed
related to the errors in grammar and diction made by students of SMA YADINU MASBAGIK in the school year
2010/2011 in speaking English.
C. Subjects of the Study
In this part, the
present researcher discussed about population and sample of the study.
1. Population
of the Study
According to Gay (1992,
p.125), population defined is the group of interest to the present researcher,
the group to which she or he was like the results of the study had generalized.
Based on this theory, it was said that population is the whole subjects that
had been investigated. The target population of this study was all of the eleventh graders of SMA YADINU MASBAGIK in the school year
2010/2011. The eleventh graders of SMA YADINU MASBAGIK in the school year
2010/2011 were divided into
three classes, and the students were still actively learning English as one of
the compulsory subject, as shown on table 3:
Table 3.
Population of the Study
|
No.
|
Class
|
Sum of
Population
|
|
1
|
XI1
|
31 students
|
|
2
|
XI2
|
31 students
|
|
3
|
XI3
|
30 students
|
|
|
Total
|
92 students
|
2. Sample
of the Study
According to Gay (1992, p.125), sample
defined is a number of individuals for a study in such a way that the
individuals represent the larger group from which they are selected. The population of the study consists of three classes. Reffering to above
theory, the present reseacher took one class from the total of population by
using cluster sampling. This technique was used because the population were
supposed that they are heterogeneous. After that, the present reseacher took a part of them by using lottery. As the result, the class XI3
was chosen as the sample of the study which consists of 30 students.
D. Collecting Data
- Instrument of the Study
According to Suharsimi
(2002, p.126), instrument is the device that is used to collect the data. Then,
the instrument might be in form of some questions or exercises or other tools
that have purposes to measure knowledge, intelligent, achievement and attitude
of someone or group of people and choosing instruments of data collection
depends on the technique of data collection.
Based on the theory
above, to know the errors in grammar and diction in speaking English, the
present researcher used topic free
speaking made by the students which the present researcher applied as the data
to be analyzed and described the errors made by the students.
In this case, the
present researcher used tape recorder, note, and pen as the instruments of the
study.
- Technique of Collecting Data
Related to instrument
of the study above, the present
researcher did recording and note taking while the students were speaking one
by one based on their lottery number were they got.
E. Analyzing Data
In analyzing the data, the present
researcher used error analysis method. Ellis (1994, p.48) suggested the
following steps to conduct an error analysis research as shown on table 4.
Table 4.
Steps to Conduct an Error Analysis
|
No
|
Steps
|
Explanations
|
|
1
|
Collection
of samples of learner language
|
Deciding
what samples of learner language to use for the analysis and how to collect
these samples
|
|
2
|
Identification
of errors
|
Identifying
the errors by underlying the errors the learner made
|
|
3
|
Classification
of errors
|
Grouping
the errors that have been found and stating the classes of the errors
|
|
4
|
Explanation
of errors
|
Explaining
the errors by establishing the source of the errors
|
|
5
|
Evaluation
of errors
|
Evaluating
the errors step involves tabelizing the errors and drawing conclusion
|
Referring
to the steps of error analysis method above, the data were analyzed as follows:
1.
Identification of errors
In this step, the present researcher studied the
acquired data and tried to find out the errors by underlying the errors and
than the present researcher tried to analyze the data as objective as possible.
2. Classification
of errors
In this step, the present researcher classified them
into five categories of grammar and 3 categories of diction, they were:
a.
Grammar:
1.
Errors
in the production of verb groups
2.
Errors
in the distribution of verb groups
3.
Miscellaneous
errors
4.
Errors
in the use of preposition
5.
Errors
in the use of article
b. Diction:
1. Colloquial
2. Slang
3. Specificity
3. Tabelizing
the result
Once the errors were calculated and arranged, the
present researcher tabelized the result of the analysis. This table was meant
to ease the identification of each error. Therefore, the result of the analysis
of the grammatical errors in speaking made by the students of the
eleventh graders of SMA YADINU MASBAGIK was presented in the form of a
table.
4. Drawing a
conclusion
The last step was done a conclusion based on the
analysis. In this step, the present researcher was made a valid conclusion in
the form of a brief description of the errors.
CHAPTER IV
RESULTS
AND DISCUSSION
A. Results
The research results of this study is aimed at describing the grammatical
errors in speaking English in grammar and diction made by the eleventh graders
of SMA Yadinu Masbagik in the school
year 2010/2011 based on the research questions are stated in chapter II. After
collecting and analyzing the data, the researcher found that there were a lot
of grammatical errors in grammar and diction. The grammatical errors are
classified into five classifications while diction consisted of colloquial,
slang and specificity.
Grammatical errors of various kinds were found; they were classified as
follows:
1.
Errors
in the Production of Verb Groups
a. Errors in
the production of tense forms = 29
b. Errors
in the production of verb forms after do = 0
c. Errors
in the production of verb forms after modal = 2
d. Errors in the production of verb forms
= 0
e. Errors in the production of agreement of verb with subjects = 32
2.
Errors
in the Distribution of Verb Groups
a. Be + verb + ing for be + verb ed = 2
b. Errors
in the use of present or past perfect = 1
c. Be + verb + ing for verb stem = 0
d. Be + not
+ verb + ing for do + not + verb = 0
e. Be +
verb + ed for verb stem = 0
3.
Miscellaneous
Errors
a. Errors in the use of plural forms = 10
b. Object omitted or included unnecessarily = 2
c. Confusion of too, so, very = 2
4.
Errors
in the Use of Preposition
a.
In instead of on = 2
b.
To instead of into = 1
c.
With instead of by = 4
d.
To instead of for = 1
5.
Errors
in the Use of Article
a. Omission of the = 4
b. Omission of a/an = 12
Errors in diction were found; they were consisted of:
1. Colloquial = 27
3.
Specificity = 3
The result of the grammar errors can be tabelized as follows:
|
No
|
Type of Errors
|
Total of Errors
|
|
1
|
Errors in the production of verb
groups
|
63
|
|
2
|
Errors in the distribution of verb
groups
|
3
|
|
3
|
Miscellaneous errors
|
14
|
|
4
|
Errors in the use of preposition
|
8
|
|
5
|
Errors in the use of article
|
16
|
|
Total
|
104
|
|
The result of the diction errors can be tabelized as follows:
|
No
|
Type of Errors
|
Total of Errors
|
|
1
|
Colloquial
|
27
|
|
2
|
Specificity
|
3
|
|
Total
|
30
|
|
B. Discussion
The errors done in speaking English will be written with underlined. They
will be discussed as follows:
1. Errors in the Production of Verb
Groups
In this type of errors, the researcher found 5 subs - types of errors.
They are errors in the production of tense forms, errors in the production of verb
form after modals, errors in the production of verb forms after do, errors in the production verb forms,
and errors in the production of agreements of verbs with subjects.
a.
Errors in the production of tense forms
In this sub - type, the
researcher found twenty nine errors. The most errors that the researcher found
the use of verb stem for past participle. In the students’ speaking, they did
not tell their own experience, but the event in general which should be spoken
in past tense, For example:
“I like her, but she leaves me”.
{See appendix 1, table 1 number 1(a)}.
The verb “leave” should
be “left” since the experience is told in the past which should be spoken in
the following rule: S + Verb-II/Past Tense. Therefore, it should be spoken:
“I like her, but she left me”.
Other similar errors
can be seen in appendix 1, table 1 number 1(b), table 1 number 1(c), table 1
number 1(d), table 1 number 1(e), table 1 number 1(f), table 1 number 1(g), table
1 number 1(h), table 1 number 1(i), table 1 number 1(j), table 1 number 1(k), table
1 number 1(l), table 1 number 1(m), table 1 number 1(n), table 1 number 1(o), table
1 number 1(p), table 1 number 1(q), table 1 number 1(r), table 1 number 1(s), table
1 number 1(t), table 1 number 1(u), table 1 number 1(v), table 1 number 1(w), table
1 number 1(x), table 1 number 1(y), table 1 number 1(z), table 1 number 1(aa), table
1 number 1(bb), and table 1 number 1(cc).
b.
Errors in the production of verb forms after modal
The researcher found two errors in the
production of verb forms after modals. Modal verbs should be followed by Verb-1
(infinitive), but the students used Verb-ing
and to infinitve verb after modals. For
examples as follows:
“I
must to save my money as well as possible”.
“Must” is a modal verb,
so “to save” (to infinitive) in this sentence should be without to infinitive “save”
(Verb-1). Therefore, the correct sentence should be spoken:
“I must save my money as well as
possible”.
One other student used
Verb-ing after modals. It can be
found in appendix 1, table 1 number 2(b). It said:
“I will using car”.
“will” is a modal, so
the verb after “will” should be Verb-1 (infinitive). Therefore, it should be
spoken:
“I will use car”.
c.
Errors in the production of verb stem for stem –s
In this sub – type, the
researcher found twenty four errors. In analyzing the data, the researcher found many kinds
of errors agreement of verb with subjects. One of the examples:
“My father advise me to choose
English department”. {See appendix 1, table 1 number 3(a)}.
In that spoken, verb should be added by –s
because the subject in the form of third person. “Advise” in that spoken is not
appropriate. It should be ‘advises’. The correct should be:
“My father advises me to choose English
department”.
Other similar errors can be seen in appendix 1,
table 1 number 3(b), table 1 number 3(c), table 1 number 3(d), table 1 number
3(e), table 1 number 3(f), table 1
number 3(g), table 1 number 3(h), table 1 number 3(i), table 1 number 3(j), table
1 number 3(k), table 1 number 3(l), table 1 number 3(m), table 1 number 3(n), table
1 number 3(o), table 1 number 3(p), table 1 number 3(q), table 1 number 3(r), table
1 number 3(s), table 1 number 3(t), table 1 number 3(u), table 1 number 3(v), table
1 number 3(w), and table 1 number 3(y).
2.
Errors
in the Distribution of Verb Groups
In this type of errors,
the researcher found only one sub – types of errors. That is an error in the
use of present participle.
a. Errors in the use of
present participle
In this sub - type, the
researcher found two errors. It is found in Appendix 1, table 2 number 1(a),
table 2 number 1 (b) and . The spoken is:
“I
am not interesting at all to choose mathematics department after I
graduate”.
“Interesting” in that spoken
should be “interested”. Therefore, the correct spoken should be:
“I
am not interested at all to choose mathematics department after I graduate”.
{See appendix 1, table 2 number 2 (b)}.
3. Miscellaneous Errors
In analyzing the data, there are three kinds of errors that the
researcher found in the students’ speaking related to miscellaneous. They are;
errors in the use of “so” and “very”, object omitted and errors in the use of
plural forms.
a.
Errors in the use of “so”
In this part, the researcher
found one error only. It is found in Appendix 1, table 3 number 1(a), and table
3 number 1(b).
The spoken is:: “I am so surprised”
‘So’ is
not appropriate in that spoken. It should use “very”. It should be spoken:
“I am very surprised”
b.
Errors in the use of “very”
In this part, the researcher
found one error only. It is found in Appendix 1, Table 3 number 1(b). The
spoken is:
“I
forget because my teachers give very much assignment for me”
‘Very’ is not
appropriate in that spoken. It should use “too”. The correct in speaking should
be:
“I forget because my teachers give too much
assignment for me”
c.
Object omitted
In this part, the researcher
found two errors. For the examples:
“Mr. Turmudzi give me one question to answer..”. {See
appendix 1, table 3 1(c)}.
In that spoken, there
are two errors. Error in the use of verb and object omitted. But, the
researcher focuses in the object omitted only. That spoken needs an object to
make the meaning to be clear. So, it should be spoken:
“Mr. Turmudzi give me one
question to answer it”.
Other
similar errors can be seen in appendix 1, table 3 number 1(d and e).
d.
Errors in the use of plural forms
There are ten errors in
the use of plural form. For the examples:
“She do not speak English more than five
sentence” {See appendix 1, table 3 number 2(a)}.
“sentence”
is a singular form and a countable noun.
To make it to be a plural form, it should be added –s. Therefore, the correct spoken
is:
“She does not speak English more than five
sentences”
Other similar errors
can be seen in appendix 1, table 3 number 2(b), table 3 number 2(c), table 3
number 2(d), table 3 number 2(e), table 3 number 2(f), table 3 number 2(g), table
3 number 2(h), table 3 number 2(i).
4.
Errors
in the Use of Preposition
In this type of error,
the researcher found eight errors. They are Errors in the use of prepositions
”in“, “to”, “with”.
a.
In instead of on
The researcher found two
errors in the use of preposition “in”. The spoken is:
“In the
way, my friends crashed by motorcycle” {See appendix 1, table 4 number 1(a)}.
“in the way” should be used by
preposition “on” not “in”. Therefore, the correct spoken should be:
“On the
way, my friends are crashed by motorcycle”
Other example can be
seen in appendix 1, table 4 number 1(b).
b.
To instead of into
The researcher found
two errors in the use of preposition “to”. The spoken is:
“He ask me to translate some words to Indonesia” {See
appendix 1, table 4 number1(c) and table 4 number 1(d).
“To Indonesia” should
be used by preposition “into”. Therefore, the correct spoken is: “He ask me to translate some words into
Indonesia”.
c.
With instead of by
The researcher found
three errors in the use of preposition “with”. The spoken is:
“Every day I go to school with motorcycle”.
“with motorcycle” should be used by
preposition “by”. Because of motorcycle is a form of transport. Therefore, the
correct spoken is:
“Every day I go to school by motorcycle”.
{See appendix 1, table 4 number 1(e), and other similar errors can be seen in
appendix I, table 4 number 1(f)}.
d. To
instead of for
The researcher found
one error in the use of preposition “to instead of for”. The spoken is:
“Global warming is one problem to
human being”.
The correct
spoken is: “Global warming is one problem
for human being”. {See appendix 1, table 4 number 1(g)}.
5. Errors in the Use of Articles
In
this type of error, the researcher found two subs – types of errors in the use
of articles. They are omission of “the”, and Omission of “a”.
a. Omission of the
In this part, the
researcher found four errors. One of the errors is:
“And one day if there are readers
read my writing, I want readers know the purpose I write”
{See appendix 1, table 5 number 1(a)}
In that spoken, there is an omission of
article “the” because when the student is speaking, the listeners are sure and
understand which person it is talking about. So, the speaker should be used
article “the”. And the spoken should be:
“And one day if there are readers read
my writing, I want the readers know the purpose I write””.
Other similar
errors can be seen in appendix I, table 5 number 1(c), table 5 number 1(d), and
table 5 number 1(e)}.
b. Omission of a/an
In this part,
the researcher found twelve errors. One of the errors is:
“As good driver, before she buy a car
he should think the effect on that car” {See appendix 1, table 5 number 2(a)}.
In that spoken, there is an
omission of article “a”. The spoken should be:
“As a good driver, before
she buy(s) a car he should think the effect on that car”
Other similar
errors can be seen in appendix 1, table 5 number 2(b), table 5 number 2(c), table
5 number 2(d), table 5 number 2(e), table 5 number 2(f), table 5 number 2(g), table
5 number 2(h), table 5 number 2(i), table 5 number 2(j), table 5 number 2(k), and
table 5 number 2(l).
Related to diction, after collecting and analyzing the data, the present researcher
found that there were found thirty errors which consisted of colloquial and
specificity as follows.
1.
Colloquial
In this part,
the researcher found twenty seven errors. For examples:
“I don’t like what have you done”
“I don’t like Real Madrid”
“They don’t have many vocabulary”
“I don’t like dangdut”
“They talk to try to catch them, but until
this time they can’t catch them”
Those spoken used colloquial “incorrect” or “bad” English. They are the kinds of words that people; educated and uneducated alike, used when they are speaking together quite informally. To achieve this effect the speaker uses constrictions: “don’t”, and “can’t” which are shortened forms of longer “do not” and “can not”. Those spoken should be:
Those spoken used colloquial “incorrect” or “bad” English. They are the kinds of words that people; educated and uneducated alike, used when they are speaking together quite informally. To achieve this effect the speaker uses constrictions: “don’t”, and “can’t” which are shortened forms of longer “do not” and “can not”. Those spoken should be:
“I do
not like what have you done”
“I do not like Real Madrid”
“They do not have many vocabularies”
“I do not like dangdut”
“They talk to try to catch them, but until
this time they can not catch them” {See appendix 1, table 6 number 1(a, b,
c, d, e)}.
Other similar errors can be seen in appendix 1, table 6 number 1(f), table
6 number 1(g), table 6 number 1(h), table 6 number 1(i), table 6 number 1(j), table
6 number 1(k), table 6 number 1(l), table 6 number 1(m), table 6 number 1(n), table
6 number 1(o), table 6 number 1(p), table 6 number 1(q), table 6 number 1(r), table
6 number 1(s), table 6 number 1(t), table 6 number 1(u), table 6 number 1(v), table
6 number 1(w), table 6 number 1(x), table 6 number 1(y), and table 6 number
1(z), and table 6 number 1(aa).
2.
Specificity
In this part,
the researcher found three errors. Those of the errors are:
“I like Barca”
“I want to study out of Lombok”
“Listening music is my hobby”
Those spoken
used general words. The words are said to be specific when they refer to
individual persons, objects or events. In this case, those spoken should be:
“I
like Barcelona football Team”
“I want to study out of Lombok” (To be
specific, the speaker should state one place. Take an example “Malang”). So,
the spoken should be specific: “I want to
study in Malang”.
“Listening music is my hobby” (Music has
general words. It can be; dangdut, pop, jazz, rock and so on. To make the
specific, the speaker should choose which type of the music he likes best). So,
the spoken should be:
“Listening pop music is my hobby” {See
appendix 1, table 6 number 2(a, b, and c)}.
Based on the
findings of this study, the causes of errors found by the eleventh graders of SMA Yadinu Masbagik in the school year
2010/2011 in grammar and diction in speaking English
are: The students have not mastered the use of verb groups. It could be
seen from the number of the errors found. Although they had been taught about
it before, they were still confused which one is appropriate to use in speaking
English such as: the students were still confused in making the agreement
between subject and verb. It could be because in bahasa Indonesia there is no
agreement between subject and verb (there is no additional e/es if the subject
is the third person). The students were still confused in differentiating
whether to use the definite or indefinite articles. It could be because in
Indonesian language grammar there is no definite article used. The students
still confused in deciding preposition which preposition should be used,
whether to use in, into, to, or by. And the last, the students applied rules in
forming present time verb to past tense.
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