STUDENTS ERROR IN WRITING REPORTED SPEECH

(A Case Study at the Eleventh Grade of SMK Ma’arif Nu Kajen)

Doni Saputra
English Education Program, English Department, Faculty of Teacher Training and Education,
Pekalongan University
E-mail: [email protected]
E-mail : [email protected]

Language is use for communication with other people. communicate with other people we can use
writing and speaking. However, in language have grammar structure to make easy the receiver to
understand what the message want to deliver. Grammar in simple way is a set of word and then
combine and arrange become a sentence. In the part of grammar there is material talk about reported
speech. is a means of expressing content statement, question or other utterances, without quoting
them explicitly as is done in direct speech. However, the students sometime make error. The error
make by the student the analyzed. The error analysis always occurs in grammar. The data analysed
are exercise consist of 10 question. The method used is descriptive qualitative. The results of this
research is the student make error in vocabulary, error in use “to be” and “auxiliary” and error in
use pronoun. There is some factor why student makes error: internal factor come from the student
is mastering in vocabulary, how quickly student can understand the explanation from teacher and
how clearly the teacher explaining the material to the student.
Keywords: grammar, error analysis, reported speech.

INTRODUCTION In every school we learn English from

According to Brown (2000: 5), basic like spelling word about animal,
Language is a system of arbitary transportation, places, etc and how to say it.
conventionalized vocal, written, gesture And then we learn to write that word just
symbol that enable members of a given we say. And then we are going to the next
community to communicate intelligibly level is learn about tense start from in junior
with one another. Most of the school in the high school. In this level we learn carefully
world put that in in learning. As a foreign about this subject from the teacher. Start
language, learners start from basic start from about the structure in every tenses.
from spelling alphabet, name of the object Generally in every sentence have tense and
and many. After that, learner mastering the tenses basically have two component
basic for grammar. One of the language is first is time; is to show when the activities
English. happen. Second is event (activities,
condition, incident). We have conclusion

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about tense is something can be chance major causes of error, coined by the Error
have influence from time event and if we Analysis approach, are the Interlingual
want it write a sentence automatically we error which is an error made by the
write a tense. Basically both of them cannot Learner’s Linguistic background and
be separate. Native language interference, and the
According to Swan (2005:19) in the Intralingual error which is the error
book Practical English Usage. According to committed by the learners when they
him, grammar is the rules that show how misuse some Target Language rules,
words are combined, arranged or changed considering that the error cause lies within
to show certain kinds of meaning. Grammar and between the target language itself and
is basic to arrange and combine words by the Learners false application of certain
word into sentences to show the meaning. target language rules.
One of the part in grammar is Learners possible make error in that
Reported speech. One of main part in way, even simple error. There is analytical
learning English. Reported speech is a study error analysis of reported speech from
means of expressing content statement, learners based on explanation from the
question or other utterances, without above “Student error in Writing Reported
quoting them explicitly as is done in direct Speech (A case Study at The Eleventh
speech. In this part is require some basic Grade of SMK Ma’arif Nu Kajen).
about tenses. As foreign learners, difficult
to mastering all of the tenses. All of the RESEARCH METHOD
tenses structure is same but have little Method research is scientific way of
different in “to be” and in verb based on the getting data with a particular purpose and
sentences in use. Even many foreign have usefulness. Achieve the necessary goals
difficult in this learner and make some relevant method are required to achieve
error. desired goals (sugiyono 2016:1).
Error is normal. Every learner make The method used in this research is
error in first time learn. Even people or descriptive qualitative method. Qualitative
learner mastering this part sometime makes approach uses data in the form of sentences.
error in verbal or deverbal. According to The data analysed is collect doing some
Ellis (2008), an error is a deviation in little test to the learner reported speech.
learner language which results from lack of Analysis the result with read the answer
knowledge of the correct rule (pp. 971, from the test and the give mark which is
961). Error is a something happened when error. Data analysis technique: 1). The
we lack about the rule of make a sentence. researcher given an exercise consist of 10
That is why learner sometime make error. question. 2). Collect the exercise after the
Based on the error who made by the student work it. 3) Analysis the answer
learners, error can it be analysis. The two

94 “The Future of ELT: Issues and Strategies”

from the student and classified what type of She told me that she would help me finish
error students make. 4). Make conclusion. my homework.
Descriptive qualitative according to 6. Dean said “I will pass the exam”
Sugiyono (2013) states that the qualitative He said that he would pass the exam.
data analysis is inductive, that is an analysis 7. Sam told me “I have seen this movie”
based on the data obtained, then developed Hhe told me that he had seen the movie.
a certain relationship pattern or become a 8. Martha said “I can speak Spanish
hypothesis. Bogdan and Biklen (1992) fluently”.
states that the document could be a personal She said that she could speak Spanish
document and an official document. fluently.
Document analyzed in this research use 9. Jacob told lea “I will not go swimming
exercise consist of 10 question. with you”.
He told her that he wouldn’t go
RESULT AND DISCUSSION swimming with her.
Discussion 10. Tommy said “I have finished my
From the data that has been lunch”.
researched there are some error who made He said that he had finished his lunch.
by the learners about reported speech. Data
is taken by some exercise that learner The Discussion of Research Results
doing. The research data that source from
There are some exercise consist 10 this document consists of 10 question
question for learner doing. which is that answer by the learner. The
1. Sarah said “I will invite you to my data identified are word and sentences. In
birthday party” the results of the test find some errors.
She said that she would invite me to her
birthday party. Errors in vocabulary
2. Anderson said “I will turn twenty Vocabulary or word-stock is a set
today”. familiar words within a person’s language.
He said that he would turn twenty that This case students some write error in word,
day. like example the answer from student in
3. Jack said “Things will get better” number 3 in word “better” which is the
He said that thigs would get better. learner just put in word “Better” with one
4. The doctor said “Your aunt doesn’t need alphabet “t” is become “beter”. The
an operation”. answer from the students is “he said that
The doctor said that my aunt doesn’t things would get beter”.
need an operation. Another student make error in the
5. Sally told me “I will help you finish your same way but in different which is in
homework”. number 9 with word “swimming” which is

National Seminar of Pendidikan Bahasa Inggris (NSPBI 2021) 95

the student forgot to put double “m” in that Another student made some error in
words and the answer from students is question use “can” which is an auxiliary
“swiming”. verb or modal. Auxiliary verbs use for to
Another student in number 8 with show the ability and possibility, make a
words “fluently”, the student write down in request, ask for given permission. The
the answer is “fluenly” without “t”. In learner make error in same way still use in
another student based on the answer where form 1. The answer from the students is
the case of omission lack of the students “she can speak Spanish fluently”. The
make error. Relatively based on the answer answer from the students still use auxiliary
from the student there is no another error verb form 1 which is use form direct
beside omission. However in vocabulary speech. The correct answer is “She could
some student have difficult to memorize. speak Spanish fluently”. However, there is
some error in this point.
Error in use “to be” and ”auxiliary verb”
In this case the student not be change Errors in the Use of Pronoun
the “to be” from form 1 into form 2. Pronoun is used to replace noun
Sometime the learner forgot the form of the which can be a person, an object, an animal,
sentences. in this case in sentence the or an abstract concept. In exercise find
student make error in words “Would” for some error that student make. In the
form in indirect speech but the students question number 10 the students make error
write down in the answer still using form 1 in pronoun the sentences, Tommy said “I
use “will”. Still in use form future tenses have finished my lunch”. The answer from
not in past future tense. The sentences “I the students is He said that Tommy had
will pass the exam” which is correct the finished his lunch. the student forgot to
answer is “He said that he would pass the change the pronoun of person is Tommy
exam”. But the student still write “He said which is in the answer must use pronoun
that he will pass in the exam”. He. Pronoun to show that tommy is a male.
Another student makes error in Another error for pronoun He in question
exercise which is in to be “Have” which is number
to be in form present perfect tense. Present Another student make error in the
perfect tense is to show activities which is same way in question number Martha said
still going or just finishing up. The “I can speak Spanish fluently”. The correct
sentences “I have seen this movie”. The answer She said that she could speak
answer from the students “He have seen Spanish fluently. The students make error
that movie”. The students not change to be pronoun she which is the pronoun to show
in past perfect tense which is the correct that Martha is male. The answer from the
answer “He had seen that movie”. student She said that Martha could speak

96 “The Future of ELT: Issues and Strategies”

Spanish fluently. the student not use teacher after explaining they always ask to
pronoun She to show that Martha is a girl. the student “understand?” but and the
The students make error in question student just say “yes”, because they think
number 4 the sentences is The doctor said want to finish quickly not to waste of time.
“Your aunt doesn’t need an operation”. the Although they are just say “yes”, They are
answer for that question is the doctor said still to understand by itself. Sometimes the
that my aunt doesn’t need an operation. students ask when they are doing exercise
The students make error in pronoun My in class and student which is not understand
which is the pronoun My is use to show the become understand quickly. After the
aunt is to refer to possession and material finish in that day sometime they
‘belonging’. will forget it.
There is another factor is coma from
Factor the Students Makes Error the teacher. it is dependent how the teacher
There is some factor which is why delivered the material. it is take effect how
the students make error in this topic. the student quickly understand about the
However, most of the student just study material from the teacher. Students also
when the test closely or quiz. that is why the have difficulties because of this, because
student frequently make error in doing the teacher in deliver about material it is
answering quiz or test, especially in difficult to understand by the student or the
mastering of vocabulary. The student material the teacher explain is easy to
frequently used simple vocabulary because understand but voice from the teacher is
is easy to memorizing. That is why, the soft or not loud. Based on point of view
student less in mastering of vocabulary. from the teacher, the voice is loud.
Especially in vocabulary which is difficult Especially the student seat in the back of the
to write. Although, the student learning class. It can also the teacher speak is too
about the vocabulary in the school which is fast. Sometime the student complaint to the
difficult to write, sometimes still makes teacher because the material from the
error dependent from skill memorizing in teacher is deliver too fast.
every student.
Another factor come from the CONCLUSION AND SUGESTIONS
student itself is how quickly did they Conclusion
understand of material which is deliver 1. There are some errors occurs in exercise
from the teacher. As we know, each student consist of 10 question. There is errors in
had different level to understanding the vocabulary, error in use “to be” and
material. They are not same. Each student “auxiliary” and errors in use pronoun.
had point plus in something. There is 2. There is some factor the students make
student can understand quickly, and the error is come from the student itself and
other one still try to understand. When the from the teacher.

National Seminar of Pendidikan Bahasa Inggris (NSPBI 2021) 97

Suggestions Google-Translate Translation
1. It is advisable to the reader to be more to result in English text.
mastering vocabulary, using in “to be” Rasyid, Levina Firda (2017). An Error
and “auxiliary”, and pronoun. Checked Analysis of Sentence Structure of
in doing some exercise and verify. Using Active and Passive Voice in
2. The results of this study can provide Students’ Writing Composition (A
benefits to the reader and can be used as Case Study toward the Second
a reference in conducting research Year Students at SMA Pasundan 8
related to the Grammatical Errors. Bandung).
Sugiantoro, Deny (2019). An Error
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Ellis, R.1997. Second language Equetation.
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Brown, H.Douglas, (2000:5). Principles of
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Dykes, Barbara. (2007:5). Grammar for
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Swan, Micheal. (2005:19). Practical
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98 “The Future of ELT: Issues and Strategies”