ERRORS IN THE USE OF REPORTED SPEECH

MADE BY FIRST YEAR STUDENTS OF SMAN 1 TAPIN SELATAN

IN ACADEMIC YEAR 2015/2016

SARJANAS THESIS

FELDA SARTIKA
REG. NUMBER : A1B208284

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
LAMBUNG MANGKURAT UNIVERSITY
BANJARMASIN
2016
 ERRORS IN THE USE OF REPORTED SPEECH
MADE BY FIRST YEAR STUDENTS OF SMAN I TAPIN SELATAN
IN ACADEMIC YEAR 2015/2016

SARJANAS THESIS
Presented to Faculty of Teacher Training and Education as a Partial
Fulfillment of the Requirements for Completing the Sarjana
Pendidikan Program in English Language Education

FELDA SARTIKA
REG. NUMBER : A1B208284

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
LAMBUNG MANGKURAT UNIVERSITY
BANJARMASIN
2016
r
ii

LETTEROF APPROVAL

This is to certifu that the Sarjmw's thesis cntitled "Emors In The Use
Of Rcportcd Speech Made By FirstYeer Studentg At SMAIT I Tapin Selaten
In Acrdcmic Yeer 2015/2016' has been approved by the thesis advisors fororal
examination.

Banjarmasin, May2016

@
Mvisorl

a
\\

Novita Triana. S.Pd, M.A

NIP. 19?41119 200010 2 001

Baqiannasin, May20l6

Advisor II

Asmi Rusmanayanti. S.P{ M.Sc

NrP. 19?80621 2001 12 2 M2

Approved by:

Head of the English Oeprtnent,

D,r. It Abdul Muth'im, M.Pd

NrP. 19550606 198803 I ml
 LETTEROF APPROVAL

This is to certify that &e Sarjana's thesis of Felda Sartika" Reg Number
A18208284 eutitled
*Brrorc In The Use Of Reported Speech Made By First
Year Students At SMAN I Tapin Selatan h Academic Year 2015/2016' has
been approved by the BoErd of Examiners as requirement for complefing Sfiana
Pendidikan Perogram in English Teaching.

Baqiarrnssin, June 2016

ChairPerson,

Novia Triana. S.Pd, M.A

NIP- 19741 I 19 200010 2 001

Member,

?/,sr*tr|
Asmi Rusmanafnti- Sld, M.Sc
NIP. 19780621 200112 2 002

Mernber,

M.IIum
198903 l 003

Approved by:

Dr. fI. Abdul Mudr'im, M-Pd

NrP. 19550606 1988S3 l00r
 ABSTRACT

Sartika, Felda, 2016, Errors in the Use of Reported Speech made by the First Year
Students of SMAN I Tapin Selatan in Academic Year 2015/2016. Sarjanas
Thesis, English Department Faculty of Teacher Training and Education
Lambung Mangkurat University, Banjarmasin. Advisors: (I) Novita Triana.
S.Pd. M. A. and (II) Asmi Rusmanayanti, S.Pd. M. Sc.
Keywords: learners error, error analysis, reported speech.

The research is aimed to analyze the errors made by the first year students of
SMA Negeri 1 Tapin Selatan in changing direct question into reported speech. The
technique of sampling used in this research was random cluster sampling. Method of
this research was descriptive qualitative method.
Based on the data that the researcher found the errors are in area of
misordering which consist of 115 errors or 66.9% errors, over-generalization for 27
errors or 15.6%, over-regularization for 16 or 9.3% errors, omission for 8 or 4.7%
errors, addition for 6 errors or 3.5%, and no errors in double marking area.
It is suggested that the students should understand and learn to recognize the
correct rules and differences between reported speech in Bahasa Indonesia and
reported speech in English, in order to prevent native language interference. Also it is
suggested for the other researcher to use various instruments and larger population for
deeper investigation by analyzing the errors based on the sources of the occurance of
errors.

ii
 ACKNOWLEDGEMENT

In the name of Allah the Beneficent the Merciful All praises be to Allah,

the researcher deepest innumerable gratitude to Allah SWT, lord of the universe

Who has given her some mercy and blessing until she can finish the Sarjanas

Thesis entitled Errors in the Use of Reported Speech Made by First Year

Students of SMAN I Tapin Selatan in Academic Year 2015/2016 properly. More

over, peace and salutation be upon our Prophet Muhammad SAW and his family,

his companions, and his followers.

In the process of making this thesis, a number of assistance and support

were given to her. Therefore, the researcher would like to express her gratitude

especially extend to:

1. Prof. Dr. H. Wahyu, M.S, as the Dean of Faculty of teacher Training and

Education, Lambung Mangkurat University;

2. Dr. H. Abdul Muthim, M.Pd, the Head of English Department;

3. Novita Triana. S.Pd, M.A. as the first advisor. Thank you so much for

guidance, advice, and valuable feedback from the beginning until the end of

this thesis making;

4. Asmi Rusmanayanti. S.Pd, M. Sc. as the second advisor, who has given her

correction, beneficial opinion, and encouragement in the process of finishing

this research;

5. Dr. Fatchul Muin, M.Hum. as the examiner who had given great guidance,

advice and additional thought in improving this thesis;

iii
6. Emma Rosanna Febriyanti, M.Pd. who given her guidance and support during

her study;

7. All of the lecturers in the English Department FKIP Lambung Mangkurat

University who give her valuable knowledge and guidance in her study;

8. Bambang Ariyanto, S.Pd. as the librarian, thank you very much for your help

and kindness;

9. Bambang Indiarto, S.Pd. the Headmaster of SMAN I Tapin Selatan;

10. Setia Budi, M.Pd. the researchers English teacher, and Risma Pebriyanti,

S.Pd. the first grades English teacher and who given her helped and support;

11. Students of X-IIS and X-MIA, who have involved in the process of

conducting the research;

12. The researchers beloved parents, Ajidin and Masliyanti, and also

researchers brother, Dedy Kurniawan, researchers sister Nur Aiyesha

Naviza Zahra, and the little sweety Alif Fediansyah, who always support,

prayers, motivation, harshness, mental and financial support, laughing,

happiness, and love for her;

13. The researchers beloved, Mufdi Budimansyah. S.Pd.I, who always give her

his love, patient, guidance, advise, prayers, and support to make her strong

and be able to reach her success;

14. Last but not least, the researcher express her big thankfulness to all precious

friends Eka Noormansyah in batch 2008, Eka Nurjannah in batch 2010, and

Hartini Hartati, Ridina Sholihati, Rizky Ameliya Syaiputeri, Fiti Handayani,

and Syeeba Meidina Azza, for their corrected, attention and support, and to

iv
 all people who helped and supported the researcher during completing this

thesis.

The researcher realizes that this thesis will give meaningful contribution,

especially in the Development of Teaching and Learning English Language.

Finally, the resarcher admits that weakness are still found in this thesis. Therefore,

opinions and suggestions are needed to improve it. The researcher hopes that this

thesis will be useful and will give contibution to the other researchers and any

suggestions and criticisms are welcome for the betterment of this thesis.

Banjarmasin, June 2016

The researcher

v
 TABLE OF CONTENTS
Page

ABSTRACT .................................................................................................................. ii

ACKNOWLEDGEMENT.............................................................................................. iii

TABLE OF CONTENTS .............................................................................................. v

LIST OF TABLES ........................................................................................................ vii

LIST OF DIAGRAMS .................................................................................................. viii

LIST OF APPENDICES ............................................................................................... ix

CHAPTER I INTRODUCTION

1.1. Background of the study................................................................................... 1

1.2. Research Problem............................................................................................. 5

1.3. Objective of the study....................................................................................... 5

1.4. Scope of the study ............................................................................................ 6

1.5. Significance of the study .................................................................................. 6

1.6. Definition of Key Term .................................................................................... 7

CHAPTER II REVIEW OF LITERATURE

2.1. The Definitions of Grammar ............................................................................ 8

2.2. Reported Speech ............................................................................................. 9

2.2.1. The Definitions of Reported Speech .................................................... 9

2.2.2. The Kinds of Speech .............................................................................. 10

2.2.3. Transformational Rules from Direct Question into Indirect or

Reported Question ................................................................................. 14

vi
 2.3. The Students Error in Learning Reported Speech of Question Sentence ........ 18

2.3.1. The Definitions of Error ......................................................................... 18

2.3.2. The Difference Between Errors an Mistakes ......................................... 19

2.3.3. The Causes of Error ............................................................................... 20

2.3.4. The Types of Errors ............................................................................... 22

2.3.5. The Procedures of Errors Analysis ........................................................ 24

2.3.6. The Error in the Reported Speech ......................................................... 25

CHAPTER III METHOD OF THE RESEARCH

3.1. Approach and Type of Research .................................................................... 27

3.2. Population and Sample ................................................................................... 28

3.2.1. Population............................................................................................... 28

3.2.2. Sample .................................................................................................... 29

3.3. Instrumentation ............................................................................................... 29

3.3.1. Validity of Instrument ............................................................................ 29

3.4. Data Collection ............................................................................................... 30

3.5. Data Analysis ................................................................................................. 30

CHAPTER IV RESEARCH FINDINGS, RESULTS AND DISCUSSION

4.1. Research Findings .......................................................................................... 32

4.2. The Research Results ..................................................................................... 34

4.2.1. Omission................................................................................................. 35

4.2.2. Addition.................................................................................................. 36

4.2.3. Over Regularization ............................................................................ 37

4.2.4. Over Generalization ............................................................................ 39

4.2.4. Missordering........................................................................................... 40

vii
 4.3. Discussion of Research Results ...................................................................... 41

4.3.1. Direct Speech ........................................................................................ 43

4.3.2. Indirect Speech ...................................................................................... 44

4.3.3. Reported Question ................................................................................. 45

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions .................................................................................................... 51

5.2. Suggestions ..................................................................................................... 53

REFERENCES

STATEMENT OF ORIGINALITY

APPENDICES

CURICULUM VITAE

viii
 LIST OF TABLES
Table Page

2.1 Reporting Verbs Which Can be used to Report .................................................... 13

2.2 The Common Expressions of Time in Indirect Speech ......................................... 14

2.3 The Verbs Used Before If and Whether Clauses .......................................... 15

2.4 The Verbs Used Before Clauses Beginning WH Words .................................... 16

2.5 The Characteristics Changes in Tenses ................................................................. 17

2.6 The Changes of Pronoun and Possessive Adjectives ............................................ 18

4.1 Total Syntactical Errors Found in Each Group of Errors ...................................... 33

ix
 LIST OF DIAGRAMS
Diagrams Page

4.1 Students Percentage of Errors .............................................................................. 34

4.2.1 Students Errors in Omission .............................................................................. 35

4.2.2 Students Error in Addition ................................................................................ 36

4.2.3 Students Error in Over Regularization ........................................................... 38

4.2.4 Students Error in Over Generalization ........................................................... 39

4.2.5 Students Error in Missordering ......................................................................... 40

x
 LIST OF APPENDICES
Appendix:

1. Statement of Originality

2. The Total of Students Error

3. Research Instrument

4. Surat Penunjukan Dosen Pembimbing

5. Surat Permohonan Izin Penelitian

6. Surat Izin Penelitian dari Fakultas

7. Surat Izin Penelitian dari Kantor Pelayanan Perijinan Terpadu

8. Surat Rekomendasi Penelitian dari Dinas Pendidikan

9. Surat Keterangan Telah Melaksanakan Penelitian dari Kepala Sekolah

10. Rekaman Konsultasi Mahasiswa

xi
 CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, statement of

problem, objective of the study, the scope of the study, significances of the study and

definitions of key terms.

1.1 Background of the study

When people communicate with others, they will use a language. Language

has a big role for every individual in making a good relationship with other people. It

is an important communication tool that people can use to express their feelings,

thoughts and also share ideas so they can interact with others easily. Without the

capability of mastering a language, it is almost impossible to communicate with

people around the world. World population that is very multi various and multi

cultural has languages own. Therefore, world interaction and communication must be

supported by one global or international language. And this one global or

international language is English.

As a global or an international language, as Brumfit (1982: 1) said English

is an International language..., it has an important role in the world. It has become

the popular language which is learnt by most people in the world.

One of the reasons why they learn it is because they hope that they can

master English entirely; with English they can develop their science, technology, art

and create relationship with other countries.

1
 2

English is a compulsory subject to high school students in Indonesia. In

learning English the students have to learn the four language skills listening,

speaking, reading and writing and language components pronunciation,

vocabulary, and grammar.

These language skills and components are very important to master in order

to be able to conduct communication in English, either orally or in written.

Although in the curriculum of 2006 (KTSP and 2013) grammar is not stated

directly it is included in the language skills grammar still needs to get special

attention because of its importance. Ur (1988:4.3) states that There is no doubt that a

knowledge implicit or explicit of grammatical rules is essential for the mastery of

a language: you cannot use words unless you know how they should be put together.

Based on the description above, by learning grammar students will be able to use the

language precisely and accurately.

There are many aspects discussed in English grammar, one of them is

reported speech. Reported speech is one of many grammatical categories which is

important to be learnt by the students. It is needed to be learnt because it is one of the

three ways for students to report or share their statements or thoughts to other people

especially when they communicate between each other.

According to Murcia and Freeman (1999: 687.4), Grammar and rhetoric

books generally recognize three ways for a speaker and writer to attribute statements

or thoughts to other people: direct quotation, indirect speech, and paraphrase.

 3

Indirect or reported speech is commonly used to give the exact meaning of a

remark or a speech, without necessarily using the speakers exact words. There are

two ways to report what a person has said or thought. They are: direct and indirect

speech.

Indirect or reported speech is essential for students to be learnt, because by

learning reported speech, the students will be able to quote somebodys words or

thoughts, whether in direct or indirect speech, thus they will understand the way to

report speeches, such as statements, questions, and commands.

In addition, the students should learn reported speech because one of the

linguistic features that is used by students when they try to write the text of news item

or report text. Therefore, it can be denied that the use of reported speech has

important role because it is often used by people in writing or communicating in their

daily conversation.

Learning reported speech is not easy for many Indonesian students. It has

already known that English and Indonesian have many different aspects in

grammatical form. Of course by these differences, there are many errors that maybe

made by the students when they learn reported speech.

Based on the curriculum of English used in Indonesian high schools,

Reported speech is presented in the second semesters of X (tenth) grade together with

Tenses.

For many high school students in the first grade reported speech may

become a grammar point which is difficult to learn. Although they know how to

report what a speaker say to someone else in Bahasa Indonesia, students just have to
 4

repeat what the speaker says without making any changes to the verbs, the pronouns,

and the time markers; they just need to add a reporting word, such as berkata (said),

and mention the name of the speaker. In the following sample dialog the changes.

In the sentence structures from direct speech to reported speed in Bahasa

Indonesia can be seen,

Father : Katakan kepada ibumu bahwa Ayah perlu selembar

kertas.

Son : Ayah berkata bahwa beliau perlu selembar kertas.

Unlike Bahasa Indonesia, students have to pay attention to the changes of the

tenses and time markers when they want to use Reported Speech in English. In this

case there are two grammar point that the students need to master: (1) Tense, and (2)

Changes in Tenses.

Although the students remember the patterns of English tenses, they can

make mistakes in producing the Reported Speech if they do not know the changes of

tenses from direct speech to report speech. The following sample dialog show how

the changes happen,

Father : Tell your mother that I need a piece of paper.

Son : Father said that he needed a piece of paper.

The sample dialog above shows that the direct speech is in Simple Present

Tense. When the statement is reported, the tense becomes Simple Past Tense. Not

only the tense changed, the pronoun of I is changed into He.

 5

Because of the grammatical changes it is likely that the students produce

errors in using Reported Speech in English. Some previous studies on Reported

Speech show that students have problem in using it.

From the statement above, it can be concluded that, the grammatical changes

which happened when direct form is transformed into indirect form has become one

of the difficulties that happens when the students learn reported speech. Therefore,

because of the difficulty, it will lead them to produce many errors in their learning.

Based on the above discussion the researcher would like to do a research on

students errors in learning reported speech. Because reported speech is still general,

thus, the researcher only does the research on the students error in reported speech of

question sentence made by the first year students of SMA Negeri 1 Tapin Selatan in

the academic years 2015/2016.

1.1 Research Problem

In this research, the problem investigated is What are the most types of error

made by the first students in reported speech of question sentence in the change of

tenses and pronouns at SMA Negeri 1 Tapin Selatan in the academic years

2015/2016?

1.2 Objective of the study

This study has two objectives, as follow:

1. To identify the errors made by the first year student of SMA Negeri 1

Tapin Selatan in learning reported speech of statement.

2. To find out the reason why the student made the errors
 6

1.3 Scope of the study

The scope of this research is concerned as follows:

1. The subjects of this research are the X (tenth) grade students of SMA

Negeri 1 Tapin Selatan in the academic years 2015/2016.

2. This study is aimed to identify and classify the students errors in reported

speech of question sentence in the change of tenses and pronouns.

1.4 Significance of the study

The significances of this research are hoped to be:

1. For the teachers, this study hopes to contribute in analyzing student

errors in the use of Reported Speech so that when the teacher evaluation,

teacher will know where the errors students the right to hold a remedial

test or they are able in helping their students to handle those error.

2. For the students, it is become an information in which make the students

realize that their answer sheets determine whether the test good or worse

when they used reported speech.

3. For the next researchers who are interested in the same field, it can be

used as references in doing similar research or conducting a further

research.
 7

1.5 Definition of Key Term

1. Grammar: The study of the systematic rules which describe the way words

change their form and are combined into good sentences.

2. Reported Speech: To quote somebodys idea or thoughts without exactly

repeating the exact word produced by the speaker.

3. Students errors: The wrong or unwanted form of a language made by

students in their writing which is occur repeatedly.

4. Surface strategy taxonomy: Errors classification from Dulay which

classify the errors into four categories; omission, addition,

misinformation, and misordering.

 CHAPTER II

REVIEW OF LITERATURE

This chapter gives explanation about the definition of grammar, the

definitions of reported speech, the kinds of speech, the transformational rules from

direct question into indirect or reported question, the students error in learning

reported speech of question sentence, the definitions of error, the causes of error, the

types of error, the procedures of errors analysis, and the error in the reported speech.

2.1 The Definitions of Grammar

Grammar is the natural, inherent meaning-making system of the language, a

system that governs the way words come together to form meanings; grammar is also

the study of that system; the various theories or perspectives that attempt to

understand and describe it.

Grammar of a language is a conventional system of rules for making and

putting together the expression (e.g. sentences and phrases) that belong to the

language. (Hurford, 1994: 87). According to Nunan (1999: 97), A description of

the structure of a language and the way which linguistic units such as words and

phrases are combined to produce sentences in the language.

Swan (2005: xix), The grammar of language is the rules that show how

words are combined, arranged or changed to show certain kinds of meaning.

8
 9

Veit (1986: 1) defines grammar as what enables someone of understand

every word he is reading, and to speak and write word and sentences of his own.

Therefore, from this definition, grammar will be a guide in order that every word

becomes meaningfully and understandable.

From all definitions above, it can be concluded that grammar is the study of

the systematic rules which describe the way words change their form and are

combined into good sentences.

2.1 Reported Speech

2.1.1 The Definitions of Reported Speech

Direct sentence is a sentence containing news event or events from other

sources with direct imitating, quoted or repeated utterance of the source, whereas

Indirect sentence is a sentence range of news that contains the event or events from

other sources reshuffled by the speaker, not directly imitate or say from the source.

Reported speech refers to reproducing the idea of another persons words.

Not all of the exact words are used: verb forms and pronoun may change.

Parrot (2000: 217) stated, In indirect speech we give the exact meaning of a

remark or a speech, without necessarily using the speakers exact words. Azar

(1992: 366), stated that Reported speech refers to using a noun clause to report what

someone has said.

 10

Reported speech (also called indirect speech) is used to communicate what

someone else said, but without using the exact words. From some definitions above,

it can be concluded that reported speech is to quote somebodys idea or thoughts

without exactly repeating the exact word produced by the speaker.

According to the above definition the researcher concluded that direct

sentence is a sentence given to a third person in accordance with what was said by the

first person to complete but not directly at the time, while the indirect sentence is in

the form of a message to be heard directly by the second person to be delivered to a

third person.

2.1.2 The Kinds of Speech

There are two ways of relating what a person has said: direct and indirect.

a. Direct Speech

Direct speech conveys exactly what someone has said. It is usually found in

conversations in book, in plays, and in quotations.

Example:

She said, I want to go to the market.

Quotation marks are used when we quote direct speech. Single quotation

marks () are more common in British English, and double quotation marks

() in American English.
 11

In direct speech, usually the quoted words are introduced by one of the words.

It is put before the quotation. In writing, quotation marks ( or ) are used. In

literary writing, a large number of other verbs are used (to add variety and to give

additional information); for example, ask, suggest, recommend, remind, etc.

b. Indirect Speech

It can be made a speakers words or thoughts part of his sentence, using

conjunction (e.g. that), and changing pronouns, tenses and other words where

necessary. This kind of structures called Indirect Speech or Reported Speech.

Example:

She said that she wanted to go to the market. Commas are not put before that,

what, where, etc.in indirect speech structures.

Example:

He explained that he never ate meat. (Not) He explained, that he never ate

meat.

Reported speech is used when it emphasis not in the words that someone has

chosen, but in the essential information they conveyed. It is often used far fewer

words to report this than were originally spoken. Reported speech found in

newspaper reports, fiction, talking, or writing about conversation, reports, articles or

speeches that have been heard or read.

 12

When turning direct speech into indirect, some changes are usually

necessary. The tenses, pronouns and other words may different from the original

sentence.

If the introductory verb which is introduced in indirect speech is a present,

present perfect or future tense, therefore, if someone wants to report the direct speech

into indirect, the change of tense will not happen. In the other word, there is no

change of tense if someone reports from direct speech into indirect speech.

Example:

Paul says, Im trying to get a taxi. Paul says he is trying to get a taxi.

However, if the introductory verb is in the past tense, the tense of indirect

speech have then to be changed into corresponding past tense.

Example:

Direct Speech Indirect Speech

He said, Im waiting for Ann. He said (that) he was waiting for Ann

Do you know John? He asked if/whether I knew John.

He said, I love you. He said he loved me.

From some examples above it can be seen that, when transforms direct

speech into indirect speech, some changes are needed.

For example in the first statement:

Direct speech He said, I am waiting for Ann.

Indirect speech He said (that) he was waiting for Ann.

 13

Tense of the direct speech is present continuous tense, so when it is

transformed into indirect, the tense of indirect speech is past continuous tense.

Pronoun of I is changed into he.

Besides, from examples above, it also can be seen that the most neutral and

most common verbs which are used to introduce what are reported are say and tell,

and choosing between these verbs often poses a problem to learners. Say is never

followed by an indirect object (e.g. him, us, them, my sister, etc.) whereas it has to

use an indirect object after tell.

It is better to choose to tell when to draw attention specifically to the person

who is being addressed.

Example:

He said (that) he was ill. He told me (that) he was ill.

Here is a list of reporting verbs which can be used to report what people say:

Table 2.1

Acknowledge Dispute Recall

Add Enquire Recite
Admit Explain Recommend
Advise Forbid Record
Agree Grumble Refuse
Allege Guarantee Remark
Announce Hint Remind
Answer Imply Repeat
Argue Inform Reply
Ask Inquire Report
Source: John Sinclair, 1990: 315.
 14

Table 2.2

The Common Expressions of Time in Indirect Speech

Direct Indirect
Today That day
Yesterday The day before
The day before yesterday Two days before
Tomorrow The next day/the following day
The day after tomorrow In two days time
Next week/ year, etc. The following week/year, etc.
Last week/ year, etc. The previous week/year, etc.
A year, etc, ago A year before/the previous year
Source: Thomson and Martinet,1986.

2.1.3 Transformational Rules from Direct Question into Indirect or Reported

Question

As mentioned in the previous chapter, the writer limits the problem only on

reported speech of question sentence. Reported question is used when people want to

relate a question that someone has asked.

When turning direct questions into indirect speech some changes are

necessary. Tense, pronouns and possessive adjectives, adverb of time and place

change as in statements. In indirect question, the interrogative form of the verb

changes to the affirmative form, and the question mark (?) is omitted in indirect

questions. For example: Direct question: He said, Where does she live?Indirect

question: He asked where she lived.

 15

Besides, there are two types of report structure for questions. The first is

yes/no question. These are questions which can be answered simply with yes or no.

the second type is WH-Question. These are questions which someone asks for

information about an event or situation. WH-Questions cannot be answered with yes

or no.

When one reports a yes/no questions, he or she uses an if-clause beginning

with the conjunction if, or a whether-clause beginning with the conjunction

whether. If uses when the speaker has suggested one possibility that may be true.

Meanwhile, whether uses when the speaker has suggested one possibility but has

left open the question of other possibilities.

There are few verbs which can be used before if-clauses or whether-

clauses.

Here is a list of other verbs which can be used before if-clauses and

whether-clauses.

Table 2.3

The Verbs Used Before If and Whether Clauses

Discover Say

Know See

Remember Wonder
Source: John Sinclair, 1990: 323.
 16

One the other hand, when ones report a WH question, he/she uses a WH

word at the beginning of the reported clause. There are few verbs which can be used

before clauses beginning with WH words. Here is a list of verbs which can be used

before clauses beginning with WH words.

Table 2.4

The Verbs Used Before Clauses Beginning WH Words

Decide Imagine See

Describe Know Suggest
Discover Learn Teach
Discuss Realize Tell
Explain Remember Think
Forget reveal Understand
Guess Say Wonder
Source: John Sinclair, 1990: 323.

The following are the form of grammar for Reported Speech:

1. Normal word order is used in reported questions, that is, the subject comes

before the verb, and it is not necessary to use do or did:

Example: where does Alif live?

She asked him where Alif lived.

2. Yes/no questions: this type of question is reported by using ask +

if/whether + clause:
 17

Example: Do you speak English?

He asked me if I spoke English.

Are you British or American?

He asked me whether I was British or American.

3. Question words: This type of question is reported by using ask + question

word + clause. The clause contains the question, in normal word order and

with the necessary tense change.

Example: What is your name? he asked me.

He asked me what my name was.

In addition, as discussed before, when someone reports another persons

words in indirect question, he/she often has to change the tenses and pronouns used in

indirect question.

Table 2.5

The Characteristics Changes in Tenses

Direct Question Indirect/Reported Question

Simple Present Simple Past

What is the matter?
Simple Past
How did you make this cake?
Present Perfect
Have you bought a new car?
She asked me what the matter was.
Past Perfect
I wondered how she had made that cake.
Past Perfect
She wondered whether I had bought a new car.

Present Progressive Past Progressive

Where are you going? I wanted to know where she was going.
Future Conditional
Will you be in Paris on Monday? He asked me if I would be in Paris on Monday.
Source: http://www.athabuscau.ca/courses/engl
 18

Table 2.6

The Changes of Pronoun and Possessive Adjectives

Direct Question Indirect/Reported Question

I He/she
You Me/he/them/I/him/her
My His/her
Our Their/our
Your My/his/her
Source:http://www.fileden.com/files/2009/4/23/2415017/My%20Documents/Struktur/DIRECT%2
0-%20INDIRECT%20SPEECH

2.2 The Students Error in Learning Reported Speech of Question Sentence

2.2.1 The Definitions of Error

To get clear understanding about the error, it is better for the writer to

consider several opinions given by some linguists.

Errors are part of the students Interlingua that is the version of the

language which a learner has at any one stage of development, and which is

continually reshaped as he or she aims toward full mastery (Harmer, 1987: 170).

While, according to Dullay (1982: 139) error is the flawed side of learner

speech or writing, those are part of conversation or composition that deviates from

some selected norm of nature language performance.

Brown, (2000: 215) has different opinion. He gives more attention on the

Interlingua competence of the speaker. He defines an error as noticeable deviation

from the adult grammar of a native speaker reflecting the Interlingua competence of

the learner.
 19

From all definitions above, the writer can summarize that error is flawed side

of learner speech caused by the factor of competence. On the other hand, they do not

understand well the use of linguistics system of the target language; it will lead the

students to make errors consistently.

In conclusion, mistakes are failure to use language because of slip of the

tongue or spelling. This failure is easily corrected by the learner since they

conceptually understand the language system. On the other hand, errors are mistakes

that students make due to lack of competence. They are not able to be self-corrected

because they do not know the concept.

2.2.2 The Difference Between Errors an Mistakes

Learning a language is a fundamentall process that involves making of

mistakes or errors. The mistakes include with vocabulary items, grammatical pattern

and sound pattern as well.

Hurford (1994) differentiates between error and mistakes. He said, errors as

a systematic mistakes due to lack of language competence, while mistakes refer to

performance errors because of a random guess or slip. Errors cannot be self-

corrected; mistakes can be sel-corrected if the deviation is pointed out to the speaker.

Meanwhile, Brown (1998: 205) said, a mistakes refers to a performance

error that is either a random guess or slip; it is a failure to utilize a known system

correctly. An error is a noticeable deviation from the adult grammar of a native

speaker, reflecting the interlingua competence of the learner.

 20

From the statement above, it can be elaborated that error and mistake are

different. The difference is in making correctness. Mistakes are failure to use

language because of slip of the tongue or spelling. This failure is easily corrected by

the learner since they conceptually understand the language system. On the other

hand, errors and mistakes that students make due to lack of competence. They are

not able to be self-corrected because they do not know the concept.

2.2.3 The Causes of Error

Error occurs for many reasons. One obvious cause is interference from the

native language. The learners may make errors because they assume that the target

language and their native language are similar. While in fact they are different. They

generalize the similarity between target and native language. This cause of error is

usually known as overgeneralization. Another obvious cause is simply an incomplete

knowledge of the target language. The students are asked to produce words or

sentence that they have not yet learnt the grammar. Consequently, they made the

mistakes. The next common cause of error is the complexity of the target language.

For example, English has different tenses to indicate time of happening, such as

present, past, future, while Indonesian language does not. Therefore, these differences

obviously cause many Indonesian learners make errors in tenses.

Norish (1987) exposes three types and causes of errors:

a. Carelessness. It is often closely related to lack of motivation. Many

teachers will admit that it is not always the students fault if he loses

interest, perhaps the materials and/or style of presentation do not suit him.
 21

b. First language. Norrish states that learning a language (a mother tongue or

a foreign language) is a matter of habit formation. When someone tries to

learn new habits the old ones will interfere the new ones. This cause of

error is called first language interference.

c. Translation. It 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.

Interlingua transfer maybe a source of error because influencing of mother

tongue that has been mastering to the second language learned. This phenomenon is

categorized intervention. It maybe adapted to second language or third language

system continually (Brown, 1987: 177179).

Second error source is intralingua transfer. It happened after second

language or third language learners get new language system they learned then apply

the system language unit. E.g. When the learners have just known that English has

verb that showing time, example verb wash has time in present, and washed has time

in past, so when using verb go to moved to past the move go to be goed not went.

Third error source is context of learning. It can be source of error because

error in explaining when it has got in a learning. It maybe happened if in learning got

wrote explanation or not appropriate with language using.

 22

2.2.4 The Types of Errors

Dullay (1982) in lengthy consideration of errors described three major types

of taxonomy: error types based on linguistic category, surface strategy taxonomy, and

error types based on comparative taxonomy.

In classifying the students error in this research the writer uses the surface

strategy taxonomy. The surface strategy taxonomy highlights the ways surface

structures are altered. Learner may omit necessary items (omission), or add

unnecessary ones (addition), they may deform items (selection), or disorder them

(disordering).

a. Omission
Omission errors are characterized by the absence of an item that must

appear in a well-formed utterance. Omission can occur in morphology. Learner

often leaves out the first person singular morpheme -s, the plural marker -s and

the past tense inflection -ed. In syntax, learner may omit certain element which is

an obligatory element. E.g. I not crying.

b. Addition

Addition error is the opposite of omission. It is characterized by the

presence of an item which must not appear in well-formed utterance. E.g. we

works our homework.

c. Double marking

Learner who have acquired the tense for both auxiliary and verb often

place the marker on both. E.g. he doesnt know my name.

 23

d. Over regularizing

This error is under the misinformation category, in which a regular

marker is used in place of an irregular. E.g. runned for ran.

e. Over generalization

According to Dullay, this error refers to an archi-form, the selection of

one member of a class of forms to represent others in the class. This is a common

characteristic of all stages of second language acquisition; they have called the

form selected by the learner as an archi-form. The learner makes a rule on the

basis of his experience of other rule in the target language. E.g. what does he

putting on the top?

f. Missordering

As the label suggests, missordering errors are characterized by the

incorrect placement of morpheme or group of morphemes in an utterance. E.g.

where you did go yesterday?

From the description above it can be drawn the conclusion that the

researcher cited in the above review is that the linguistic fault not the same as

speaking mistakes. Both are the use of forms of distorted speech. Speak error occurs

systematically because they have not mastered the language rule system is concerned.

Errors of speaking does not happen systematically, not happen because not mastered

the language rule system is concerned, but because of the failure to realize the actual

system language rules have been mastered.

 24

2.2.5 The Procedures of Errors Analysis

In the language teaching, either a native language or a second language

teaching, study about the students errors is very important. Els and friends state that

there are some procedures in errors analysis, namely:

1. Identification of errors

2. Description of errors

3. Explanation of errors

4. Evaluation of errors

5. Preventing/correction of errors

The first step in the process of analysis is identification of errors. In this step,

teachers recognize the students errors from the task given of errors.

The second step is the description of errors begun when identification stages

have taken place. The description of the students errors involves classification of sort

of errors made by the students. The First step is explaining errors that can be regarded

as a linguistic problem. This step attempts to account for how the errors can happen

and why the errors occur.

The third step is the evaluation of errors in which the teachers will give the

task to the students.

Finally, the last step is correction of errors where the teachers check the

result from the task done by the students. Then, they correct the errors that the

students made.
 25

Therefore, according to the researcher as has been described in the

discussion above it is considered necessary to conduct a repair is usually performed

by teachers, for example through remedial, practice, etc. Often said that the fault is a

picture of the students' understanding of the language system is being studied by it.

When the stage of students' understanding of the language system is being studied by

it was less, speaking errors would often occur. However, speaking of mistakes will be

reduced if the stage of understanding increased

2.2.6 The Error in the Reported Speech

As explained before, when someone reports to another persons words in

indirect or reported speech, he/she often changes the tenses and pronouns which are

used in the direct speech.

If the time of reporting is expressed as later than the time of the utterance,

there is generally a change of verbs forms. The change is termed backshift, and the

resulting relationship of verb forms in the reporting and reported clause is known as

the sequence of tense.

A change of speaker may mean a change of pronoun. A change of time may

mean a change of tense; the person reporting uses tenses that relate to the time when

he/she is making the report, not to the time when the original words were used. In

other hand, when someone turns direct question into indirect question, the following

changes are necessary such as in the change of tenses and pronouns. Beside the

change of tense and pronoun, other changes are also needed such as in the change of

possessive adjective, adverbs of time and place.

 26

Parrot (2000: 225), stated Learner is sometimes confused by the tense and

pronoun changes that can occur in reported speech.

The example of the difficulty in the change of tense and pronoun:

Direct Speech: The teacher asked, Who speaks English?

Indirect Speech: Incorrect The teacher wanted to know who has spoken

English.

This type of error is missordering because it is characterized by the incorrect

placement of morpheme or group of morphemes in an utterance.

The sentence of the direct speech above, if it is transformed into indirect

speech, thus it must be: The teacher asked me who spoke English. The tense of the

direct speech is simple present, therefore it is transformed into indirect, it must simple

past not present perfect.

From the statement above, it can be summarized that the grammatical

changes that occur in converting direct into indirect question becomes the error for

students whose their mother tongue or first language does not have grammatical

changes in reporting somebodys word or question.

 CHAPTER III

METHOD OF THE RESEARCH

This chapter describes the procedure of the research to find out the answer for

the previous question stated in chapter one. This chapter covers approach and type of

research, population and sample, instrumentation, data collection, and data analysis.

3.1 Approach and Type of Research

In this research, the researcher used descriptive method and qualitative

approach. Descriptive design is a research which is aimed at describing the

phenomenon without finding the reasons, cause effect relationship, or correlation

behind the phenomenon. Descriptive research involves a collection of technique used

to specify, delineate, or describe naturally occurring phenomena (Selige and

Shohamy: 1984).

Fraenkel (2006: 431) states that qualitative researchers are concern with the

process as well as product. Qualitative researcher are especially interested in how

thing occur. Thus, qualitative approach is chosen in order to describe the ability of the

students error in reported speech of question sentence from the data which is gained.

Therefore, the researcher used descriptive method to describe the students

error in reported speech of question sentence made by the first year students of SMA

Negeri 1 Tapin Selatan in the academic years 2015/2016.

27
 28

Besides, the qualitative approach was used to analyze the data. because this

research would identify or investigate the students error in reported speech and also

descriptive as a type or category of research refers to investigation which utilize

already existing data or non-experimental research and the researcher conducted the

research at SMA Negeri 1 Tapin Selatan, which is located on Jl. Munggu Raya

RT.011/III, Kecamatan Tapin Selatan, Kabupaten Tapin, Kalimantan Selatan,

Indonesia.

3.1 Population and Sample

In order to implement the result of the research, the population and sample

were taken. The detail about population and sample of the research were described

below.

3.1.1 Population

Population is total subject of research. According to Fraenkel and Wallen

(2012: 92), the larger group to which one hopes to apply the results is called the

Population. Arikunto says, The population is the total number of people, things, and

other criterion that become the object of interest or a group of all interesting object.

In this research, the researcher took the sample in the first year students of

SMA Negeri 1 Tapin Selatan, Kabupaten Tapin. The students were in one class. The

number of the first year students of SMA Negeri 1 Tapin Selatan, Kabupaten Tapin is

60 students who were divided into two classes.

 29

The researcher decided to take the whole students in the first year of SMA

Negeri 1 Tapin Selatan, Kabupaten Tapin as sample in her research. It was 60

students.

3.1.2 Sample

Sample is part of population or group of individual which represent the

general characteristics of population. Sample is needed when the population or

subject of research is more than what a research needs; therefore, some subject of the

population is taken as sample. The researcher decided to take 50% of population was

the students of Class X A and X B of SMA Negeri 1 Tapin Selatan, Kabupaten Tapin

as the sample of research. Finally, 30 students were chosen as the sample of the

research.

3.2 Instrumentation

In this research, the writer used test as an instrument to obtain the data. The

researcher made the test about reported speech. The researcher gave a written test

focused on the subject matter that would be studied. The test consists of 50 questions.

It is about directing the students to transform direct question into indirect question.

3.2.1 Validity of Instrument

Validity is the most important ideas to consider when preparing or selecting

an instrument to use (Fraenkel and Wallen, 2006: 150). Validity has been defined as

the appropriateness, correctness, meaningfulness, and usefulness or the specific

interferences researchers make based on the data they collect (Fraenkel and Wallen,

2006: 151).
 30

In this research content validity was used. Content validity refers to the

content and format of the instrument. According to Fraenkel and Wallen (2006: 151)

The content and format of the instrument should appropriate and consistent with

what the researcher is intended to measure. It means, the form of instrument used

should be represents the purpose of study. Since the purpose of this study was to

analyze the students errors of using grammar in writing; therefore, the form of

instrument was directing the students to transform direct question into indirect

question. Besides, the test design should be dealing with students learning material.

In this research, the test is designed based on syllabus and textbook which is used by

the first students of SMA Negeri 1 Tapin Selatan.

3.3 Data Collection

The researcher used the written test to know the errors made by the first year

students of SMA Negeri 1 Tapin Selatan, Kabupaten Tapin in reported speech of

question sentence. The test consisted of 30 questions. The first part consisted

questions the students to recognition question with the suitable tenses. The second

part and third were consisted of other questions the students transform direct speech

into in-direct speech with the suitable pronouns and tenses.

3.4 Data Analysis

The technique of data analysis used by the researcher in this research was

descriptive qualitative analysis technique. In this technique the researcher describes

the errors made by the first year students of SMA Negeri 1 Tapin Selatan, Kabupaten
 31

Tapin, and describes the causes of why the students make errors in learning reported

speech of question sentence. There are some steps to analyze the errors:

The first step in the process of analysis is identification of errors, the second

step is the description of errors, the third step is explanation of errors, the fourth step

is the evaluation of errors, and the last step is correction of errors.

In the end, the writer were tried to classify the errors. The technique focuses

on the data of the errors type based on the surface taxonomy theory (omission,

addition, double marking, over regularizing, over generalizing, and misordering).

Besides, to know the percentage of errors made by the students, the writer

uses formula:
F
P= X 100 %
N

P = Percentage

F = Frequency of wrong answer

N = Number of sample which is observed

 CHAPTER IV
RESEARCH FINDINGS, RESULTS AND DISCUSSION

This chapter describes the result of the research conducted in SMA Negeri 1

Tapin Selatan on November 25th 2015 until February 11th 2016. The data collected

from class X-IIS and X-MIA through written test. The data were analyzed according

to the findings of data analysis, the research result, and discussion of research data.

4.1 Research Findings

The researcher gave the students some questions in the test. The test consists

of 20 questions, focusing on directing the students to transform direct question into

indirect question (from simple present into simple past, simple past into past perfect,

present perfect into past perfect, simple future into past future, present perfect

continuous into past perfect continuous, simple present into past perfect) and the

exception (from simple present into simple present).

In the first part, the researcher provided multiple choice questions to students

in order to measure the students' understanding of the concept is complex and

knowing the memory of students to the concept, not to measure the performance of

students on the matter.

Multiple choices also objective and does not require a long time in the

assessment process. Therefore, the first part of this question the researchers found

that students still unable to understand and remember the concept of change of direct

question into in-direct question, and the students were lack of attention on tenses

resulting changes in their choices in response to experience errors

32
 33

In the second and third sections, researcher gave about in narrative form or

how students produce answers to questions based on the concept or understanding as

well as students' knowledge of the given problem.

This test also was aimed to determine the depth of students' understanding of

a concept and assess the performance of students in a matter. Those, in this study,

researchers found that students answer questions in various forms that they think was

right according to their own understanding of the matter based on the concept that

they are understand or know.

Table 4.1

Total Syntactical Errors Found in Each Group of Errors

Frequency of Percentage of
No Error Classification
Errors Errors
1 Omission 8 5%

2 Addition 6 3%

3 Double Marking - -

4 Over-Regularization 16 9%

5 Over-Generalization 27 16%

6 Missordering 115 67%

Total 172 100%

From the data, it could be described that the errors in missordering error are

the most frequent errors in which the students committed 115 errors. It is followed by

over-generalization error with 27 errors. After that, over-regularization error with 16

errors. Error in omission there are 8 errors. Addition consists of 6 errors, and the last

there is no double marking error which is made by the students.

 34

Graph 4.1

Students Percentage of Errors

Frequency of Percentage of
No Error Classification Percentage
Errors
of Errors
Errors
1 Omission 8 4.70%
0%
2 Addition 3% 6 3.50%
5%
3 Double Marking 0 -
9% Omission
4 Over-Regularization 16 9.30% Addition
5 Over-Generalization 27 15.60% Double Marking
16%
6 Missordering
67%
115 66.90% Over-Regularization
Over-Generalization
Total 172 100%
Missordering

The graphic above shows the answer of the research problem. It can be seen

that missordering was the most frequent errors in which the students committed. It

was 67% from the total errors. It is followed by over-generalization with 16%. After

that, over-regularization with 9%. Error in omission 5%. Addition consists of 3%, and

the last there is no double marking error which is made by the students.

4.1 The Research Results

There are various types of learners errors that happened in their transform

direct question into indirect question (reported speech). For example error in:

omission, addition, over-regularization, over-generalization, and misordering.

 35

The following are the example of each classification of the errors that

learner made in their transform from direct question into indirect question (reported

speech).

4.1.1 Omission

Omission errors are characterized by the absence of an item that must appear

in a well-formed utterance. Omission can occur in morphology. Learner often left out

the first person singular morpheme -s, the plural marker-s and the past tense

inflection -ed. In syntax, learner might omit certain element which is an obligatory

element.

Diagram 4.2.1

Students Errors in Omission

Questions Total Student's Errors Number of Students

Omission 20 Omission
8 5

15%
Questions Total

24% Student's Errors

61%

Number of Students

From the diagram 4.2.1 above is errors in omission area made by students

are 8 errors or 24%. Based on the data, the researcher found the errors in omission

were caused by language interference and students carelessness. On the other hand,

error in omission has 5 students who committed errors or 15% in the percentages.
 36

There are 5 students often do omission from 20 questions by leaving out the

First person singular, the past tense inflection ed, and omit certain element which

was an obligatory element. Examples :

- He wanted to know what I did in spare time.

- He asked me why I apply for the job.

- He asked me how I like this cake.

- He asked whether I got a driving licence.

- He asked me where I going.

By seing the percentage of this kind of error is small, the researcher could

conclude that omission only minor problem faced by the studentd in their transform

reported speech.

4.1.2 Addition

Addition error is the opposite of omission. It is characterized by the presence

of an item which must not appear in well-formed utterance.

Diagram 4.2.2

Students Error in Addition

Questions Student's
Total Errors
Number of Students
Addition 20 6 Addition
5

16%
Questions Total

19% Student's Errors

65%
Number of Students
 37

In diagram 4.2.2, there is 6 or 19% error made by the students in addition

area. That error is caused by the carelessness. On the other hand, error in addition has

5 students who committed errors or 16% in the percentages.

There are 5 students often perform addition from 20 questions by adding

item morpheme s which must not appear in well-formed utterance, so placement is

not appropriate tenses. The Errors were showed in the Examples below:

- He asked me who would comes to the pictures with him.

- He asked me where Im was going.

- He wanted to know whether I could to speak any foreign languages.

- He wondered how I could to be so unkind.

By seing the percentage of this kind of error is small, the rsearcher can

conclude that addition only minor problem faced by the studentd in their transform

reported speech.

4.1.3 Over Regularization

This error is under the misinformation category, in which a regular marker is

used in place of an irregular. In general, those errors happenbecause of their

Interlingua error which leads incomplete application method on the students

grammar.
 38

Diagram 4.2.3

Students Error in Over Regularization

Questions Student's
Total Errors
Number of Students
Over RegularizationOver
20 Regularization
16 12

25% Questions Total

42%
Student's Errors

33% Number of Students

From the diagram 4.2.3 above, there are 16 errors or 33%. This error might

be caused by the teaching material. Some students had not been able to distinguish

the usage of is, am and was. And the students also had not been able yet in

distinguishing the usage of regular and irregular verb in the sentence. In general,

those errors happened because of their inter-lingual error which leads to incomplete

application method on the students grammar. On the other hand, error in over-

regularization has 12 students committed errors or 25%.

In this area, there were 12 students committed over-regularization from 20

questions in under the misinformation category, in which a regular marker was used

in place of an irregular. Example:

- She asked me which book I am taking.

- He wondered where he did put his pencil.

- He asked me who had shown I his book.

- He asked me how old me.

 39

By seing the result of the test, the researcher can be concluded that Over

regularization is minor problem faced by the students in their transforming reported

speech.

4.1.4 Over Generalization

This is a common characteristic of all stages of second language acquisition;

they have called the form selected by the learner as an archi-form. The learner makes

a rule on the basis of his experience of other rule in the target language.

Diagram 4.2.4

Students Error in Over Generalization

Questions Student's
Total Errors
Number of Students
Over GeneralizationOver
20 Generalization
27 17

Questions Total
27% 31%
Student's Errors

Number of Students
42%

In this diagram 4.2.4, students made 27 errors or 42%. Based on the data, the

researcher interpreted those errors in over generalization were caused by incorrect

pattern when the students applied the rule in the sentence. The learner led to make the

rule on the basis of experience of other in the target language. On the other hand,

error in over-generalization has 17 students committed errors or 27%.

 40

In this section there were 17 students who made errors from 20 questions by

a rule on the basis of his experience of other rule in the target language. Example:

- He asked whether I has got a driving licence.

- He wanted to know where they oughted to meet tonight.

- She wanted to know what the time is.

- He wondered where he had putted his pencil.

- He wanted to know what is the time.

Subtitution of over generalization of errors was considered as one of several

major problems found students transform reported speech.

4.1.5 Missordering

Missordering errors are characterized by the incorrect placement of

morpheme or group of morphemes in an utterance.

Diagram 4.2.5
Students Error in Missordering

Questions Student's
Total Errors
Number of Students
Missordering 20 Missordering
115 30

12%
18%
Questions Total
Student's Errors
Number of Students
70%
 41

In diagram 4.2.5 above, The errors of term missordering were the most

frequent errors committed by the students with 115 errors or 70%. Based on the data,

those were caused by the false concept hypothesized. It was also caused by the

incorrect students in placing the morpheme or group of morphemes in an utterance.

On the other hand, error in misordering has 30 students committed errors or 18%.

In this section there were 30 students makes errors from 20 questions by the

incorrect placement of morpheme or group of morphemes in an utterance. Example:

- He asked me how long had I been working in my present job.

- He asked me where was I going.

- He asked me who me showed his book.

- She asked me why she not eaten anything.

- She asked me which I taking book.

By considering that many students mostly made errors in misordering, this

was considered as the most major problems found in students transform reported

speech.

4.2 Discussion of Research Results

Generally, there are two kinds of errors. They are Interlingua error and

Intralingua error. Interlingua error is a condition where the learner may assume that

the target language and his native language are similar. Because of that condition, the

learner carrying over speech habits of the native language or dialect into another

language or dialect.
 42

The result affects error in various aspects of language: grammar, vocabulary,

pronounciation, spelling, meaning, etc.

Intralingua error is error which reflects the general characteristic of rule

learning, such as faulty over-generalization, incomplete application of rule, and

failure to learn conditions. Intralingua error occurs when the first language does not

have a rule which the target language has. The learner applies the rule of target

language and producing error.

In this research, the researcher tried to explain error by using general error

and specific percentage of error. General error would classify errors as Intralingua

and Interlingua errors. It would give general perspective or information to reader

about the reason why those errors might be happened, while specific percentage of

errors were used to know which errors that can be categorized as major problem,

minor problem, and could not be considered as error.

According to the written test which had been finished by students of SMA

Negeri 1 Tapin Selatan, there were many errors from those students errors. It was

very common for students who learn English as foreign language to make error since

English is not their native language. English is not language that they use every day.

Consequently, they are lack of experience using this language. It is quite difficult to

learn English because it has significant differences in basic grammar and structure

with their native language. It does not only leads students to make error in composing

English sentence, but they will tend to translate the grammatical system or Bahasa

Indonesia into English.

 43

After the researcher analyzing the errors by identifying and correcting, the

researcher found that the error in missordering was the most frequent errors made by

First year students of SMA Negeri 1 Tapin Selatan, KabupatenTapin. After analyzing

the errors, then the researcher tried to interpret the data.

The researcher focused on the reported speech of question sentence based on

surface strategy taxonomy. As has been reviewed before, it means that the learner

may omit necessary items or add unnecessary ones, or they may misform or misorder

them. Those actions are known as omission, addition, double marking, over-

regularization, over-generalization, and misordering.

Veit (1986: 1) as mention in chapter II, defines grammar as what enables

someone of understand every word he is reading, and to speak and write word and

sentences of his own. Thus, from this definition, grammar will be a guide in order

that every word becomes meaningfully and understandable.

4.2.1 Direct Speech

Direct speech conveys exactly what someone has said. It is usually found in

conversations in book, in plays, and in quotations.

Example:

She said, I want to go to the market.

Quotation marks are used when we quote direct speech. Single quotation

marks () are more common in British English, and double quotation marks

() in American English.
 44

In direct speech, usually the quoted words are introduced by one of the

words say or think. It is put before the quotation. In writing, quotation marks ( or

) are used. In literary writing, a large number of other verbs are used (to add

variety and to give additional information); for example, ask, suggest, recommend,

remind, etc.

4.2.2 Indirect Speech

It can be made a speakers words or thoughts part of his sentence, using

conjunction (e.g. that), and changing pronouns, tenses and other words where

necessary. This kind of structures called Indirect Speech or Reported Speech.

Example:

He explained that he never ate meat. (Not) He explained, that he never ate

meat.

When turning direct speech into indirect, some changes are usually

necessary. The tenses, pronouns and other words may different from the original

sentence.

If the introductory verb which is introduced in indirect speech is a present,

present perfect or future tense, so if someone wants to report the direct speech into

indirect, the change of tense will not happen. Or in the other word, there is no change

of tense if someone reports from direct speech into indirect speech.

Example:

Paul says, Im trying to get a taxi. Paul says he is trying to get a taxi.
 45

However, if the introductory verb is in the past tense, the tense of indirect

speech have then to be changed into corresponding past tense.

Example:

Direct Speech Indirect Speech

He said, Im waiting for Ann. He said (that) he was waiting for Ann

Do you know John? He asked if/whether I knew John.

He said, I love you. He said he loved me.

From some examples above it can be seen that, when transforms direct

speech into indirect speech, some changes are needed.

4.2.3 Reported Question

Reported question is used when people want to relate a question that

someone has asked. When turning direct questions into indirect speech some changes

are necessary. Tense, pronouns and possessive adjectives, adverb of time and place

change as in statements. In indirect question, the interrogative form of the verb

changes to the affirmative form, and the question mark (?) is omitted in indirect

questions. For example:

Direct question: He said, Where does she live?

Indirect question: He asked where she lived.

 46

Besides, there are two types of report structure for questions. The first is

yes/no question. These are questions which can be answered simply with yes or no.

the second type is WH-Question. These are questions in which someone asks for

information about an event or situation. WH-Questions cannot be answered with yes

or no.

When one reports a yes/no questions, he or she uses an if-clause beginning

with the conjunction if, or a whether-clause beginning with the conjunction

whether. If uses when the speaker has suggested one possibility that may be true.

Meanwhile, whether uses when the speaker has suggested one possibility but has

left open the question of other possibilities.

On the other hand, when ones report a WH question, he/she uses a WH

word at the beginning of the reported clause. There are few verbs which can be used

before clauses beginning with WH words. Here is a list of verbs which can be used

before clauses beginning with WH words.

1. Normal word

Normal word order is used in reported questions, that is, the subject comes

before the verb, and it is not necessary to use do or did:

Example: What do you do in your spare time?

He wanted to know what I did in my spare time.

2. Yes/no questions:

This type of question is reported by using ask + if/whether + clause:

Example: Do you speak English?

He asked me if I spoke English.

 47

Are you British or American?

He asked me whether I was British or American.

3. Question words:

This type of question is reported by using ask + question word + clause. The

clause contains the question, in normal word order and with the necessary tense

change.

Example: What is your name? he asked me.

He asked me what my name was.

The surface strategy taxonomy highlights the ways surface structures are

altered. Learner may omit necessary items (omission), or add unnecessary ones

(addition), they may deform items (selection), or disorder them (disordering).

a. Omission

Omission errors are characterized by the absence of an item that must appear

in a well-formed utterance. Omission can occur in morphology. Learner often leaves

out the first person singular morpheme -s, the plural marker-s and the past tense

inflection -ed. In syntax, learner may omit certain element which is an obligatory

element.

Errors in omission area made by students are 8 errors or 24%. Based on the

data, the researcher found the errors in omission are caused by language interference

and students carelessness. On the other hand, error in omission has 5 students who

committed errors or 15% in the percentages.

 48

There are 5 students often do omission from 20 questions by leaving out the

first person singular, the past tense inflection ed, and omit certain element which is

an obligatory element.

For examples, one of the student made error when they transformed direct

question into indirect question in omission, He wanted to know what I did in spare

time. The correct transform is He wanted to know what I did in my spare time.

b. Addition

Addition error is the opposite of omission. It is characterized by the presence

of an item which must not appear in well-formed utterance.

There is 6 or 19% error made by the students in addition area. That error was

caused by the carelessness. On the other hand, error in addition has 5 students who

committed errors or 16% in the percentages.

There were 5 students often perform addition from 20 questions by adding

item morpheme s which must not appear in well-formed utterance, therefore the

placement is not appropriate tenses. The errors were showed in the examples, He

wanted to know whether I could to speak any foreign languages. The correct

transform is He wanted to know whether I could speak any foreign languages.

c. Double marking

Learner who had acquired the tense for both auxiliary and verb often places

the marker on both. In this research the researcher did not found the double marking

from the students. Since the number of error and number of students is not found, the

placement of double marking is not considered as a problem for students.

 49

d. Over regularizing

This error is under the misinformation category, in which a regular marker is

used in place of an irregular.

There were 16 errors or 33%. This error might caused by the teaching

material. Some students have not been able to distinguish the usage of is, am and

was. And the students also have not been able yet in distinguish the usage of

regular and irregular verb in the sentence. In general, those errors happened because

of their inter-lingual error which leads to incomplete application method on the

students grammar. On the other hand, error in over-regularization has 12 students

committed errors or 25%.

In this area, there were 12 students committed over-regularization from 20

questions in under the misinformation category, in which a regular marker was used

in place of an irregular. The errors were showed in the example, She asked me which

book I am taking. The correct transform is, She asked me which book I was taking.

e. Over generalization

According to Dullay, this error refers to an archi-form, the selection of one

member of a class of forms to represent others in the class. This is a common

characteristic of all stages of second language acquisition; they have called the form

selected by the learner as an archi-form. The learner makes a rule on the basis of his

experience of other rule in the target language.

In over generalization students made 27 errors or 42%. Based on the data,

the researcher interpreted those errors in over generalization were caused by incorrect

pattern when the students apply the rule in the sentence. The learner tended to make
 50

the rule on the basis of experience of other in the target language. On the other hand,

error in over-generalization has 17 students committed errors or 27%. In this section

there are 17 students who made errors from 20 questions by a rule on the basis of his

experience of other rule in the target language. The errors were showed in the

example, He wanted to know where they oughted to meet tonight. The correct

transform is He wanted to know where they ought to meet tonight.

f. Missordering

As the label suggests, missordering errors are characterized by the incorrect

placement of morpheme or group of morphemes in an utterance.

The errors of term missordering were the most frequent errors committed by

the students with 115 errors or 70%. Based on the data, those were caused by the

false concept hypothesized. It was also caused by the students misplaced the

morpheme or group of morphemes in an utterance. On the other hand, error in over-

regularization has 30 students committed errors or 18%.

In this section were 30 students made errors from 20 questions by the

incorrect placement of morpheme or group of morphemes in an utterance. For some

examples, He asked me how long had I been working in my present job and He asked me

where was I going. The correct transform are He asked me how long I had been

working in my present job.

From the discussion above, it can be concluded that the errors were also

caused by intralingual. Students sometimes failed to apply or identify the appropriate

rule for appropriate item or context of Reported question in English. They did not

understand the knowledge very well.

 51

Teaching grammar seems to need a serious effort. Learn grammar means

students must learn the structure of the language. The students try to understand the

message as possible in reporting the news, considering the rules of the language they

use. Reported speech is hard to acquire. It is clear that from the analysis, the

researcher found that in order to get a better understanding of the news it is required

to get more attention to the situation as best reported speech grammatically correct as

possible. This gives a signal to the recipient report what is important and what is to

come.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the description in preceded chapter, the writer concluded that the

First year students of SMA Negeri 1 Tapin Selatan, Kabupaten Tapin still made the

errors when they learned reported speech of question sentence, especially when they

were asked to transform from direct question into indirect question.

People who speak the same language often make the same mistakes in

English grammar. For example, many speakers Indonesia have difficulty using the

"a" and "the" in English. Finding out what grammar points are often difficult for

native speakers. They need to give extra attention to learning grammar points.

Grammatical errors are not acceptable, and thus, they play a very important role in

our daily lives. A grammatical mistake can change the meaning and will make a bad

impression. Therefore, it is suggested for getting students understand is in knowing

the grammatical rules in language.

The data result showed that the most types of errors made by the students

were in area of missordering which consists of 115 or 66.9% errors. It is followed by

the percentage of errors in over-generalization area. That is 27 or 15.6% errors. There

were 16 or 9.3% errors in area of over-regularization. While in omission, there were 8

or 4.7% errors made by the students. In addition area, error made by the students was

6 error or 3.5%. There was no error made by the students in double marking area.

52
 53

After knowing the percentage of errors made by the students, it can be

interpreted that errors are caused by language interference, students incomplete

application of rule, false concept hypothesized, and students carelessness.

5.1 Suggestions

Referring to the conclusion, the researcher would like to suggest as follows:

1. The Students:

a. Students can perform multiple activities such as; make a news report

in English, assuming that English grammar want good and true.

English is understood in most of the planet, and they should

understand the correct rules in changing the direct speech into

reported speech of question.

b. They have to recognize the differences between reported speech of

question in Bahasa Indonesia and reported speech of question

English in order to prevent native language interference.

c. Learning grammar will be difficult if we do not really know how to

speak in English, to improve grammar is by way of continuous

practice. Their speech will reflect a pattern they hear, and the rest

will fall into place. They need to find a friend who can speak in

English, and move on.

d. Students need overt instruction that connects grammar points with

larger communication contexts.

 54

2. The Teacher:

a. The teacher should give clear explanation and more exercises about

reported speech of question to the students especially who had high

percentage of error.

b. Because the missordering error is the most frequent errors made by

the students, it would be better if the teacher gives some extra

session to the students in turning irreguler verb forms from simple

form into past form and/or into past participle form.

c. The teacher's motivating and responsibility are needed to provide a

good way to students, Therefore, it is important to teach students

how to give a good understanding on the situation in which we can

report the news in person. These things can help students to

understand how to get a good grasp in understanding reported

speech and meaning based on what is presented.

d. Evaluating students work means that after giving materials teacher

needs to evaluate the teaching-learning process need to be taken into

consideration this can help teacher to measure the whole teaching-

learning process whether it is effective or not.

3. The other researcher:

a. It is suggested for the other researcher to conduct another research

with another various instruments, and to include a larger population

in order to investigate the problem more deeply by analyzing the

errors based on the sources of the errors occurance.

 REFERENCES

Azar, Betty Schrampfer. 1992. Fundamental of English Grammar, 2nd edition,

London: Prentice Hall.

Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar Edisi
Inggris-Indonesia. Jakarta: Binarupa Aksara.

Brown, H. Douglas. 2000. Principle of Language Learning and Teaching 4th edition.
New York: Longman.

Brown, H. Douglas. 2007. Teaching by Principles an Interactive Approach to

Language Pedagogy Third Edition. San Francisco, California: Addison
Wesley Longman, Inc.

Brumfit, Christopher. 1982. English for International Communication. Oxford:

Pergamon Press.

Barash, Ronald M. and James, C. Vaughn. 1994. Beyond The Monitor Model:
Comments on Current Theory and Practice in Second Lanuage Acquisition.
Publisher: Heinle and Heinle Publishers.

Celce-Murcia, Marianne and Diane Larsen Freeman. 1999. The Grammar Book an
ESL/EFL Teachers Course, 2nd edition. New York: Heinle Publisher.

Dulay, Heidi C, Marina K. Burt, and Stephen D. Krashen. 1982. Language Two.
University of California: Oxford University Press.

Els, Theo Van and friends. 1992. Applied Linguistics and the Prentice Hall, Learning
and Teaching of Foreign Languages. London: A Division of Hodder &
Stoughton, 1983.

Els, Theo Van and friends. 1983. Learning and Teaching of Foreign Languages.
London: A Division of Hodder & Stoughton.

Freeman, Diane Larsen and Michael H. Long. 1991. An Introduction to Second

Language Acquisition Research. New York: Longman.
George, H. V. 1972. Ommon Errors in Language Learning Insight from English.
Rowley,Massachusetts: Newbury House Publisher Inc.

Hancock, Craig. 2005. Meaning-centered Grammar. London: Equinox Publishing ltd.

Harmer, Jeremy. 1987. Principle of Language Learning and Teaching. New York:
Prentice Hall Regents.

Hurford, James R. 1994. Grammar a Students Guide. Cambridge: Cambridge

University Press.

Jumaidi, Daud Pamungkas, Fatchul Muin, Cayandrawati Sutiono, Sirajudin Kamal.

2011. Pedoman Penulisan Skripsi (Sarjanas Thesis). Program Study Bahasa
Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung
Mangkurat Banjarmasin.

Krashen, Stephen D. 1982. Principles and Practice in Second Language Acquisition.

University of Southern California: Pergamon Press Inc.

Krashen, S. D. 1982. Second Language Acquisition and Second Language Learning.

Oxford: Pergamon Press.

K. Burt, Marina and Kiparsky, Carol. 1975. The Gooficon a Repair Manual for
English. USA: Newbury House Publisher Inc.

Nunan, David. 1999. Second Language Teaching and Learning. Boston: Heinle
Publisher.

Parrot, Martin. 2000. Grammar for English Language Teachers. Cambridge:

Cambridge University Press.

Richard, Jack. 1984. Error Analysis: Perspective on Second Language Acquisition.

England: Longman Group Ltd.

Sinclair, John. 1990. Collins Cobuild Grammar. London: Harper Collins.

Swan, Michael. 1995. Practical English Usage. Oxford: Oxford University Press.
Thomson, A.J and A.V. Martinet. 1986. A Practical English Grammar. Oxford:
Oxford University Press.

Ur, Penny. 1988. Grammar Practice Activities. Cambridge: Cambridge University

Press.

Veit, Richard. 1986. Discovering English Grammar. Boston: Houghton Mifflin Co.

http://www.athabascau.ca/courses/engl Friday, August 15th 2014.

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/820_gramchall
enge44/ Friday, August 30th 2013.

http://www.edufind.com/english/grammar/reporting_verbs.phpFriday, August 30th

2013.

http://www.fileden.com/files/2009/4/23/2415017/My%20Documents/Struktur/DIRE
CT%20-%20INDIRECT%20SPEECH.pdf Sunday, September 7th 2014.

http://www.masbow.com/2009/07/pendapat-para-ahli-psikologi-dalam.html Sunday,
August 28th 2011.
 PERI\TYATAAI{ KEASLIAN TI]LISAI{
(STATEMENT OF ORTGTNALTTY)

Saya png bertmda tangan di bawah ini:

Naua Felda Sqtika

NIM A.18208284

Prgffim Sarie*a(Sl)

ProgramSfidi : PendidikanBahasalaggris

I\deoyata*an egre ltt:bearnlra bahwt Slripsi 5la.ag sal6 tulis ini beimr -

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Baajarmasin" Juni 2016

F'elda Sartika
 The Total of Students Error

Error Classification Total of

No Students
O A DM O-R O-G M Errors
1 Student 1 3 - - 1 2 2 8
2 Student 2 - - - 2 1 5 8
3 Student 3 1 - - - 1 3 5
4 Student 4 - - - 1 1 4 6
5 Student 5 - - - - 2 6 8
6 Student 6 - - - - - 2 2
7 Student 7 - - - 2 - 4 6
8 Student 8 1 1 - - 2 3 7
9 Student 9 - - - - 1 6 7
10 Student 10 - - - 1 3 2 6
11 Student 11 - 2 - - 1 3 6
12 Student 12 - - - 2 1 4 7
13 Student 13 - - - - - 2 2
14 Student 14 - - - 1 - 5 6
15 Student 15 - - - - 2 3 5
16 Student 16 - - - - 1 3 4
17 Student 17 - - - - - 6 6
18 Student 18 - - - 1 1 4 6
19 Student 19 2 1 - - - 3 6
20 Student 20 - - - - 1 2 3
21 Student 21 - - - 2 3 3 8
22 Student 22 1 - - 1 - 3 5
23 Student 23 - - - - 2 5 7
24 Student 24 - - - 1 - 5 6
25 Student 25 - 2 - - - 6 8
26 Student 26 - - - - - 2 2
27 Student 27 - - - - 2 4 6
28 Student 28 - - - - - 5 5
29 Student 29 - - - 1 - 4 5
30 Student 30 - - - - - 6 6
Total 8 6 0 16 27 115 172
A. Change the direct speech in each sentence into Reported speech. Vary the introducing
verb

You had an interview for a job and these were some of the questions the interviewer asked
you:

1. How old are you? 2. What do you do in your spare

time?

3. How long have you been

working in your present job?

4. Why did you apply for

Interview
the job?
er 5. Can you speak any
foreign languages?
6. Have you got a driving
licence?

Later you tell a friend what the interviewers asked you. You use Reported speech:

1. He asked (me) how old I was.

2. He

3. .

4. .

5. .

6. .
B. Put the following sentences into REPORTED SPEECH with the introducing verb in the
PAST tense. Vary the introducing verb: he asked, wondered, wanted to know, etc.

1. Where are you going?

He asked me ..
2. Who will come to the pictures with me?

3. When will my dress be finished?

4. Which book are you taking?

5. Where ought we to meet tonight?

6. Who showed you my work?

7. How could you be so unkind?

8. When did they tell you that?

9. Why has she not eaten anything?
She asked me
10. How do you know that?

11. Where has he put my pencil?

12. What is the time?

13. Where can I go for it?

14. How do you like this cake?

15. Why does he sing so loudly?
We wondered .
ANSWER KEY

PART A:

1. He asked (me) how old I was.

2. He wanted to know what I did in my spare time.
3. He asked me how long I had been working in my present job.
4. He asked me why I applied for the job.
5. He wanted to know whether I could speak any foreign languages.
6. He asked mw whether I had got a driving lecence.

PART B:

1. He asked me where I was going.

2. He asked me who would come to the pictures with him.
3. She wanted to know when her dress would be finished.
4. She asked me which book I was taking.
5. He wanted to know where they ouhgt to meet tonight.
6. He asked me who had shown me his book.
7. He wondered how I could be so unkind.
8. She wanted to know when they had told her.
9. She asked me why she had not eaten anything.
10. She asked me how I knew that.
11. He wondered where he had put his pencil.
12. She wanted to know what the time was.
13. She wanted to know where she could go for it.
14. He aske me how I like this cake.
15. We wondered why he sang so loudly.
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 Baqiarmasin, 25 Nopember 2015

Hal : Ptrmohonan Sruet ljin Penelitian

Kepda
Yth. Ddffin FKIP Udam
Di Barnjarnnasin

DemganHormaf,

Yang berhnda tangan di huxah ini :'

Nanra rELDA SARTIKA

Taqld I Tanggal l,ahir : Birngur Btru / 04-05-1989
NIM A18208284
Juqsan Pend. Bahasalnggris
Program Srudi Pend. Bahasalnggris
Almat Komp.PTPN )ffi PERSERO,Tambarangan

Pengao isi menggd',kar permohooaa agr dibuafrkan Srirat Pergantar/Izin Fenelitian Ke SMA
NEGERI I TAPIN SEII\TANT

. Untuk memperoleh informasi/data gunamenyelesaikan S*ripsi yang berjudul : ERRORS IN

THE USE OF REPIDRTED SPEECH MAI}E BYFTRSIT YEARSTI]I}ENTS AT SMAN
I TAPIN SEII\TAITI IN ACAITEITilC YEAR2O15T'016

Demikianpermobnan ini saya sampaikan, atas perfi*ian dao perkenan Bapak diucapkan
tedmakasih-

Mengetahui, Hormd Syq

KetuaPropram.Studi,

t,/'y
Dr. H. ABDUL MLffHUvI, M.Pd
NrP. 1955ffi05198803 1001
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FELDA SARTIKA
NIIvI. A18208284
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 KEMENTERIAN RTsET, TEKNOLOGI DAN PENDIDIKAN TIN66I
UNIVER5ITA5 LAMBUNG MANGKURAT
FAKULTAs KEGURUAN DAN ILMU PENDIDIKAN
BANJARMASIN
Alamat : Jalan. Brigfend. H. Hasan BasryTelp. 3304914 Banjarmasin

Nomor : 530/LIN8.l.2lPL.0ll20l5 02 Desember 2015

Lampiran : -
Hal : fzin Penelitian / Minta Data

Yth. Kepala Dinas Kabupaten Tapin

Dengan hormat,

Sehubungan dengan tugas perkuliahan yang harus diselesaikan oleh mahasiswa FKIP-Unlam
berikut ini :

Nama FELDA SARTIKA

NIM 418208284
Jurusan Pendidikan Bahasa dan Seni
Program Studi Pendidikan Bahasa Inggris

Perkenankanlah kami mohon kesediaan Saudara agar mahasiswa yang bersangkutan dapat
diberikan izin untuk mengadakan penelitian di SMA Negeri I Tapin Selatan.

Penelitian inidimaksudkan untuk memperoleh informasi/data dalam rangka penyusunan

SkripsiAvlakalah/Tugas Akhir yang berjudul :

''ERRORS IN TIIE USE OF REPORTED SPEECII MADE BY FIRST YEAR STUDENTS

AT SMAN 1 TAPIN SELATAN IN ACADEMIC YEAR 2015/2016''

Demikian harapan kami atas kesediaan Saudara kami ucapkan terimakasih.

ffi@
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 KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TTN66I
UNIVERSITA5 LAMBUNG MANGKURAT
FAKULTA5 KEGURUAN DAN ILMU PENDIDIKAN
BANJARMAsIN
Alamat : Jalan. Brigjend. H. Hasan BasryTelp. 3304914 Banjarmasin

Nomor : 530/UN8.1.2/PL.0ll20l5 02 Desember2015

Lampiran : -
Hal : I2in Penelitian lMinta Data

Yth. Kepala SMA Negeri I Tapin Selatan

Dengan hormat,

Sehubungan dengan tugas perkuliahan yang harus diselesaikan oleh mahasiswa FKIP-Unlam
berikut ini :

NAma : FELDA SARTIKA

NIM : A18208284
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris

Perkenankanlah kami mohon kesediaan Saudara agar mahasiswa yang bersangkutan dapat
diberikan izin untuk mengadakan penelitian di teinpat saudara.

Penelitian ini dimaksudkan untuk memperoleh informasildata dalam rangka penyusunan

Skripsi/tr4akalah/Tugas Akhir yang berjudul :

''ERRORS IN TIIE USE OF RE,PORTED SPEECH MADE BY FIRST YEAR STUDENTS

AT SMAN 1 TAPIN SELATAN IN ACADEMIC YEAR2OI5I2OI6"

Demikian harapan kami atas kesediaan Saudara kami ucapkan te;j@eih.

#@
\,.$ffi 912t3 .198s03. 1 .00s
 PEMERINTAH KABUPATEN TAPIN
KANTOR PELAYANAN PERIJINAN TERPADU
Jalan Brigjend.H.Hasan Basery No. 2 Telp. (0517) 31437
RANTAU Kode Pos 71114

SURAT IZIN PENELITIAN

Nomor : A7 Of7 6|KP2T llKl201 5

Sehubungan dengan Surat Permohonan ljin Melakukan Penelitian Unlam Fakultas

Keguruan Dan llmu Pendidikan Jurusan Pendidikan Bahasa dan Seni Januari 2016, No.
530/UN8.1 .APL.0112015 Tentang Permohonan ljin / Rekomendasi penelitian An. Nama :

Nama : FELDA SARTIKA

NIM : A1B2O82M
,ERRORS IN THE USE OF REPORTED SPEECH
Judul Penelitian :
MADE BY FIRST YEAR STUDENTS AT SMAN 1 TAPIN
SEISTAN tN ACADEMIC YEAR 2A15PA16"

Lokasi Penelitian : SMA Negeri 1 Tapin Selatan

MulaiTanggal : 25 Nopember s/d selesai

Untuk itu pada prinsipnya kami tidak keberatan dan memberikan ijin sesuai dengan
ketentuan :
1. Sebelum melaksanakan kqiatan harus melaporkan diri kepada pejabat
setempat
2. Tidak dibenarkan melakukan kegiatan yang tidak sesuai, tidak ada kaitannya
dengan maksud penelitian
3. Harus mentaati peraturan prundang-undangan yang berlaku sertia
mengindahkan adat istiadat setempat
4. Surat ijin ini kami cabut kembali dan dinyatakan tidak berlaku lagi apabila
ternyata pemegangnya tidak mengindahkan / mentaati peraturan yang berlaku
5. Agar memberitahu pejabat setempat apabila telah selesai melaksanakan
penelitian dan melaporkan hasil kegiatan diatas

Demikian surat ijin ini dibuat untuk dapat dipergunakan sebagaimana mestinya.

Dikeluarkan di : Rantau
Pada tanggal : 7 Desember 2015
Kepala Kantor,

- ARtF.tN,6. Sos
' Pembina Tk. I
Tembusan: NrP. 19651205198602 1 008
1. BupatiTapin sebagai laporan
2. Kepala Dinas Pendidikan Kab Tapin
3. Yang bersangkutan
4. Arsip
 PEMERINTAE KABUPATEN TAPIN

DINAS PENDTDIKAN
Alamat : Jalan Brigjend H.Hasan Basry Km 2 t(0517) 31C/.O
Rantau 71111

REKOMENDASI
Nomor : 07015432/Disdik/20{ 5
Yang bertanda tangan dibawah ini :

Nama : H.FAKHRUN NuR,S.Sos.illill

NIP : 19640529 199001 1 001

PangkaUGol. Ruang : Penata / lll/C

Jabatan : Kasubbag Umum

Unit Kerja : Dinas Pendidikan Kabupaten Tapin

Dengan ini memberikan Rekomendasi kepada :

Nama FELDA SARTIKA

NIM / NPM A18208284

Jurusan/Program Studi S 1 Pendidikan Bahasa Inggris

Pendidikan Fakultas Keguruan Dan llmu Pendidikan

Banjarmasin

Untuk mengadakan Penelitian dalam rangka menyusun Skripsi dengan lokasi penelitian
pada:

Si,IA NEGERI 1 TAPIN SELATAN KABUPATEN TAPIN

Demikian rekomendasi ini diberikan, untuk dipergunakan sebagaimana mestinya.

Rantau, 08 Desember 20't5

A.n. Kepala
Sekretaris
u.b

tryd
NUR S.SoS.MM

9640529 199001 1 001

 PEMERINTAH KABI.]PATEN TAPIN
DINAS PENDIDIKAN
SMA NEGERI l TAPIN SELATAN
Alamat : Jl. Mutggu Kapasan No. 165 Tambrangan Kecamatan Tapin
I
Selatan Kabupaten Tapin 7 I 1 I Telp. 05 I 7-20 34 2 54

ST]RAT KETERANGAN
Nomor : 870/0 I 4-SURKET/SMANSATAPSEL/MArc

Yang bertanda tangan di bawah ini :

a. Nama BAMBANG INDIARTO, S.Pd

b. NIP 196902t7 199101 I 001
c-- Pangkat I Golongan : Pentbina llJf-a
d. Jabatan : Kepala Sekolatr
e. Unit Kerja : SMAN 1 Tapin Selatan

Menerangkan dengan sesungguhnya bahwa :

a. Nama FELDA SARTIKA

b. NIM A18208284
c. Tempat, tanggal lahir Bungur Baru, 04 Mei 1989
d. Jenis Kelamin Perempuan
e. Program Studi Sl Pendidikan Bahasa Inggns

Telah melakukan Penelitian untuk penyusuoan tesis di SMA Negeri I Tapin Selatan,
dengan judul Tesis : "Errors In The Use Of Reported Speech Made By F'int Students At
SMAN 1 Tapin Selatan In Academic Ywr20l5?016', mulai tanggal tanggal 25 November
2015 sampai dengan tanggal 1l Februari 2016

Demikian Surat Keterangan Melakukan Penelitian ini dibuat dengan sebenarnya dan
diberikankepada yang bersangkutan untuk diketahui dan dipergunakan sebagaimana
mestinya.

26 Februari 2016

G INDIARTO, S. Pd
9690217 199101 I 001
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 CURRICULUM VITAE

Felda Sartika was born in Bungur Baru, Kabupaten Tapin on May 04, 1989. She was

the first daughter in her family. She completed her elementary school, SDN Tambarangan 2

in 2001, and SMPN I Tapin Selatan in 2004, and SMAN 1 Tapin Selatan in 2007.

She continued her study at the English Department, FKIP Lambung Mangkurat

University from 2008 to June 2016. Her Sarjanas thesis is about errors in the use of reported

speech made by the first year students of SMAN I Tapin Selatan in academic year 2015/2016.

She graduated for her Sarjana Program in English Language Education from the English

Department of FKIP Lambung Mangkurat University Banjarmasin in June 2016.