plagiat merupakan tindakan tidak terpujirepository.usd.ac.id/3759/2/101214049_full.pdfa...

AN ANALYSIS OF 5TH

SEMESTER STUDENTS’ VERB

PHRASE ERRORS IN DELIVERING THEIR SPEECH

IN PUBLIC SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agustinus Grahito Doto Indro

Student number: 101214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

AN ANALYSIS OF 5TH

SEMESTER STUDENTS’ VERB

PHRASE ERRORS IN DELIVERING THEIR SPEECH


A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student number: 101214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


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Yogyakarfa January 22e, 201 5

of Teachers Training Educatian

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iv

This Thesis is dedicated to Jesus Christ, my family,

and my beloved ones.


STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis,which l have w五 tten,does not contaln the work

or parts ofthe work ofother people,except those cited in the quotations and the

rcferences,as a scicntiflc papcr should.

Yogyakarta,Jalluary 22,2015

Agustinus Grahito Doto lndro

101214049

V


LEMBAR PERNYATAAN PERSETUJUAhI PUBLIKASI KARYA ILMIAH

I]NTUK KEPENTINGAN AK^A.DEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Agustinus Grahito Doto Indro

NomorMahasiswa :101214049

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharama karya ilmiah saya yang berjudul:

AN ANALYSIS OF sTH SEMESTER STUDENTS' VERB PHRASE

ERROR IN DELIVERING THEIR SPEECII

IN PUBLIC SPEASING Cf,ASS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikannya secara terbatas, dan mempublikasinya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya

maupun memberikan royalty kepada saya selama tetap mencanfumkn nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada tanggal:22 Januari 2015

Yang incnyatakan

(Agustinus Grahito Doto lndro)

Vl


vii

ABSTRACT

Indro, Agustinus Grahito Doto (2015). An Analysis of 5th

Semester Students’ Verb

Phrase Errors in Delivering Their Speech in Public Speaking Class. Yogyakarta:

Universitas Sanata Dharma.

The students of English Language Education Study Program (ELESP) are

expected to speak correctly. The students are prepared to be able to speak in front

of many audiences because they will become teachers in the future. Verb phrase is

a most important part of a sentence. The error of verb phrase will bother the

information given by the speaker.

There are two research questions in this study, namely, 1) what kind of

verb phrase errors do the students have? 2) What are the sources of those errors?

The purpose of this study is to find the common verb phrase errors and the source

of errors.

The researcher conducted document analysis. The documents were video

of Public Speaking. The researcher used stratified sampling. The numbers of

sample were 8 participants. The researcher divided the sample into two groups,

namely, high level group and low level group. Each group consists of 4

participants. He collected all the utterances containing the verb phrase errors from

the public speaking video. He categorized the errors into some categories, namely,

addition, omission, misformation, misordering, developmental errors, interlingual

errors, ambiguous errors, other errors, global errors, and local errors. After

identifying the category of those errors, the researcher identified the source of

errors.

The results of this research showed that the verb phrase errors found were

17.46% addition, 7.89% omission, 5.35% misformation, 2.82% misordering,

18.87% developmental errors, 6.2% interlingual errors, 2.25% ambiguous errors,

6.2% other errors, 7.32 % global errors, and 25.63% local errors. Those errors

were caused by the influence of Bahasa Indonesia, overgeneralization, and

context of learning.

Key word: error, error analysis, verb phrase, public speaking class


viii

ABSTRAK

Indro, Agustinus Grahito Doto (2015). An Analysis of 5th

Semester Students’ Verb

Phrase Errors in Delivering Their Speech in Public Speaking Class. Yogyakarta:


Mahasiswa Pendidikan Bahasa Inggris dituntut untuk berbicara dengan

benar. Para mahasiswa dipersiapkan untuk dapat berbicara di depan banyak

orang karena kelak mereka akan menjadi guru. Frasa kata kerja merupakan

bagian penting dalam suatu kalimat. Kesalahan ini menggangu informasi yang

diberikan oleh pembicara.

Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: 1)

Kesalahan apa saja yang dimiliki oleh mahasiswa? 2) Apa sumber dari

Kesalahan tersebut? Tujuan dari penelitian ini adalah untuk mencari tahu

kesalahan-kesalahan dan sumber dari kesalahan-kesalahan tersebut.

Peneliti melakukan analisis document. Dokumen yang diteliti adalah video

public speaking. Peneliti menggunakan stratified sampling. Jumlah sampel yang

diambil oleh peneliti adalah 8 peserta. Peneliti membaginya menjadi dua

kelompok, yaitu kelompok High level dan kelompok low level Peneliti

mengumpulkan semua ungkapan yang mengandung kesalahan frasa kata kerja

dari video public speaking dari peserta tersebut. Peneliti mengelompokannya

dalam beberapa kategori yaitu addition, omission, misformation, misordering,

developmental errors, interlingual errors, ambiguous errors, other errors, global

errors, local errors. Setelah mengelompokan kesalahan tersebut, peneliti

mengidentifikasi sumber kesalahan tersebut.

Hasil penelitian menunjukan bahwa kesalahan-kesalahan yang ditemukan

tersebut adalah 46% addition, 7.89% omission, 5.35% misformation, 2.82%

misordering, 18.87% developmental errors, 6.2% interlingual errors, 2.25%

ambiguous errors, 6.2% other errors, 7.32% global errors, dan 25.63% local

errors. Kesalahan tersebut disebabkan oleh pengaruh Bahasa Indonesia,

overgeneralization, dan pengaruh konteks pembelajaran.

Kata kunci: error, error analysis, verb phrase, public speaking class


ix

ACKNOWLEDGEMENTS

Firstly, I would like to thank and to devote my deepest gratitude to the

Almighty God, Jesus Christ. He gives me all enormous blessing, love, power, and

everything that make me strong. Because of Him, I can finish my thesis.

I am very grateful to have a great thesis advisor like Ag. Hardi Prasetyo

S.Pd., M.A. He is very kind and he has guided me in finishing my research. He

has given his time and energy to help me completing my research. He motivated

me to finish my research. I am also thankful to the Public Speaking lectures

Christina Lhaksmita Anandari, S.Pd., Ed. M. and Laurentia Sumarni, S.Pd., M.

Trans. St., who had allowed me to get some videos of Public Speaking.

I thank my family, especially my beloved parents, Bapak Fx. Susatyo

Siswoyo and Ibu Am. Purwaningsih who has supported me by fulfilling my needs

and sharing their love to me. I also thank my sister Prahastuti Maharani and my

brother Yohanes Galih Ari Pinundhi, who support me to do my research.

My special thankfulness goes to my beloved person, Monica

Wahyuwulandani Sindudipoyono Putri, for her prayer, love, care, and support.

She is always with me when I have problems. May God bless her.

I would like to express my thankfulness to my thesis writing friends,

Yoga, Bita, Yuyun, Tiwi, Epi, Heni, Chika, Silvi, Arnis, Duma, Vincent and

Nande, who have given their support to me. I also would like to thank my friends,

Arya, Nicko, Obi, Christ (Topon) and others who I cannot mention, who help me

to reduce my stressfulness in doing my research.



x

TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ....................................................................................... ii

DEDICATION PAGE ...................................................................................... iv

STATEMENT OF WORK‟S ORIGINALITY ................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi

ABSTRACT ..................................................................................................... vii

ABSTRAK ......................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................. ix

TABLE OF CONTENTS ................................................................................. x

LIST OF TABLES ........................................................................................... xii

LIST OF FIGURE ............................................................................................ xiii

LIST OF APPENDICES .................................................................................. xiv

CHAPTER I. INTRODUCTION

A. Research Background................................................... 1

B. Research Problem......................................................... 5

C. Problem Limitation ...................................................... 5

D. Research Objective....................................................... 6

E. Research Benefit .......................................................... 6

F. Definition of Term ....................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ................................................ 10

1. Speech and Public Speaking ........................................ 10

2. Error and Error Analysis .............................................. 10

3. Verb phrases ................................................................. 17

B. Theoretical Framework ................................................ 21


xi

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method .......................................................... 23

B. Research Setting ........................................................... 24

C. Research Participants ................................................... 24

D. Instrument and Data Gathering Technique .................. 25

E. Data Analysis Technique ............................................. 26

F. Research Procedure ...................................................... 28

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. The Students‟ Verb Phrase Error ................................... 29

1. Data Presentation of The Verb Phrase Error ................. 29

2. Discussion of The Verb Phrase Error ............................ 33

B. The sources of the Verb Phrase Errors .......................... 43

1. The Interlingual Transfer ............................................... 43

2. The Intralingual Transfer or Overgeneralization ........... 45

3. Context of Learning ....................................................... 49

CHAPTER V. CONCLUSSIONS AND RECOMMENDATIONS

A. Conclusions ..................................................................... 52

B. Recommendations ........................................................... 54

REFERENCES ................................................................................................. 57

APPENDICES ................................................................................................. 59


xii

LIST OF TABLES

Table Page

2.1. Non-finite Verb Phrases ............................................................................ 21

3.1. Checklist of Verb Phrase Error Types ...................................................... 27

3.2. The Data of the Students Verb Phrase Errors ........................................... 27

4.1. The Data of the Students Verb Phrase Errors ........................................... 30

4.2. The High Level Students‟ Errors .............................................................. 32

4.3. The Low Level Students‟ Errors ............................................................... 32


xiii

LIST OF FIGURE

Figure Page

4.1. The Percentage of the Students Verb Phrase Errors ................................. 31


xiv

LIST OF APPENDICES

Appendix

A. The Permission Letter .......................................................................... 61

B. The Video Transcripts .......................................................................... 63

C. The Checklist of Verb Phrase Error Types ......................................... 86

D. The Error Classifications and Examples ............................................. 103

E. The Checklist of Source of Verb Phrase Error Types .......................... 109

F. The Source of Verb Phrase Error Classifications and Examples ....... 118


1

CHAPTER I

INTRODUCTION

This chapter consists of six sections. It presents research background,

research problems, problem limitations, research objectives, research benefits, and

the definition of term.

A. Research Background

Nowadays, English is an international language that is used by many

people in both spoken and written communication. There are many people who

want to learn English. Those people want to be able to communicate using

English properly. In learning English, the four important skills have to be

mastered. Those four skills are reading, writing, speaking, and listening.

Therefore, the need of learning English influences some educational institutions

competing to train their students to be good in English.

English Language Education Study Program (ELESP) is one of the study

programs in Sanata Dharma University. The students of the ELESP are trained to

be an English teacher. Therefore, they should be able to communicate using

English properly. They have to master the four skills that are mentioned above. By

mastering those four skills, they can teach their students in the future well.

The grammar mastering is also the important skill that the students must

have. The misunderstanding of the grammar causes the students to make errors. It

should be admitted that people are still able to communicate without appropriate


2

grammar. However, they have to master it to be able to communicate well. By

communicating with the correct grammar, they are able to deliver the information

that they want to share clearly.

As teacher candidates, the students of the ELESP have to be able to

communicate orally. The speaking skill is very useful for the ELESP students

because the speaking skill will help them to give the message to the audience. The

ELESP provides some courses that are intended to improve the speaking skill of

the ELESP students. According to Buku Panduan Akademik (2011), those courses

are Speaking I, Speaking II, Critical Listening and Speaking I, Critical Listening

and Speaking II, and Public Speaking. Those courses are given in semester 1 until

semester 5 based on the level of the students. In addition, the ELESP also

provides some courses that help the students master the grammar. Those courses

are Structure I, Structure II, Structure III, and Structure IV. These structure classes

are given to teach the students to communicate with correct structure.

The Public Speaking is given to the students in advance level. The aim of

this course is to develop the students‟ speaking skill in front of many audiences.

In this course, the students learn how to deliver a speech properly. Furthermore,

each student has some chances to speak in front of the class to deliver their

speech. The students who enroll in this course will be able to deliver the speech in

front of the class and many audiences.

It cannot be denied that there are some errors that are done during the

Public Speaking course. Although the students have been given many theories and

practices, the students still made several errors in delivering their speech.


3

Consequently, the students cannot deliver the messages of their speech well.

However, the error is also useful in learning language. According to Norrish

(1983), the error is a necessary part of learning a language (p. 6). By knowing the

error, the student can learn better than the students who do not. They can learn by

correcting their errors. According to T. Maicusi, P. Maicusi, and Lopez (n.d, p.

171), “The errors can be used in order to help the teachers evaluate the students'

cognitive development.” Therefore, it is very useful to know the errors of the

students. By knowing the errors, the teachers and the students can improve their

speaking skill.

The unclear information is the cause of those errors. The errors will blur

the information given by the students. Therefore, several students misunderstand

about the topic that is presented. Cutler (1982) states that the students are not

aware when they made an error but they recognized it after other people pointed it

(para. 31). Therefore, by knowing the error, the students can improve their

knowledge and their awareness.

As the teacher candidates who speak in front of many students, the ELESP

students should speak correctly and clearly. They should minimize the errors.

Hence, the information or the message can be delivered to the students clearly.

The teacher candidates also have to teach their students well. It is because the

students imitate what the teachers teach. Then, the students will apply all the

things that the teachers have taught. To avoid it, they should master the English

grammar.


4

Related to this case, the researcher wants to identify the common verb

phrase errors which are made by the students when the students deliver the speech

in front of the audiences. The verb phrase is the important part of a sentence. The

wrong verb phrase bothers the communication. The wrong form of the verb still

can be found in the students‟ speech. For example, “she have many experiences”

instead of “she has many experiences”, the meaning still can be understood but

the grammar is wrong. Besides the form of the verb, the inaccurate use of an

auxiliary verb is often found for instance “He will crying” instead of “He is

crying”. The other errors which are frequently found are the incorrect form of a

passive sentence. For instance, “The material has explained by the teacher.”

instead of “The material has been explained by the teacher”. From the example,

the form of the sentence is active however it needs “be” to make it passive.

Surely, the participants of this research are the ELESP students who have

taken Public Speaking in the fifth semester. The researcher considers that the

students who have taken the Public Speaking class in the fifth semester are the

appropriate participants because they have not taken the Micro-teaching class yet.

The researcher wants to study the errors before they join the Micro-teaching class.

The Public Speaking class is to prepare the teacher candidates to be able to speak

in front of many students. Hence, the researcher wants to study their errors which

are occurred in the Public Speaking class. The other reason of choosing the Public

Speaking class is because the students of Public Speaking class have taken all of

the structure classes. In addition, they are learning how to speak in front of many

audiences. It means that they are developing their speaking skill. Therefore, it


5

would be easy to examine their errors. The students who re-take the Public

Speaking will be ignored.

B. Research Problem

There are two problems that the researcher wants to analyze. Those

problems are:

1. What kind of verb phrase errors do the students have?

2. What are the sources of those errors?

C. Problem Limitation

This research has some limitations. The researcher focuses on the verb

phrase errors that are made by the students. Therefore, the errors that are not

included to the verb phrase are ignored for example preposition errors, noun

phrase errors, etc. The researcher believes that verb phrase is a crucial part in a

sentence. Using verb phrase inappropriately might cause misunderstanding. It

could bother the audiences in gaining the information given by the speaker. In this

research, the mistakes which the students have made are reputed as errors. Hence,

this research does not differentiate between „error „and „mistake‟. The fluency and

the accuracy of the speech will indicate that the students make an error.

The researcher focuses on the students who have taken the Public

Speaking in fifth semester. The researcher picks the participants from batch 2011

randomly. The reason is because all of the students of the Public Speaking class

have taken all the Structure class. In addition, they are prepared to speak to many


6

audiences. In the other words, they are prepared to be able to deliver the speech

well.

D. Research Objective

There are two objectives of this research. The first objective is the

researcher expects that the researcher finds the common verb phrase errors in

delivering speech after this research. The second objective is the researcher finds

the source of the verb phrase errors.

E. Research Benefit

Based on this research, the researcher expects that this research will bring

some benefits for the development of English. There are five benefits in this

research. Those benefits are:

1. For the students

This research presents the common verb phrase errors in delivering

speech. By knowing those common verb phrase errors, the students can avoid or

reduce some errors when they deliver their speech. Moreover, the students can

improve their speaking skill by reevaluating the common verb phrase errors.

Furthermore, they are able to improve their language learning.

2. For the lecturers

It cannot be avoided that the lecturers have an important part in improving

the students‟ skill. The approaches, methods and techniques will influence the

teaching results. The inappropriate approaches, methods and technique will give


7

bad results. By knowing the errors of the students, the lecturers are expected to

find the better approaches, methods and techniques that are suitable for improving

the students‟ skill in delivering speech.

3. For the developers of teaching material

The developers of teaching material can use this research in making the

teaching material. Also, they can improve the syllabus by knowing the results of

this research. The developer of the teaching material can find better material for

improving students‟ skill especially speaking.

4. For the reader

The reader can get the information about the common verb phrase errors in

delivering speech. By knowing the common verb phrase errors, the reader can

avoid the common verb phrase errors when they learn English. In addition, they

can improve their skill in delivering speech.

5. For the English Language Education Study Program

The results of this study can be used for improving the ELESP students.

By knowing those errors, the ELESP can improve the material and the focus study

of the ELESP students. Moreover, the ELESP can develop a teaching material and

a handout to improve the students‟ skill especially in grammar mastery.

F. Definition of Term

In this research, there are seven definitions of term. Those definitions of

term are:


8

1. Speaking

Speaking is spoken words that are used to give information and to

persuade other people (Cambridge Advanced Studies Program [CASP], 1999,

para. 3). In the other words, speaking is also the process of exchange ideas. In the

Public Speaking class, the students have to share their ideas by speaking English.

2. Source of Error

Source is a factor that causes an error. Erdogan, V. (2005) described

“…the nature of errors implicates the existence of other reasons for errors to

occur” (p. 265). According to Ellis and Barkhuizen (2005), “One obvious reason

why learners make errors is the difficulty they experience in accessing their L2

knowledge when communicating” (p. 62).

3. Students of Public Speaking Course

The students of the Public Speaking Course are the students who have

taken the Public Speaking class in 5th

semester. All of them passed the Public

Speaking course and they are recorded by video recorder. According to Panduan

Akademik (2011), students are introduced to the underlying principles of speaking

in public and they are given opportunity to develop various types of speaking

skills in formal situation (p. 40).

4. Error

In this case error means the deviation as Norrish (1983) said that error is

“a systematic deviation, when a learner has not learnt something and consistently

gets it wrong” (p. 7). It means that the error was occurred because of the lack of

learning language.


9

5. Error Analysis

According to Nzama (n.d, p. 10), “Error analysis is a type of linguistic

analysis that focuses on the errors learners make.” This research focuses on the

errors that are made by the students. According to Ellis and Barkhuizen (2005, p.

51), “Error Analysis (EA) consists of a set of procedures for identifying,

describing and explaining learner errors.”

6. Verb Phrase

The verb phrase is a group of words which its head was a verb. As

Huddleston (1984, p. 128) states “the verb phrase consist of a head element,

obligatory except in cases of ellipsis, and optionally one or more dependents.”

Other explanation comes from Hoyt (n.d) as he states that “verb phrase is a group

of word consisting a verb stem and any of its dependents, such as arguments,

complements, or certain kinds adverbial modifiers, such as instrumental, locative,

temporal, and aspectual modifiers” (p. 1).

7. Public Speaking

The public speaking is described as speaking in front of many audiences.

The speaker delivers the speech and the audiences should listen. According to

Black and Moore (1955), public speaking is one person talks and several people.

He also states that public speaking represents a skill on the part of central figure

(p. 302). In other words, a public speaker needs a skill to be able to talk in front of

many people.


10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the explanation of the theories which are used by the

researcher in conducting research. There are two sections in this chapter. The first

section is theoretical description and the second one is theoretical framework.

A. Theoretical Description

This section is divided into three subsections: speech and public speaking,

error and error analysis, and verb phrases.

1. Speech and Public Speaking

Speech is a speaking production skill. When the speech is in public it will

become public speaking. In this research, the public speaking means a situation

where someone is speaking in public. According to Wilson, Arnold and

Wertheimer (1990), public speaking is a speaking situation where someone

maintains the communication over a certain period of time and where other people

should be quite but they still listen attentively (p. 15).

2. Error and Error Analysis

This subsection covers explanation about the theories used in this research:

a) error, b) error analysis, c) type of error, and d) source of error.

a. Errors

There are some people who get difficulties in defining „errors‟ and

„mistakes‟. Ellis (1997) states that “error reflect gaps in learner‟s knowledge; they


11

occur because the learner does not know what is correct” (p. 17). It is different

with mistakes, in her book, Ellis also states that “mistakes reflect occasional

lapses in performance; they occur because, in a particular instance, the learner is

unable to perform what he or she knows” (p. 17). Corder (1973) states that error

is breach of code. He also called slips or false starts or confusions structure as

lapses (para. 259). In the other side, according to Dulay, Burt and Krashen (1982),

error is “any deviation from a selected norm of language performance, no matter

what the characteristics or causes of the deviation might be” (p.139).

It is very difficult to differentiate between „errors‟ and „mistakes‟.

Therefore in this research, the researcher does not differentiate between „errors‟

and „mistakes‟. This research uses theory of error that is stated by Ellis (1997),

Corder (1973), and Dulay et al. (1982). Therefore, in this research, error means

the laps and breach of code or any deviation from a selected norm of language

performance.

b. Error Analysis

According to Ellis and Barkhuizen (2005), error analysis is de facto the

study of the errors that the learners make in their speech and writing. Error

analysis has a set of procedures for (1) identifying, (2) describing, and (3)

explaining learner error (p. 51).

1) Identifying Learner Error

Identifying error is very important. Without error, this research cannot be

done. According Ellis and Barkhuizen (2005), “… the identification of error

involves a comparison between what the learner produced and what a native


12

counterpart would produce in same context” (p. 58). Ellis (1997) also explains

that “to identify errors we have to compare the sentences learners produce with

what seem to be normal or „correct‟ sentences in the target language which

correspond with them” (p. 16). It means that the comparison is useful to identify

the learner errors. Ellis and Barkhuizen (2005, p. 58) mention the basic procedures

of identifying learner error. Those are:

a) Prepare reconstructions of the sample as this would have been produced by

the learner‟s native speaker counterpart.

b) Assume that every utterances/sentence produced by the learner is

erroneous and systematically eliminate those that an initial comparison

with the native speaker sample shows to be well formed. Those

utterances/sentences remaining contain errors.

c) Identify which part(s) of each learner utterance/ sentence differs from the

reconstructed version.

2) Describing Learner Error

According to Corder (1974) as cited in Ellis and Barkhuizen (2005, p. 60),

“the description of errors is essentially a comparative process, the data being the

original erroneous utterances and the reconstructed utterances.”

3) Explaining Learner Error

The explanation of error covers the source of error. According to Ellis

(1997), ”the identification and description of errors are preliminaries to the much

more interesting task of trying to explain why they occur” (p. 18).


13

According to Corder (1973), error analysis is “a comparative process”. It

means that the error analysis process of comparing synonymous utterances

(p.275). Dulay et al. (1982) also states that error analysis is “contrastive analysis”.

Contrastive analysis means “a comparison of learner‟s native and target

language”. From the contrastive analysis, the differences between L1 and L2 were

thought to account of an L2 learner‟s errors (p.140). In brief, error analysis is

study of the error which learner make in speaking and writing and it has some

procedures: identifying, describing, and explaining learner error by comparing the

first language and second language.

c. Types of Error

According to Dulay et al (1982, p. 150-193), there are three linguistic

category taxonomies: 1) Surface Structure Taxonomy, 2) Comparative Taxonomy,

and 3) Communicative Effect Taxonomy.

1) Surface Structure Taxonomy

Surface structure taxonomy is based on the ways surface structures are

altered. There four classification of this taxonomy: omission, addition,

misformation, and misordering.

a) Omission

Omission error is the absence of a part of a sentence. This error can be

identified by comparing the sentence with the correct one. For example, *My

friend very friendly. The correct form of this sentence is My friend is very friendly.


14

b) Addition

On the contrary, addition error is the presence of a form that does not

appear in a well-formed utterance. For example,

*eated for ate, the past form of eat is ate.

*He didn’t ran instead of He didn’t run

c) Misformation

The misformation occur when the learner use of the wrong form of the

morpheme or structure. For example,

*runned for ran

*Do they be happy? For are they happy?

*I would have took it for I would have taken it.

d) Misordering

Misordering is incorrect placement of a morpheme or group of morphemes

in utterances. For example, *He fights all the time her brother instead of He

fights her brother all the time.

2) Comparative Taxonomy

The classification of comparative taxonomy is based on comparisons

between the structure of second language error and certain other types of

constructions. There are four classifications of this taxonomy: a) Developmental

Errors, b) Interlingual Errors, c) Ambiguous Errors, and d) Other Errors.

a) Developmental Errors

Developmental errors are errors similar to those made by children learning

the target language as their first language. For example, *dog eat it instead of the


15

dog ate it. The omission of the article and the past tense marker may be classified

as developmental because these are also found in the speech of children learning.

b) Interlingual Errors

Interlingual errors are similar in structure to semantically equivalent

phrase or sentence in the learner‟s native language. For example: *She diligent for

She is diligent.

c) Ambiguous Errors

Ambiguous errors are those that could be classified equally well as

developmental or interlingual. It is because these errors reflect the learner‟s native

language structure, and the same time, they are of the type found in the speech of

children acquiring a first language. For example: *I no have a car instead of I

don’t have any a car.

d) Other Errors

Other errors are errors that don‟t fit into any other category. For example:

*She do hungry instead of she is hungry

3) Communicative Effect Taxonomy

The classification of this communicative effect taxonomy deals with error

from the perspective of their effect on the listener or reader. There are two

classifications of this taxonomy: a) Global Errors and b) Local Errors.


16

a) Global Errors

Global errors are errors that affect overall sentence organization

significantly hinder communication. For example, *the book read many people.

The correct form is the book is read by many people.

b) Local Errors

Local errors are errors that affect single elements (constituents) in a

sentence do not usually hinder communication significantly. These include errors

in noun and verb inflections, articles, auxiliaries and the formation of quantifier.

For example, *why we like each other? The correct form is why do we like each

other?

d. The Sources of Error

According to Ellis and Barkhuizen (2005, p. 62), there are two sources of

errors i.e. psycholinguistic sources and sociolinguistics sources. Still regarding the

sources of error, Brown (1980) states three basic sources i.e. interlingual transfer,

intralingual transfer and context of learning (p. 213-215).

The interlingual transfer is the error which happens because the

students‟ mother tongue interferes during the process of learning. The interlingual

transfer often occurs because the students are not familiar with the system of the

target language. Therefore they adopted the native language in their target

language. Norrish (1983) states “the learner‟s utterances were thought to be

gradually „shaped‟ towards those of the language he was learning” (p. 22).

The intralingual transfer is the overgeneralization of target language.

The source of error is from the target language itself. It means that the students


17

have learned the system of the target language but they do not master it yet.

Norrish (1983) gives some examples of a deviant structure made by the learner:

1) *We are visit the zoo.

2) *She must goes.

3) *Yesterday I walk to the shop and I buy …

In the 1) and 2), the overgeneralization is that of removing the necessity for

concord and overgeneralizing the rule of simple present. In 3), the redundancy

involves the –ed form and „yesterday‟, both indicating time past (p. 32).

Context of learning refers is overlaps both types of transfer. The errors

happen because of the misleading information from the teacher explanation or

material given. Norrish (1983) also states “Two further types of error which may

be induced by teaching materials are the „false concept‟ and ignorance of rule

restrictions” (p. 33).

3. Verb Phrases

Quirk, Greenbaum, Leech, and Svartvik give explanation about

characteristic of verb phrases (1972, p. 71-75).

a. Finite Verb Phrase

There are some characteristics that differentiate between the finite verb

phrases and the non-finite verb phrases. Those characteristics are: tense

distinction, the verb phrase of a main clause, mood, and a finite verb form. Quirk

at al. categorized the finite verb phrase into simple and complex finite verb

phrases.


18

1) The Characteristics of Finite Verb Phrase

There are four characteristics of finite verb phrase. Those characteristics

are tense distinction, the verb phrase of a main clause, mood, and a finite form.

a) Tense distinction

Finite verb phrases have tense distinction. The distinction is present and

past tense to express grammatical time relations, e.g.

He writes/ wrote a book.

b) The verb phrase of a main clause

Finite verb phrases can occur as the verb phrase of a main clause. There is

person and number concord between the subject and the finite verb, e.g.

She goes to school.

They go to school.

c) Mood

Finite verb phrases have mood. It indicates the speaker‟s attitude to the

predication. Contrasting to the indicative mood, the imperative mood is

distinguished to express a command, and the subjunctive is to express a wish,

recommendation, and so forth. Both the imperative and the present subjunctive

consist of the base form of the verb, e.g.

Open the window!

She suggests that he call them immediately.

d) A Finite Form

Finite verb phrases have a finite verb form, e.g.

She speaks loudly.


19

2) Categorization of Finite Verb Phrase

There are two categorizations of finite verb phrase. Those are simple finite verb

phrase and complex finite verb phrase.

a) Simple Finite Verb Phrase

Simple finite verb phrase consists of only one verb. It may be imperative, present,

or past.

Speak clearly!

She speaks clearly.

She spoke clearly.

b) Complex Finite Verb Phrase

There are four basic types of complex finite verb phrase. Those types are:

type A (Modal/ Periphrastic), type B (Perfective), type C (Progressive), and type

D (Passive).

Type A ( Modal/ Periphrastic)

This Type consists of a modal or periphrastic auxiliary + the base of the

verb-phrase head.

I should accompany

Type B (Perfective)

It consists of the auxiliary have + the –ed participle of verb-phrase head.

I have accompanied

Type C (Progressive)

It consists of the auxiliary be+ the –ing participle of verb-phrase head.

I am accompanying


20

Type D (Passive)

It consists of auxiliary be + the –ed participle of the verb-phrase.

I am accompanied

Besides those four types, they can also enter into various combinations

with each other. The following are the example of the combination.

AB : I should have accompanied

AC : I should be accompanying

AD : I should be accompanied

BC : I have been accompanying

BD : I have been accompanied

CD : I am being accompanied

ABC : I should have been accompanying

ABD : I should have been accompanied

ACD : I should be being accompanied

BCD : I have been being accompanied

ABCD: I should have been being accompanied

b. Non-finite Verb Phrase

Non-finite verb phrase does not have tense distinction or imperative

mood, and cannot occur in construction with a subject of a main clause.

*He to talk. The correct form is He talked.

Modal auxiliaries cannot occur in non-finite verb phrases since they have no non-

finite forms i.e. infinitive and participle.


21

Table 2.1: Non-finite Verb Phrases

INFINITIVE PARTICIPLE

SIMPLE to accompany Accompanying

COMPLEX

B to have accompanied having accompanied

C to be accompanying being accompanying

D to be accompanied *being accompanied

BC to have been accompanying having been accompanying

BD to have been accompanied having been accompanied

CD to be being accompanied *being being accompanied

BCD

?to have been being

accompanied

?having been being

accompanied

Notes:

[*] being accompanying and being being examined are unacceptable.

[?] to have been being accompanied and having been being accompanied are

awkward.

B. Theoretical Framework

This research focuses on the error that the students made. This research

begins by identifying the errors as Ellis and Barkhuizen (2005, p. 58) stated. To

identify the errors, the researcher compares the sentences which learners produce

with the correct one in the target language. After knowing the errors, the

researcher clasifies those errors based on Dulay‟s classification (Dulay et al.,

1982, p. 154-157) i.e. the surface structure taxonomy (omission, addition,


22

misformation, misordering), the comparative taxonomy (developmental error,

interlingual error, ambiguous error and other error), and the communicative effect

taxonomy (global error and local error). Using those taxonomies, the researcher

analyze the errors. The source of errors is analyzed using Brown‟s theory (1980,

p. 213-215) i.e. transfer, intralingual transfer and context of learning. He uses this

theory since he is convinced that this theory is useful for analyzing the sources of

error.


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CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the methodology used in this research. The

explanation of methodology consisted of six sections. Those sections are research

method, research setting, research participants, instrument and data gathering

technique, data analysis technique, and research procedure.

A. Research Method

This research was a descriptive research. This research described the

grammatical error related to the use of verb phrase found in the students‟ speech

of the Public Speaking class. According to Sprinthall, Schmutte, and Sirois

(1991), a research is called descriptive when the primary purpose of research is

description (p. 98). This research also carried out a document analysis since the

researcher collected some data of the verb phrase error in the participants‟ speech

in the documents. According to Ary, Jacobs, and Sorensen (2010), the purpose of

document analysis is to identify specified characteristics of written or visual

material (p. 457).

The researcher analyzed videos to find out the data to answer the first and

the second research questions. The first research question was to find out the

common verb phrase errors made by the students and the second research question

was to find out the source of errors made by the students. In collecting data, the

researcher used stratified sampling. The stratified sampling was used to determine


24

the participants that the researcher studied. Ary et al. (2010) state that the

stratified sampling is used to the population which is consists of a number of

subgroups or strata (p. 153).

B. Research Setting

This research was conducted in Campus II Sanata Dharma University,

Mrican,Yogyakarta. The researcher collected the video of the participants‟

performances in the Public Speaking Class from the Public Speaking lecturer.

After getting the videos of the participants, the researcher conducted the process

analysis. The researcher avoided the noisy places because they could disturb the

process of video analysis. The processes of analyzing those videos were

conducted from April until September 2014.

C. Research Participants

The participants of this research were eight students of the English

Language Education Study Program from batch 2011 who had taken the Public

Speaking Class. The researcher focused on the students who had taken the Public

Speaking Class because they were learning to deliver speech in the Public

Speaking Class.

This research used samples to get the data. This research used data

sampling to limit the number of participants. Considering the limit of time, the

researcher used stratified sampling. Ary et al. (2010) state the stratified sampling

is used to the population which is consists of a number of subgroups or strata (p.


25

153). In this research, the researcher divided the participants into two groups. The

first group contained the participants who had the high level skill in delivering a

speech. Then the second group contained participants who had the low level skill

in delivering a speech. The characteristics of the high level group were fluent,

good pronunciation, good eye contact and clear sound. The characteristics of the

low level group were fluent less, a lot of mistakes in pronunciation, bad eye

contact. The performances of all students were recorded and then the researcher

selected several videos. The selected videos were the data sampling. The criteria

of the videos are (1) it has clear sound; (2) there is not much noise, and (3) it has a

complete speech.

D. Instrument and Data Gathering Technique

In this research, the researcher gathered the data from the public speaking

videos. The videos were about the performances of the students in delivering

speech. The videos were the final exam of public speaking. The researcher used

some instruments to gather the data. Those instruments were the human

instruments and the documents.

1. Human Instruments

According to Ary et al (2010), the human is the primary instrument for the

gathering and analyzing of data (p. 424). Here, the researcher is the primary

instrument of this study. The researcher actively collected and analyzed the data.


26

2. Documents

The main instrument of this research was document. According to Ary et

al (2010), “the materials analyzed can be textbooks, newspapers, web pages,

speeches, television programs, advertisements, musical compositions, or any of a

host of other types of documents” (p. 457). In this research, the type of document

was a visual document i.e. video. The videos were recorded for the public

speaking final exam. The researcher transcribed the videos of the public speaking

to get the document. These videos contained the data that the researcher needed.

These documents were used to answer the first and the second research

questions. The data were gathered by watching the videos containing the

participants‟ speech in the Public Speaking class. The researcher transcribed all

the participants‟ speech. He played the videos many times to complete all of the

transcripts. After having done doing the transcripts, he collected the errors existed

in the participants‟ speech.

E. Data Analysis Technique

There were several steps that the researcher did. Firstly, the researcher

analyzed the video to find out the errors made by the students. The videos were

transcribed to make them easy to analyze. The researcher used the transcription to

find out the mistakes. Then, the results were categorized based on the type of

errors. The researcher also used checklist in analyzing the errors. The checklist

was used to sort out the errors to find the types and the sources of the verb phrase

errors. The researcher used Dulay‟s classification of the errors as shown in Table


27

3.1, i.e. omission, addition, misformation, misordering, developmental error,

interlingual error, ambiguous error, other error, local error, and global error.

Table 3.1: Checklist of Verb Phrase Error Types

Num Utt Surface Structure Comparative Communicative

Omis Add. Msf. Msor Dvlp. Intrl. Amb. Oth. Lcl. Glo

In addition, the researcher found out the verb phrase errors which are frequently

made. The researcher used Table 3.2: The Data of the Students Verb Phrase

Errors Types to know the frequency of each type of error.

Table 3.2: The Data of the Students Verb Phrase Errors

Num. Surface Structure Comparative Communicative

Omis Add. Msf. Msor. Dvlp. Intrl. Amb. Oth. Lcl. Glo.

Total

After identifying the type of errors, the researcher investigated the sources

of the verb phrase errors made by the participants using Brown‟s classification i.e.

interlingual transfer, intralingual transfer and context of learning. After getting the


28

sources of errors, the researcher explained them based on the evidence that was

found by the researcher.

F. Research Procedure

In conducting the research, there were several steps that the researcher did.

Firstly, the data were about what kind of verb phrase errors that students made. To

find the data from the Public Speaking students, the researcher asked the

permission to the lecturer and the students of Public Speaking class. After the

researcher got the permission, the researcher collected the video of the

performance of the students. Then the videos were analyzed to find what kind of

verb phrase errors that the students made. The researcher took note about the verb

phrase errors found in the videos.

After identifying the type of errors, the researcher investigated the sources

of the verb phrase errors made by the participants. The researcher found the

possible causes that were visible in the participants‟ speech. After getting the

sources of errors, the researcher explained them based on the evidence found by

the researcher.


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CHAPTER IV

RESEARCH RESULT AND FINDINGS

This chapter contains the results of document analysis. This chapter is

divided into two sections. The first section contains analysis of the students‟ verb

phrase errors. The second section contains the sources of the verb phrase errors

made by the participants.

A. The Students’ Verb Phrase Error

This section contains the data presentation of the verb phrase errors and

the discussion of the verb phrase errors. The data presentation of the verb phrase

contains all of the data found in the participants‟ speech. The discussion of the

verb phrase errors contains the explanation of the verb phrase errors that the

participant made.

1. Data Presentation of the Verb Phrase Error

The researcher collected data which were in the form of a speech

contained in the videos. He watched and transcribed the selected videos to be able

to analyze the data. After he watched and transcribed the selected videos, he made

a list of utterances of the verb phrase errors occurred in those videos. Those listed

utterances contained the verb phrase errors made by the participants.

The researcher only analyzed the verb phrase errors. The errors that were

not related to the verb phrases would be ignored. The researcher classified the

errors into ten classifications. There are three taxonomies used in this research i.e.


30

the surface structure taxonomy, the comparative taxonomy, and the

communicative taxonomy. The classifications of the surface structure taxonomy

were omission, addition, misformation, misordering. The classifications of the

comparative taxonomy were developmental errors, interlingual errors, ambiguous

errors, other errors. The global errors and local errors were the communicative

taxonomy.

There were 117 utterances containing the verb phrase errors. The

researcher found that there were at least two verb phrase errors in each utterance.

The list of errors can be seen in Appendix C. There were 355 verb phrase errors

occurring in the participants‟ speech. The number of the verb phrase errors can be

seen in Table 4.1 and Figure 4.1.

Table 4.1: The Data of the Students Verb Phrase Errors

Num. Surface structure Comparative Communicative

Omis. Add. Misf. Misor. Dev

.

Inter. Am

b.

Oth. Glo. Loc.

Total 62 28 19 10 67 22 8 22 26 91

355


31

Figure 4.1: The Percentage of the Students Verb Phrase Errors

The participants were divided into two groups. The researcher determined

the groups considering the fluency of the participants. Besides the fluency, the

researcher also looked to the way they delivered their speech for example the

nervousness and the speed of the speech. The participants who were not fluent and

they were nervous; they belonged to the low level group. In contrary, the

participants who were fluent and they were not nervous; they belonged to the high

level group. The first group consisted of four participants who had the high level

in speaking. There were 148 verb phrase errors which were found in those

participants‟ speech. The Table 4.2 showed the errors made by the high level

students. From the table, the most error that the high level group made was the

local error as many as 37 and they made few ambiguous error i.e. 2 errors.

17.46

7.89

5.35

2.82 18.87

6.2 2.25

6.2

7.32

25.63

Omission

Addition

Misformation

Misordering

Developmental Errors

Interlingual Errors

Ambigous Errors

Other Errors

Global Errors

Local Errors


32

Table 4.2: The High Level Students’ Errors



.

Inter. Am

b.

Oth. Glo. Loc.

Total 27 11 7 5 36 5 2 6 12 37

148

The second group consisted of four participants who had the low level in

speaking. There were 207 verb phrase errors occurring in their speech. The most

error that the low level group made was the local error as many as 54 errors. The

participants made few misordering as many as 5 errors. The low level students‟

errors are showed in the Table 4.3.

Table 4.3: The Low Level Students’ Errors



.

Inter. Am

b.

Oth. Glo. Loc.

Total 35 17 12 5 31 17 6 16 14 54

207

Based on the data, both the high level students and the low level students

made all of the errors i.e. omission, addition, misformation, misordering,

developmental error, interlingual error, ambiguous error, other error, global error


33

and local error. However, the frequency of making errors was different. The

frequency of making errors indicates that the high level students made few errors

compared with the low level students. It can be seen in the Table 4.2 and Table

4.3 that the low level students made a lot of errors rather than the high level

students.

2. Discussion of The Verb Phrase Error

In this case, the researcher categorized the errors which were made by the

participants into ten types of errors, namely, addition, omission, misformation,

misordering, developmental errors, interlingual errors, ambiguous errors, other

errors, global errors, and local errors. These errors will be explained in this sub-

section.

a. Omission

According to the data, there were 17.46% omissions. The researcher found

that the most participants omitted some items so the sentences were incorrect. The

most omissions which the participants did in their speech were the omission of the

verb suffixes (-s, -es, -ed, and –ing). For example, [1.a]* And after the teacher

give the commands, in this utterance, the participant omitted the verb suffix –s.

The verb suffix -s is needed because the subject is singular. The correct form is

[1.b] And after the teacher gives the commands.

Another omission was that the participants omitted the auxiliary verb and

linking verb. For example, [2.a]*Realia made using real item since this utterance

is a passive voice, it needs an auxiliary verb „be‟, the verb „made‟ is the past

participle. So the auxiliary verb „is‟ is followed by the past participle to make a


34

passive voice. The correction is [2.b] Realia is made using real item. Besides the

auxiliary verb, the participants omitted the linking verb. In this utterance [3.a] *

The… the solution Simon says game, the linking verb does not exist. The linking

verb „is‟ should be put to this utterance. Then, the sentence will be [3.b] The

solution is Simon Says game.

Besides the omission of auxiliary verb and linking verb, some participants

also omitted a main verb. For example, [4.a] *And second, teacher should a list on

their mouth or their nose, the absence of the main verb is only small number

compared to the others. The participant failed to put the main verb to the sentence.

However, verb is the main part of a sentence. Therefore, a verb is needed. From

the utterance, the verb „make‟ is needed to complete the sentence. The correction

is [4.b] And second, teacher should make a list of the part of body.

Some participants omitted the preposition „to‟. For example, [6.a] * Now, I

will demonstrate you how to use flash card by using game, the absence of the

preposition „to‟ changed the meaning of the sentence. Here, „demonstrate‟ is a

transitive verb and „you‟ is an indirect object. Therefore, the prepositional „to‟ is

needed. The correction should be [6.b] Now, I will demonstrate to you how to use

flash card by using game.

This researcher also found some omissions of subject. Some participants

did not realize that they omitted the subject, for example [7.a] * Why is game?.

This sentence was an interrogative sentence. The absence of subject made the

sentence confusing. It should be [7.b] Why is it game?. The other omission is the

omission of negative marker. There is one participant who omitted the negative


35

marker of the sentence. The utterance was [8.a] * It’s fun, is it?. Based on the

utterance, the participant omitted the negative marker in the question tag. The rule

of a question tag is if the main sentence is a positive sentence, the question tag

should be negative. Therefore, to correct the sentence, the negative marker (not)

should be put to the question tag. Then, it should be [8.b] It’s fun, isn’t it?

b. Addition

Based on the data, the researcher found 7.89% additions. These errors

were caused by adding some inappropriate items to the sentences. It made the

sentences incorrect grammatically. Frequently, the most additions added by the

participants were adding the verb suffixes (-s, -ed and –ing). The example of the

addition of the verb suffix is in this utterance [9.a] *And, games provides

important link between home and school. Here, the participant added the verb

suffix „-s‟. It is incorrect because the subject of this sentence is not singular.

Hence, the correction is [9.b] And, games provide important link between home

and school.

Moreover, the addition of an auxiliary verb and a linking verb occurred in

some participants‟ speech. The participant added the auxiliary verb

inappropriately therefore it causes the errors. In this sentence, [10.a] *it is work

well, the auxiliary verb „is‟ is inappropriate because the sentence is a present

tense. Besides that, the participant omitted the suffixes „-s‟, see example [1.a]. For

the correction, this sentence will be [10.b] it works well. Other example, [11.a] *

Children are really like to play games instead of [11.b] Children really like to

play games.


36

The other addition is adding a verb to the utterance. In some cases, the

researcher found some inappropriate verb. Adding the verb made the sentence

difficult to be understood e.g. [11.a] * TPR can be used put in large or small

classes. In this utterance, the word „put‟ made the sentence confusing. It should be

omitted to make the sentence easy to be understood. The correction is [11.b] The

TPR can be used in large or small classes.

There was one participant who adds to-infinitive inappropriately. The

sentence was [12.a] In this case, in this… it’s no matter to have how many student

you have as long as you are prepared to take care it, the learner will follow. The

participant added the to-infinitive to the sentence therefore the sentence was

confusing. The possible correction is [12.b] In this case, it’s no matter how many

students you have as long as you are prepared to take care it, the learner will

follow.

c. Misformation

The researcher found 5.35% misformation errors. These errors were

incorrect form of the verb phrase that the participants made. There are some

factors that influence the misformation. The first factor is the subject and verb

agreement. There were some participants put the wrong form of auxiliary verb in

their sentence. For example, [13.a] *The teacher are required to be more active in

speaking and giving commands but this game requires a little preparation. This

sentence is a passive sentence. The subject of this sentence is singular therefore

the „be‟ form must be „is‟. Hence, the correction is [13.b] The teacher is required


37

to be more active in speaking and giving command but this game requires a little

preparation.

The incorrect form of a linking verb also belonged to the misformation.

Some participants did not pay attention in using linking verb. The wrong form of

linking verb can be seen in this utterance [14.a] * That’s why we need to give

some activities which is far from reading and writing activities. Here, the form of

linking verb is not correct. There is a relative pronoun (which) instead of the noun

(activities) in the sentence. Therefore the linking verb of this utterance is „are‟. It

should be [14.b] That’s why we need to give some activities which are far from

reading and writing activities.

Besides the wrong form of auxiliary verb, the participants also made the

wrong form of verb. For example, [15.a] *Each flash card have a category like it

is food category and it is animal category, in this utterance, the subject is singular.

Besides that, the sentence is present tense. Therefore, the form of the verb is

incorrect in this sentence. It should be [15.b] Each flash card has a category like

it is food category and it is animal category.

d. Misordering

There were 2.82% categorized as misordering. The incorrect word order

especially the order of linking verb and the auxiliary verb caused errors. Based on

the data, for instance, [16.a] *Well, so what pin on back is? , as the sentence is the

interrogative sentence, the linking verb must follow the Wh-question. If it is

corrected, it should be [16.b] * Well, so what is pin on back?. In the same case,

the auxiliary verb also must follow Wh-question, for instance [17.a] * When we


38

should use this game for our students? instead of [17.b] When should we use this

game for our students?

Besides the interrogative form, the participants also made misordering in

making verb phrase. For example, [18.a]* So here, I will drive you to three

destination to see what is pin or back, in this case, the position of auxiliary verb is

incorrect because it is not an interrogative sentence. It should be [18.b] So here, I

will drive you to three destinations to see what pin or back is.

e. Developmental Error

Based the data presentation, the developmental errors were 18.87%. The

errors that the participants produced in target language were similar to the errors

that children made in their first language. The participants applied the rule that

they had known to the sentences although they failed. Based on the data, there are

some factors included to the developmental errors. The first factor was omission.

Some participants omitted the some items in the sentence i.e. auxiliary verb,

linking verb, negative marker, and preposition „to‟. For example, [19.a] * Any

ideas? instead of [19.b] Do you have any idea?. Other example, [20.a] * Realia

made using real item instead of [20.b] Realia is made using real item.

The other omission included into this developmental error is the omission

of the verb suffixes. The participant failed to apply the grammatical rule to the

sentence. It is like children who learn their first language. For instance, [21.a] *

Simon Says game develop concentration for the children, the omission of suffix –s

indicates the participant did not pay attention to the grammatical rules. The


39

possible correction was [21.b] The Simon Says game develops children’s

concentration.

The other factors that cause the developmental error are the addition; some

participants added some un-important items in the verb phrase. This addition

occurred because the participant wanted to apply the grammatical rule however

they applied it in the wrong utterance. For example, [22.a] * And, games provides

important link between home and school instead of [22.b] And the games provides

important link between home and school. The participant applied the incorrect

rule to the sentence. The participant thought that the subject was singular therefore

the participant added suffix –s to the utterance.

For addition, the factors that cause the developmental error are

misformation and misordering. Almost, the participants did misformation because

the participants did not pay attention to the subject-verb agreement. It is equal to

children who learn language. The example can be seen in the explanation of

misformation. The other factor is misordering. The misordering made by the

participant was the wrong order of the auxiliary verb. For example, [23.a] * Well,

so what pin on back is? Instead of [23.b] Well, what is pin on back?

f. Interlingual Error

Based on the data presentation, there were 6.20% interlingual errors. The

interlingual errors are the sentences produced by the participants, which have

similarity in structure and semantically equivalent in the participant‟s native

language. For example, [2.4.a] * So it will make your children have freedom to

speak that they want to speak, the structure of this utterance is equal to Bahasa


40

Indonesia, “Jadi itu akan membuat siswa anda memiliki kebebasan untuk

berbicara tentang apa yang mereka ingin katakan”. It seems that the participant

directly translated the Indonesian sentence to English. For the correction, the

sentence should be [24.b] So it will make your children free to speak what they

want to speak.

g. Ambigous Error

Based on the data, there were 2.25% ambiguous errors. The ambiguous

errors are errors that can be put in the developmental error or interlingual error.

For example [25.a] * You must describe the thing just to only one opponents so

the other opponent should silent, this utterance was ambiguous error because it

can be categorized as a developmental error or an interlingual error. The omission

of auxiliary verb is like the children‟s error i.e. developmental error. However, the

absence of auxiliary verb also is like the participant‟s native language “Kamu

harus mendeskripsikan sesuatu hanya kepada seorang lawan jadi lawan yang lain

harus diam”. The participant‟s native language does not use an auxiliary to

express the same condition although it was needed in English. For the correction,

it should be [25.b] You must describe the thing just to one opponent so the other

opponents should be silent.

h. Other Error

There are 6.20 % belonged to other error. Other errors are the errors that

are not included to the developmental errors and interlingual errors. There are

some errors included in other error. The first is the omission of a main verb. For

instance, [25.a] * And second, teacher should a list on their mouth or their nose,


41

the absence of the main verb belonged to other error. [26.a] Second, teacher

should make a list on their mouth or their nose. Other finding of other error was

the participant used inappropriate word for example in [26.a] * So (edited) blow

up the dice. The participant translated the verb from Bahasa Indonesia to English

incorrectly. It should be [26.b] So (edited) throws the dice up.

i. Global Error

The global errors that the participant made were 7.32%. Those errors

significantly hinder the communication. The audiences could not understand what

the participants said clearly because the meaning of the sentence was changed.

The omission „to‟ changes the meaning of the sentence. For example, [27.a]

*Now, I will explain you about how to play this game, the „to‟ is needed to make

the sentence correct. Based on the utterance, „you‟ is indirect object and “explain”

is a transitive verb. Therefore, this utterance needs „to‟ to show the correct

meaning. It should be [27.b] Now, I will explain to you how to play this game.

The other global error is the omission of the auxiliary verb. In this

utterance, [28.a] *Realia made using real item is the passive voice. The passive

voice needs the auxiliary verb „be‟. The absence of auxiliary „is‟ changed the

meaning of the sentence and makes the sentence confusing. Hence, the correction

is [28.b] Realia is made by using real item.

j. Local Error

Based on the data which were found, the most errors made by the

participants were local errors. Those errors did not significantly hinder the

communication. The audiences could still understand what the participants said


42

although the participants did not say accurately. In this category, the researcher

also found some errors which are also included to the surface structure taxonomy

i.e. omission, addition, misformation and misordering.

According to the data, there were 25.63% local errors. These local errors

were caused by some errors. Therefore, there are some subcategories of the local

errors. Those categories are the lack of auxiliary verbs, the lack of linking verbs,

and the lack of suffixes.

The first subcategory is the lack of auxiliary verbs. It means that the local

errors are caused by the lack of using auxiliary verb. For example [29.a] *You

see? , in this utterance, there was not an auxiliary verb whereas the auxiliary verb

is needed to make yes-no question. In this utterance, the absence of the auxiliary

verb does not change the meaning. For the correction, the sentence should be

[29.b] Can you see?

The second subcategory is lack of linking verbs. It means that the local

errors are caused by lack of using linking verb. For example [30.a] * This material

are quite important for the student since if they can master this material, here the

wrong form of linking verb does not change the meaning. The correction for this

utterance should be [30.b] This material is quite important for the student since

they can master this material.

The third subcategory is lack of suffixes. It means that the local errors are

caused by the lack of adding the suffixes. Some participants added the verb-suffix

inappropriately to the verb. Based on the data, the researcher found [31.a] * You

can knows about the name, the color, and may be the… the English name. Based


43

on the utterance, the participant added the suffix “-s”. The addition of verb suffix

“-s” does not change the meaning. The correction will be [31.b] you can know

about the name, the color, and may be the English name.

B. The Sources of Verb Phrase Error

After the researcher determined the errors by putting the errors into the

classifications, He found the source of errors i.e. interlingual transfer, intralingual

transfer, and context of learning. He found those sources of errors based on the

errors made by the students. He used Brown‟s theory and Norrish‟s theory to dig

the sources of errors up as the researcher explained in Chapter II. Based on the

data, in 177 utterances, there were 26 interlingual transfers, 78 intralingual

transfers and 13 context of learning. Appendix F presented the example of the

sources of error.

1. The Interlingual Transfer

The interlingual transfer is the errors caused by the influence of students‟

native language. The students adopted their native language and then they applied

it to the target language. Frequently, the participants translated the Indonesian

language word-by-word into English directly. However, the structure of both

languages was different therefore it led the audience to the misunderstanding. The

interlingual transfer also can be found in the participants‟ speech. From the

participants‟ speech, the researcher found 26 errors which were interlingual

transfer.


44

Using the structure of Bahasa Indonesia was very common for the

Indonesian students in learning English. It is because Indonesian students only

memorize the system of their mother tongue rather than the target language.

[32] *The player ask with English.

[33] Pemain tersebut bertanya dengan Bahasa Inggris.

The first sentence is using the Indonesian structure. The use of „with‟ and the

absence of suffix –s indicates that the student used Indonesian structure. The

absence of the suffix –s is because Bahasa Indonesia doesn‟t have rule about the

subject-verb agreement. The possible correction is The player asks in English.

The other findings of interlingual transfer in participants‟ speech were

omission subject, omission verb and omission „be’. The participants omitted the

subject when they made a sentence.

[34] *And why is important to children to learn English?

[35] Dan mengapa penting untuk anak-anak untuk belajar Bahasa Inggris?

From the example above, it shows that the absence of the subject is from Bahasa

Indonesia. Some Indonesian sentences can still be understood although the subject

does not exist. The correction is Why is it important to children to learn English?

[36] *This interesting?

[37] Ini menarik?

In [36], interlingual transfer can be seen from the use of „this‟ and the absence of

„be‟. The sentence [36] does not sound English. Considering that the sentence is

yes-no question, therefore it needs „be‟. Therefore the possible translation of [37]

is „Is it Interesting?’


45

[38] *Teaching English especially in vocabulary subject does not the teacher read

vocabulary in blackboard or whiteboard.

[39] Mengajar Bahasa Inggris bukan guru membacakan kosakata di papan tulis.

From the sentences above, [38] is the utterance of the student and [39] is the

Indonesian sentence. In [38], the verb is absent. Here, „does not‟ is auxiliary verb,

hence the sentence needs a verb. The correction should be Teaching English

especially in vocabulary subject does not mean that the teacher read vocabulary

in blackboard or whiteboard.

The researcher found that some Wh-questions were interfered by mother

tongue. The form of interference was the order of the auxiliary verb. The

following sentence shows the interference.

[40] When we should use this game for our students?

[41] Kapan kita harus menggunakan game ini untuk siswa-siswa kita?

The wrong order of auxiliary verb occurs because in Indonesian interrogative

sentence [41], the order of auxiliary verb following the subject. On the contrary,

in the English interrogative sentence especially in Wh-question, the auxiliary verb

followed by subject. Therefore the possible correction is when should we use this

game to our students?

2. The Intralingual Transfer or Overgeneralization

The intralingual transfer or overgeneralization is one of possible causes of

the verb phrase errors. The researcher found that intralingual transfer was the

major sources of the errors in students‟ speech. There were 78 errors which are

intralingual transfer. The researcher found when the students didn‟t know what


46

the correct form of a sentence or phrase, they adopted the similar sentence and

applied the same rule.

The most intralingual transfer that the students made was subject-verb

agreement. Almost participants made overgeneralization in subject-verb

agreement. They did not pay attention to the subject and the verb. In English, for

the simple present tense, when the subject is third person therefore the suffix -s/ -

es should follow its verb. For Instance,

[42] *Simon Says Game develop children vocabulary.

[43] *And, games provides important link between home and school.

In [42] the subject, Simon Says Game is singular then the verb develop should be

followed by suffix –s. It should be The Simon Says Game develops vocabulary. In

[43], the subject is plural then the verb should not be followed by –s. It should be

And, games provide important link between home and school. Those examples

show that the students overgeneralized the rule of the subject-verb agreement.

The other finding about the interlingual transfer was the students blend

two structures in a sentence. Norrish (1983) gives example about the blending

structures, *We are visit the zoo. It shows a blending of the continuous tense and

the simple present tense. The blending structures can also be found in the

students‟ speech. For example,

[44] *Children are really like to play games.

[45] *But before we talking about game, …

[46] *But we, adults had teach them how to speak in a right form, in a right

grammar.


47

In [44], like is the main verb. Therefore, it should not follow be. The blending

structures of [44] are continuous and simple present tense. Moreover, the verb like

must be followed by a gerund. The sentence should be Children really like

playing games. The blending structures can also be found in [45] and [46]. The

[45] is a blending structure of present tense and continuous tense and [46] is a

blending structure of past perfect tense and present tense. The correction of [45]

should be But before we talk about game… and e) should be But we, adults had

taught them how to speak in a right form, in a right grammar.

The students often overgeneralized the order of auxiliary verb. The

researcher often found that the participants did not differentiate a Wh-question

form and a noun clause form. The students often used a Wh-question form into a

noun clause. Conversely, a noun clause form was used in a Wh-question.

The wh-question form is = Wh-question + Aux + S + V+ O?

The noun clause = Wh-question + S+ Aux + V+ O

From the formula, the order of auxiliary verb is different. In Wh-question the

auxiliary verb is followed by subject and in the noun clause, the auxiliary verb

following the subject. For example,

[47] *Well, so what pin on back is?

[48] *So here, I will drive you to three destinations to see what is pin on back.

The examples show the confusion between the rule of Wh-question and noun

clause. The [47] is Wh-question therefore be should be put after what. In the other

side, in [48], the function of Wh-word is a noun clause.

The overgeneralization can also be found in the following examples.


48

[49] *You have to grasps the attention of your children.

[50] *Thank you for this occasion so I can standing here in front of you …

[51] *But let yourself joins the game

[52] *And then, we can go on to deviding the class into two big groups.

[53] *what you want to shared your students.

From those examples, the students added suffix -s and –ing to the verb infinitive.

In [49], the suffix –s is not allowed because have to should be followed by

infinitive form. In [50], the word standing should be stand. In [51], the suffix –s is

not allowed because let should be followed by infinitive. From the examples, the

infinitive form should not be followed by suffix. The rule is also for [52] and [53].

In passive form, the omission of the suffix –ed and be also can be found in

the students speech. The students overgeneralized the rule of an active sentence.

For example,

[54] *It will be mix with other card categories.

[55] *Realia made using real item.

In [54], the suffix –ed is absent and in [55], the be is absent. The corrections [54]

should be It will be mixed with other card categories and [55] Realia is made

using real item.

The other example of overgeneralization found in the student speech was

the use of be instead of have. The example can be seen in [56].

[56] So it‟s more effective because students can experience it as what we were

said and student can also use their sense to learn.


49

The overgeneralization made the sentence confusing. In [56], what we were said…

is passive however the sentence should be perfect tense. The correction is what we

have said….

3. Context of Learning

The researcher found few context of learning sources rather than

interlingual transfer and intralingual transfer. From the data, the researcher found

13 errors which were context of learning. Context of learning is the other possible

causes that the participants had. This source of errors occurred because of the

misunderstanding in learning the language. There are some factors that led the

students into misunderstanding i.e. teacher, textbook and the student. The wrong

explanation of the material the student can lead the student into misunderstanding.

The students often imitated the teacher in saying a word. The wrong content of the

textbook also caused the student misunderstanding in learning language.

Unmotivated students in learning English will lead to the misunderstanding. It is

because the unmotivated students will not pay attention to the material given by

the teacher.

The following are some examples of the error which is context of leaning.

[57] *so that our learning process would be work well,

[58] * they will more able to understand,

In a) the participant added „be‟ in verb phrase that did not need „be‟ because in

[57] the main verb is „work‟ and after „would’ should be infinitive. The correction

should be *so that our learning process would work well. Other example is the

omission of “be” as in [58]. In [58], able is an adjective therefore it needs be in


50

the sentence. In this case, the participant failed to learn the language. Those

examples indicated that the participant did not know the rule. It might be that the

student did not learn well.

The limited the vocabulary indicated that the students did not learn well.

The limited of vocabulary will cause the student to make error. It is because they

cannot translate the Indonesian word to English correctly.

[59] *So (edited) blow up the dice,

In this sentence the participant used the word “blow” instead of “throw”. The

meaning of the word was different.

In addition, the students also did not pay attention to a verb which needs

the preposition „to‟. It indicated that the student did not learn well about the verb

and preposition. For example,

[60] *Now, I will demonstrate you how to use flash card by using game.

[61] Now, I will demonstrate to you how to use flash card by using game.

It can be seen that the meaning [60] and [61] are different. The absence of the

preposition will change the meaning of the sentence because some verbs need

preposition „to‟ for example explain, deliver and etc. Moreover, the context of

learning can also be found in the use of question tag. It often can be found that the

student did not know how to make a good question tag.

[62] It‟s simple, is it?

In [62], the question tag is incorrect because the sentence is positive. Therefore

the question tag must be negative. The negative marker not should be put in the

question tag.


51

From those examples, it indicates that the students did not learn well.

However, the explanation from the teacher or lecturer is very important. The

unclear explanation from the teacher confused the students. Consequently, the

students did not understand what the teacher meant. Afterwards, they made errors

because of the misunderstanding of the explanation given by the teacher.


52

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter contains two sections. They are the conclusions and the

recommendations. The first section contains the summary of this research finding

about the verb phrase errors. The second section contains the recommendations to

the English teachers, students, and the researchers who are interested in

conducting an error analysis especially on English verb phrase.

A. Conclusions

This research was an error analysis on English verb phrase. Verb phrase is

an important part of the sentence. The wrong verb phrase will bother the

communication. The public speaking students were the participants of this

research. The participants needed to be aware of their verb phrase error and the

sources of their verb phrases.

The results of the error analysis were 355 phrase errors that the researcher

found in the participants‟ speech. Those errors were including 207 verb phrase

error of the low level group and 148 verb phrase errors of the high level group.

There were 17.46% omissions or as many as 62 omissions. Those errors consisted

of 35 omissions made by the low level group and 27 omissions made by the high

level group. It indicated that the low level students did a lot of omissions rather

than the high level students. There were 7.89% additions or as many as 28

additions in the verb phrase made by the participants. The low level participants


53

made 17 additions and the high level participants made 11 additions. There were

5.35% or 19 misformations consisting 12 misformations made by the low level

group and 7 misformations made by the high level group. For the misordering,

there were 2.82% or 10 misorderings. The low level group made 5 misordering

and the high level students made 5 misordering.

There were 67 developmental errors or 18.87% of the total error consisting

of 31 errors made by the low level group and 36 errors made by the high level

students. There were 6.2% or as many as 22 interlingual errors including 17

interlingual errors made by the low level group and 5 interlingual errors made by

the high level group. There were 8 ambiguous errors or 2.25 % of the total errors.

The low level group made 6 ambigous error and the high level students made 2

ambiguous error. Then, there were 6.20% or as many as 22 errors included to

other errors consisting of 16 errors made by the low level group and 6 errors made

by the high level students.

There were 7.32% or as many as 26 global errors and 25.63% or 91 local

errors. The low level group made 14 global errors and 54 local errors. The high

level group made 12 global errors and 37 local errors. From the data, it can be

seen that the most error made by the participant was local error. It means that their

errors did hinder the communication. However, the students need to speak using

the correct grammar to be professional because when they deliver their speech,

many people see and value them. Moreover, it can be seen that the low level

students made many errors rather than the high level students.


54

The result of investigating the source of errors was that there were three

sources i.e. interlingual transfer, intralingual transfer, and context of learning. The

first source was interlingual transfer. The participants did directly translation or

word-by-word translations without pay attention to the rule. They used Bahasa

Indonesia structure to an English sentence. The intralingual transfer was the major

source of the errors that the students had. For the intralingual transfer, the errors

were caused by the overgeneralization of the target language. The last source was

context of learning. It can be found in the participants speech as the researcher

discussed in Chapter 4. The limit of vocabulary indicated that they did not learn

well. The unclear explanation also led the students to make errors.

B. Recommendations

After having done concluding this research, the researcher made some

recommendations. This section contains the recommendation for the students, the

English teacher, and the researchers who are interested in conducting an error

analysis on verb phrase in the future.

1. For the Students

In learning language, students have to see their errors as a motivation to

learn more. Making error does not mean that they failed in learning language.

From the errors they made, they should correct their errors therefore in the future

they do not do the same errors. They should use their error as a reminder for not

doing the same errors. After they can correct their errors they can be familiar with

the correct ones and they will not do the incorrect ones.


55

By knowing the errors, they can improve their skill in speaking. They will

be more confident if they can reduce their errors. Practicing more is one of many

ways to be easily in mastering the verb phrase. Practicing with some partners is

very useful for the students. Their comment will help the students to learn. By

correcting the errors, the students can improve their skill. In other words, the key

to learn is making and correcting the errors.

2. For the English Teacher

The teacher should explain more about verb phase especially about the

subject-verb agreement, the irregular and the regular verb, and the order of the

verb phrase because verb phrase is a very crucial part in the sentence. The

students should understand it to speak in correct form. Therefore, the teacher

should pay attention to the students‟ errors especially verb phrase. The teacher

should see the students‟ error as a tool to improve their skill. Positively, the

teacher should pointed the students‟ error and correct it. The teacher should

motivate the student to learn and practice more.

Giving feedback is also needed to make the student improve their skill.

The teacher can discuss the error in front of the class hence the other students can

learn and they will not do the same error. The teacher can give encouragement to

the students who made error. Hopefully by giving encouragement, the students do

not feel afraid to make error. The teacher should convince the student if making

error is useful in learning language.


56

3. For the future Researchers

The other researchers are expected to increase the number of participants.

They should increase the number of the participant since in this research the

participants were limited. By increasing the number of participant, they will get

more types of the error occurred in the students‟ speech. In addition, they can

modify the instruments and the strategy of data gathering.


57

REFERENCES

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f

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language_teaching-vac_de_erdo_an-mers_n_un__2005.pdf

Hoyt, F. M..(n.d.). Verb phrase. Retrieved on October 29, 2014, from

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58

Nzama, M. V. (n,d). Error analysis: A study of errors committed by isizulu

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df?sequence=1

Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1972). A grammar of

contempory English. London: Longman Group Ltd.

Sprinthall, R.C., Schmutte, G.T., & Sirois, L. (1991). Understanding educational

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Tutyandari, C., Prasetyo, Ag. H., Kristiyani, C., & Bram, B. (2011). Panduan

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liberal art (6th

ed.). Boston: Allyn and Bocon.


59

APPENDICES


60

APPENDIX A

PERMISSION LETTER


Fakultas Keguruan dan Ilmu PendidikanUNIVEITSITRE SRNT*TXI trHRRMRYO EYR KR RTR

jrLl/PnrtiKq,u/rpnsry l_39J4Permohonm $in Pcnclitian

Nomor :

IIal :

Kopada

Yth- C/rrisi'nq lA elsrr, /a ,4rorJa",'8.'

Denganhomag

Deogan ini kami monrohor*aniiin bagi mahasiswakmi

NamaNo. MhsProgramStudiJunrsan

Scmester

melaksanakan pcnelitian dalan rangka persiapan pcnynsunan Slaipsi / Makalab dcngan kotentuansebagai berikut:

IrkasiWaltuTopik/Judul Ser>tesk-

Atas pcrhatian dan rjin yarg diberika& kami ucapkan t€rima k sih:

Yogyakart4 Sq r4,o.i/ z o tq

Seni

Tembusa Y&:t.2. 'DokanfKIP

Mrican, Trornol Pos 29 Yogyakarta 55(E2 Telp. (0271, 513301, 515352 - Ext. 1413, Fax. (0274) 562383rrebsl(e: rrruwusd.ac.ld. emait !Iio@u#.ac.ld.

NPP:P. 1665


62

APPENDIX B

THE VIDEO TRANSCRIPTS


63

Participant 1

Good morning ladies and gentlemen. How to teach ESL learners especially

children to remember vocabulary? Any ideas? But before I continue my speech, I

would like to introduce myself. My name is (edited). And back to the topic, can

you guess? May be some of you? Yes, you are right. Games. I am going to talk

about games. Children are really like to play games. And playing games are useful

for children. They will learn by playing games. And the game that I choose is

Simon says game. Simon says game is a combination of TPR or Total Physical

Response method. TPR is language teaching method which is based on the

combination of speech and action which interfere a sequent require movements.

And why do I choose Simon says game? Because there are some benefits of

Simon says game. The first benefit is Simon says game develop children

vocabulary. By playing Simon says game, they will know and understand the

vocabulary. They will improve the vocabulary. And the second benefit is child…

Simon says game develop concentration for children. Children need concentration

to pay attention what the teacher say. Therefore, Simon says game need

concentration. And the third benefit is Simon says game help children to

recognize something. For example, when the teacher speaks to student or children

and children will recognize something. For example, teacher will say about the

part of body. And before, in the first time they do not know about the part of

body, the name of the part of body. And by playing Simon says game, they will

know… they will know the name or is the name of body. And how to use Simon

says game? The first, teacher should make a list of what will they want to say or


64

make a topic. For example, they want a topic about part of body, about color,

about the fruit, or many more. And second, teacher should a list on their mouth or

their nose. And the third, teacher… teacher will stay in front of the class and the

students or children will follow what the children … what the teacher say. And

now, I am going to have an teaching demo here.

…

So this is the method to teach ELS learners especially children. Simon says game.

Because Simon says game can develop children vocabulary, develop

concentration for children, and helps children to recognize something. So don‟t

forget to play games Simon says to teach your children in your house. Thank you


65

Participant 2

Good morning ladies and gentlemen. It‟s great to see you all here today.

I‟m (edited) from English Education Department of Sanata Dharma University.

Today I would like to deliver speech about a new method for teaching grammar

for children. There is “pin on back” the game for fun English learning. So here, I

will drive you to three destinations to see what is “pin on back” and why is it

important and how to use “pin on back” in the classroom. So ladies and

gentlemen, as we know that English is not easy for a non-native English speaker.

Even for children, because children are still struggling with their own language.

So, it will be a big problem for children to learn another language especially for

reading and writing. That‟s why we need to give some activities which is far from

reading and writing activities. Well, so as a teacher of ESL, we need to know how

to teach English as practical as possible. And before we teach children, we need to

know the characteristic of children. Well, let… most of children have high level of

bodily kinesthetic intelligent. So, for facilitating this intelligent, we can use total

physical response method for teach them. And, what kind of activities that we can

use in our classroom is game. Why is game? It is because game has many benefits

for children. But before we talking about game, let see that as (unclear), children

have great capacity to enjoy themselves. When they can enjoy themselves, they

can be absorbed by the activity that they do. And usually, they want to continue

the activities without being aware that they are still learning the language.

(unclear), games are not only motivating and fun but also provide excellent

practice for improving pronunciation, vocabulary, grammar, and the other for


66

language skills. And, games provides important link between home and school. It

is really important for children because when they are learning children have to

feel home. They will get secured and feel confident. If they got those things, they

can enjoy the learning process and it is really important for children. Well, so

what pin on back is? Yeah… pin on back is a game which is designed for

facilitating learning objective. That is interrogative sentence. Because we often

find there are a lot of children want to ask something to their friends or maybe to

the teacher in the classroom. But, they cannot speak in a form of action because

they confused how to say in a form of action. So we can use this game for

teaching them without they know that they are learning a grammar. Well, we use

the game for teaching grammar because naturally children don‟t care about

grammar at all. But we, adults had teach them how to speak in a right form, in a

right grammar. That is why we need to teach children how to use interrogative

sentence. But, we can‟t teach them like when we teach adult. Giving materials,

some examples on the blackboard, you know we can‟t do that for children. So,

how to use pin on back on your classroom? Ladies and gentlemen, first of all, you

have to grasps the attention of your children. So, greet them in starting your class

by using English. So, make English environment for children so they will be

accustomed to use English as their own language. Do never explain the rule of

games like telling someone how to use in your mobile phone because they will not

work for children. But let yourself joins the game. So you will be the example for

the class. So, invite them to play pin on back. Hey children, how about playing

game now. They will be interested to join the game and ask one of your students


67

to come in front to help you demonstration the games. For example, you have a

boy come in front. Then, let him write a word on sticky notes. So kid, can you

read a word for me? After he have done writing a word, here for example

“giraffe”, he will show the sticky notes with a word “giraffe” to the class but not

for you. And then let him pin the sticky notes on your back like this. After that, let

yourself guessing the word by asking the class one by by, one by one I mean. For

example,

“a… sorry, am I a human?”

Then she will answer no, you are not human!”

“So, am I vegetable?”

“No, you‟re not!”

“And then am I an animal?”

“yes…yes…yes…yes, you are an animal!”

“So, do I have wings?”

“No…, you don‟t have wings!”

“Then, do I have two legs?”

“No, you don‟t! No, you don‟t!”

“So, em… do I have four legs?”

“yes… yes… yes…you have…you have!”

“Do I have a long neck?”

“yes…, you have!”

“Am I a giraffe?”

“yes, you are a giraffe!”


68

So, see, that you can guess the word on your back and then it‟s time … it‟s time

for your children. It‟s your children turn to play the game without you. So that,

you just need to monitor them. If some students have problem in making sentence,

help them. So, guide them to make a sentence and guide them to change the

sentence into interrogative sentence. Let see, it will work on your classroom. So

after the class, they can use interrogative sentence to ask to the other friend. Well,

ladies and gentlemen, that is pin on back and how to use to use pin on back on

your classroom to teach interrogative sentence for children. Hopefully, after this,

you can use this game for your classroom. You can develop the other games for

facilitating the other learning objective. That‟s all from me. Thank you for your

attention and good morning.


69

Participant 3

Good morning ladies and gentlemen. Confucius said “tell me that I forget,

show me and I may remember, involve me and I will learn”. As, a learning

process, we have to involve both teacher and students to become a meaningful

learning. So my name is (edited). I‟m from Sanata Dharma University. Today,

I‟m going to deliver a speech about an effective media for learning English or

ESL learners by using magic dice. Okay, in my speech, I would like to deliver

three main points; first, what the magic dice is, second, the importance of magic

dice, and the third, how to use it to our learning process. Okay, from the first main

point, what the magic dice is. Actually, it is an ordinary dice which has six sides

and each side you can find pictures or maybe English word. And, it can be applied

for a game in your learning process. It can be applied for the children or an adult.

It depends on your purpose … the learning purpose, and your learning …

learning object and also your goal. And why we should use this magic dice

because according to Dewey (1916), the core of teaching process is the

arrangement of environment within which the students can interact and study how

to learn as cited in (unclear) (1996). Therefore, as a teacher, we have to facilitate

our students in certain environment to build the meaningful interaction. One

approach to realize this interaction is using communicative language teaching or

CLT. Richard and Rodcher (2003) says in their book in titled approaches and

methods in language teaching. Know that both American and British proponent,

now see it as a approach not a method. That aims to: A. Make communicative

competence the goal of language teaching. B. Develop procedure for the teaching


70

of the four language skills that acknowledge the interdependent of language and

communication. We can use this approach to develop the form and the function

and function. Keanline (1983) stated that many language teaching material rest on

the potential misinterpretation of the nature of language contain in double

perspective. Firstly, in that form rather than function interrelated with form is

made the soul content of the curriculum. And secondly, there is only system to be

found in form and not in function. So, ladies and gentlemen , by using this magic

dice you can use it as a …you can use the approach … a… the CLT approach

for… for this… for making… for making this magic dice become more

meaningful in your learning. Magic dice is also very beneficial because you

can…you can emphasize the form and the function. You can make it. You can tell

the the form of the sentence while you are using this… using this magic dice. So

for example, when you teach children, you teach vocabulary and you will say a…

I like …for example… mask… I like a mask. And then, I like Eifel tower. So it

will create … it will make your children learn about the form and the function.

This function of… the function of the magic dice is to make your children more

communicative in speaking English. So by using this magic dice, your children

have two… two language skills, listening and speaking. But for adult, for the adult

learners, you can use this magic dice to learn something like descriptive or you

can make this magic dice (unclear) like the adult learners to tell something. So,

this is an … it is. Why is it magic? It is because by using unanimated things you

can others, you can make people talk and tell something. So, how to use it? So we

can… we can… we can make a group of six as at the most because it has six sides


71

and I will sim… I will… I will… I will show you about how it works. Please

come in (3 students come). So for example I will play it with … I will play it with

three … person only in a group. But, and then, first, try… or maybe I am with the

first one to play it and I will hide it in my back and I will throw it to my friends in

the… on the right side of mine. And then, I will blow up to her. And then, she will

get the pictures and she will… she will tell us about the things by describing it.

So, please (edited), describe picture.

(The simulation)

S1 : A… Ok... I got this picture. This is about Eifel tower a…

P : Don‟t show to us.

S1 : Eifel tower. Eifel tower is place in Paris. And many people wants to go

there because a… they think that a… it‟s beautiful to go there and it‟s

romantic.

P : Alright, Okay, thank you (edited). So, (edited) has given the had had tell

about the Eifel tower and about the description. So when (edited) blow up

the dice to the (edited), (edited) will make I secretly and will tell about …

will tell about the object. And we, I and (edited), (edited) and I will guess

the object. So (edited) blow up the dice.

S2 : Okay, so… it usually… it is usually worn in the face. And then, some

country has this kind of party. What is that?

S1+P : Party… party..

S2 : And it usually… it is usually worn in a face by people to hide their face.

S1+P : Oh….. mask… mask… yeah…


72

S2 : yes you‟re right

Ladies and gentlemen, that is the how this magic dice work. So it will make your

children have freedom to speak that they want to speak. So ladies and gentlemen

have a good day and keep learning English using magic dice. Thank you.

P: Participant

S1: Students 1

S2: Students 2


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Participant 4

Good morning everybody. Nice to see you. Thank you for this occasion so

I can standing in front of youto deliver you some short speech but at first let me

introduce myself. My name (edited) but you can call me (edited). I‟m from

English Language Education Study Program Sanata Dharma University

Yogyakarta. Today, I will inform you about some speech about flash card that

used to learn English. Different from the last, my previous speech that using more

modern style like video game. Now, I will use more traditional style by using

flash card. Do you know flash card? Like this. Nowadays, so many people want to

learn English. (unclear) because English is a global language. You can find

English everywhere in everywhere. Start from your gadget, books, magazine,

movies, music. Nah… the problem is it is hard to find the source of learning

English with cheap price, cheap price. But don‟t worry, because you can use flash

card. Easy to make, easy to bring and easy to use.Now, I will demonstrate you

how to use flash card by using a game. Before we start the game, I will give you

some instruction to play the game with the flash card. Each flash card have a

category like it is food category and it is animal category. Each category has a

four member like food have a burger, hotdogs, candy and spaghetti. It will be mix

with other card categories. You will shuffle it and count how much the player and

deliver it equally. A minimal each player have three cards. The rule is the player

will ask to their opponent about the card that they have. The winner is the player

with the most card categories. The rule how to ask the card is the player only can

ask to one opponent. The player ask with English. You cannot ask with


74

Indonesian. So, it will help to ask in English. But not and… with that you must

describe the thing just to only one opponent so the another opponent should silent.

The player must describe the name, the shape, the colors, the things, the

categories. But, it be an guess so the player didn‟t know the opponent have the

card or not. If the player asks with Indonesian, the player must retry the question

like that. If the guess is wrong, the player must take the another card in the field,

like that. But another player can cannot see the card like that. To… the add…

you… the player must ad… add the card to their inventory and it‟s the another

player turn. If you have complete, the four member of the category, you should

collect it and it is done. You get the most categories. You are the winner. Easy,

isn‟t it? Let play the game.

…

You see? The game is so easy, right? Yeah, everybody is understand that game is

so easy and agree with me. The benefit from using flash card in the game like that

is you can communicate each other with another player and you can describe the

things in the flash card. You can knows about the name, the color, the shape and

the maybe the… the English name. Ya, English name. A… but, there is another

benefit like is it easy to obtain, cheaper… cheaper than you learn from the internet

source. Because you just need to draw to search the name and make it in card.

Simple, is it? And you can bring it in everywhere. And the more benefit is if you

have spare time, you can play it with your friend. It‟s fun, is it? And… the

conclusion is using your flash card to learn English. Thank you very much.


75

Participant 5

Good morning ladies and gentlemen. Thank you for the opportunity to be

here so that I can deliver my speech. Firstly, let me introduce myself. My name is

(edited). I‟m the student of English Language Education Study Program of Sanata

Dharma University. Before go to the main point of my speech, I would like to ask

you some questions. Have you ever found your students got bored in your

classroom? Have you ever felt as a boring teacher in when you teach your

students? Okay… Do you know there is one way to solve your problems? The …

the solution Simon Says game. Do you know what Simon says game is? Okay, let

me give you short explanation about this game. This game is actually an

application game of the Total Physical Response method. Total physical response

method is one of many methods which build around the coordination of speech

and action. This method attempts to teach language through physical activity. This

method was developed by (unclear) the professor of psychology at (unclear)

University. This game is targeted to the students of elementary school in five… in

fifth grade. This game will teach them about the vocabulary of public places and

some expression in giving direction. This material are quite important for the

students since if they can master this materials. They will be able to help other

people who want to ask the direction and the people who are lost. When we

should use this game for our students? There are three reasons why we should use

this game. The first reason this game is tremendous fun for our students. Since

this game can break the burden in your classroom. According to (unclear),

learning first language takes place in a stress free environment. Well, learning


76

second language takes more stress and anxiety for the children. So, this game can

helps your students to release their stress and their anxiety when they try to learn

second language. Besides that, they will not feel boreded when they learn second

language by this game. The second reason is that this game is very handy for the

teacher. Even though, in this game the teacher are required to be more active in

speaking and giving comment but this game requires a little of preparation. This

game just… In this game, the teacher have to prepare the flash card. And if the

teacher can do not have the flash card, they can make it by themselves. And the

third reason this game haves three different types learners. We know that there are

three kinds of learners which consist of audio learner, visual learner, and

kinesthetic learner. For the visual learner, they can learn the language from the …

from the pictures of the public places and they can memorize the vocabulary of

the public places easily. For the audio learners, they can learn the language

through the sentences… the sentences which is delivered by the teacher. And for

the kinesthetic learners, of course, the will learn by moving their body when they

try to response the commands from the teacher. Now, I will explain you about the

way how to… how we do the… the… the Simon says game. Now, I‟m going to

explain you about how to play this game. Before we play this game, I would like

to introduce my partners who helps me to be a fifth grade students. He is (edited)

and he is (edited). They are going to be the fifth grade students. Now let see the

simulation.

…


77

That‟s all about the games. And after the teacher give the commands for the… for

the students, the… this… the teacher can let the students to do the same

commands that the teachers do. And after we see the simulation, it is interesting,

right? Yes, because it make the student happy in learning… in their learning

process. In conclusion, this is… this game is so benefit for you as a teacher and

for the students because this is very fun and this is very handy for you as a

teacher. And the third, this…it can help all of three kinds of type of learners for

visual, audio and kinesthetic learners. Okay, this is the end of speech. Thank you.

Good bye.


78

Participant 6

Good morning ladies and gentlemen. I (edited). I would like to ask, are

you now majoring English education? Yes, oh great. So, in the future, you want to

be English teacher, right? So, as teacher, we should know many kinds of teaching

media. There are a lot of teaching media such as realia, flash card, flip chart, cards

and many more. Here, I want to talk about the using of realia for using… for

teaching non-native speaker in teaching English. Why do I choose realia? because

it is work well when we use it for teaching English. Realia made using real item

…or real object found in the world around us to help teacher in teaching. It could

be newspaper. It could be magazine, emm… time table, real fruit and also real

vegetable and the other things… and the other real things. As (unclear) states in

1987, realia are not a saries of artifact that can be describe about cultural thing but

it is a teaching aid… a teaching aid that can facilitate student to experience what

they are learning in target language. So when we use realia, it can make our lesson

more memorable because for example when we use pictures… when we use

pictures, student can only see the pictures itself. But, when we use realia, student

can see, touch, and even smell the thing that we… they are going to learn. So it‟s

more effective because students can experience it as what we were said and

students can also use their sense to learn. Maybe, some of you think that bringing

realia to the classroom might be weird because when we want to teach the

vocabulary of fruit or vegetable. We would bring the real item of them. For

example, we bring apple, grape, spinach, salary and many more. And maybe the

other people will think that whether we want to teach or we want to cook but you


79

should look further. When you use realia, it can grasp their attention. So student

could be more pay attention to what we are teaching. Many people found this kind

of approach is interesting and refreshing. Then, we go to how to use realia. For

example, we want to teach a class of 6 grade which want to … to learn English in

the use of language in the market. So here, we should make sure that students

know about vocabulary for example the vocabularies of vegetable and fruit. So we

should bring the real item of them. And then… for example, we bring an apple

and then we ask the class. Hey class, do you know what is it? Whether the student

answer it correctly or not we should answer it with “Yes, it is an apple”. “ Repeat

after me “apple”. And after the student have already emm… repeated again and

again. They have already taken their memory of the vocabulary of fruit. And then,

we can go on to dividing the class into two big groups. So, there … there are

sellers and buyers. There are some students who act as sellers and the rest as the

buyers. It is done to make the atmosphere of market in the class. Then by dividing

them into two big groups, they can ask and give information about the thing that

the buyers would be bought. For example, the buyer want to buy the… the grape

and she or he will ask “How much is the grape?” and then the students who act as

the seller, they would say “oh… it is…” for example “seven thousand rupiah” and

we would also teach… you can also teach them how to bargain. For example,

the… the… what is it? The seller said “oh… how about emm…. five hundred…

five hundred rupiah”. And the student would know the using of English in the real

market. That‟s interesting, right? Because our teaching method will not only just

reading the reading the lesson is on the book and then doing the exercises but you


80

can also include the students in the learning process itself. In conclusion, there are

advantages, right? When we use realia for teaching English for non-native

speaker, first, it is memorable and second, it is fun and interesting, and the third

one that it can grasp the student attention, and the last is it is easy to be done. So,

let use realia for teaching English for the non-native so that our learning process

would be work well. Thank you for your attention.


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Participant 7

Good morning ladies and gentlemen. Thank you for your coming. My

name is (edited). And I‟m from Sanata Dharma University. In this opportunity, I

will introduce for you one the media and one the method that you can use in your

teaching English language especially in vocabulary subject. Ladies and

gentlemen, vocabulary is one of subject that the students must have because

vocabulary is important. If students don‟t have many vocabulary, they cannot

speak,they cannot write, and also they cannot know what they read, what they

listen. So, vocabulary is important. And ladies and gentlemen, teaching English

especially in vocabulary subject does not the teacher read the vocabulary in

blackboard or whiteboard and students copy them in their books. And after that

they imitate what the …what the teacher say. But also students… teacher I

mean,the teacher must make the student be fun and enjoy when they study

vocabulary. Ladies and gentlemen, in this wonderful day, I introduce you one the

media instead of using flash card. And one method (unclear) and the method is

TPR, total Physical Response. Why we use flash card in our teaching. The first,

flash card is simple and it no expensive. And the second, flash card can be bright

and colorful and make real impact on visual the learners. The third, flash card can

be used in conjunction with what cards. These are simply cards that display the

written word. And the last, flash card are really handy resource to have and can

be useful at every class. And why we also use TPR method in our a … teaching

English because the TPR is more fun than other method and TPR can be combine

with using flash card. The other reason, TPR… TPR is more a memorable. Is very


82

memorable because it does assist student to recognize word of phrases. And the

next, TPR can be used put in large or small classes. In this case, in this… no mater

to have how many students you have as long as you are prepared to take (unclear)

the learner will follow. And the last is it is no need a lot of preparation and a lot of

time. It is as long as and what you have, what you want to practice, what you…

you have explain or what you want to a share your students. Okay, ladies and

gentlemen, in this time, I will also show you the example using flash card and also

TPR method Total Physical Response method. And please enjoy.

…

Ladies and gentlemen, vocabulary is important parts the students must be have

had when learn English language. And using TPR, Total Physical Response

method is more fun than others. And using flash card in TPR make more fun and

happy and useful when these vocabularies for students who third grade. Students

can more have clearly understand and easy to remember. It is also simple.

Therefore, good luck this method and success this teaching. Okay, ladies and

gentlemen, thank you for your attention and for your response. And see you when

I see you. Thank you.


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Participant 8

Good morning ladies and gentlemen. Today, we are going to talk about

how to teach children by using teaching media. Then… but first I want to …

introduce myself. My name is (edited) we can call me (edited) or (edited). And I

come from Sanata Dharma University. And then, let‟s talk about our topic. Our

topic is how to teach children by using teaching media. Why did I use children as

part of target groups? Who know? Because children as very very unique

characteristic. And why is important to to children to teach … to learn about

English. This is those are:

First, if the children learning English from early age, they will more able

to understand. They will more able to learn about English because they were in

the critical of thinking. And then second, if the children learn about English from

early age. What will happen? Who knows? The children will not forget about

English until grown up until they adults. And the last, if the children study what

English from early age and the children do a lot of exercises such as reading ,

singing, and many more, they‟re will not … they‟re will able to use English as

well as they …their native language.

And then, in this occasion, I want to teach about vocabularies to the

children by using media. What media? What kind of media? In this occasion I

used matching card, why I use matching card? What is the benefit of matching

cards? Because matching card like a games so the students will enjoy will learning

process. They will not get bored; they will not get disturb by other things. And

why is important to use this media. As we know, children can easily get bored and


84

forget about something. Far, like I said before, because it like a games the children

will enjoy the learning process. They will not get bored. They will not forget of

what they have learned before because they enjoy the learning process. And what

the children need to do in this occasion. The children need to matching the

vocabularies and the meanings. And if they were finish to match them and all of

them is true. I will give interesting present to the success, Candy, ( unclear), pen

or books or other things. So they will get more … more, what is … more … more

energy so to… to do the exercises. I‟m sorry. Then, the demos of this use of

matching card there I‟d have prepared a video to the demo and let‟s enjoy the

video.

…

Okay everybody, after we see about the videos of demonstrative videos that we

have done, then what do you think about it? This interesting? Is it good enough? I

think it‟s not important because the important thing is the conclusion of this topic.

The conclusion is first, is it important to the children to learn about English from

early age. However, they do a lot of mistakes there. It is the progress of their

learning. And then, second, by using this media, it‟s like play a game so the

children will not bored in the class. They will enjoy the learning process. Then,

number three, it is because they enjoy the learning process, they will be able to

learn about English and remember it, understand about it more better than other

way to teach them. And… I think is it enough for today. Thank you for listening.

Thank you for coming. See you and I see you. Thank you.


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APPENDIX C

THE CHECKLIST OF VERB PHRASE ERROR TYPES


List of Errors made by High Level Students

Num. Utterance Surface Structure Comparative Communicative

Omis. Add. Misf. Misord. Dev. Inter. Amb. Oth. Glo. Loc.

1. Any ideas? √ √ √

2. Children are really like to play

games.

√ √ √

3. The first benefit is Simon Says

Game develop children

vocabulary.

√ √ √

4. … Simon Says game develop

concentration for the children.

√ √ √

5. Children need concentration to

pay attention what the teacher

say.

√ √ √

6. Therefore, Simon Says Game

need concentration.

√ √ √

7. And the third benefit is Simon

says game help children to

recognize something.

√ √ √

8. And second teacher should a

list on their mouth or their

nose.

√ √ √




9. And the third, teacher…

teacher will stay in front of the

class and the students or

children will follow what the

children … what the teacher

say.

√ √ √

10. Because Simon Says Game

can develop children

vocabulary, develop

concentration for children, and

helps children to recognize

something.

√ √ √

11. So here, I will drive you to

three destination to see what is

“pin or back”

√ √ √

12. … and why is it important and

how to use “pin on back” in

the classroom.

√ √ √

13. That‟s why we need to give

some activities which is far

from reading and writing

activities.

√ √ √

14. Why is game? √ √ √




15. But before we talking about

game, let see that as (unclear),

Children have great capacity to

enjoy themselves.

√ √ √

16. And, games provides

important link between home

and school.

√ √ √

17. They will get secured and feel

confident.

√ √

18. Well, so what pin on back is? √ √ √

19. But, they cannot speak in a

form of action because they

confused how to say in a form

of action.

√ √ √

20. But we, adults had teach them

how to speak in a right form,

in a right grammar.

√ √ √

21. You have to grasps the

attention of your children.

√ √ √

22. But let yourself joins the

game.

√ √ √




23. And ask one of your students

to come in front to help

demonstration the games.

√ √ √ √

24. After he have done writing a

word,…

√ √ √

25. Richard and Rodcher (2003)

says in their book in titled

approaches and methods in

language teaching.

√ √ √

26. So, (edited) has given the had

had tell about the Eifel tower

and about the description.

√ √ √ √

27. So when (edited) blow up the

dice to the (edited), (edited)

will make I secretly and will

tell about… will tell about the

object.

√ √ √

28. So (edited) blow up the dice. √ √ √

29. that is the how this magic dice

work.

√ √ √

30. So it will make your children

have freedom to speak that

they want to speak.

√ √




31. Thank you for this occasion so

I can standing here in front of

you …

√ √ √

32. …to deliver you some short

speech but at first let me

introduce myself.

√ √ √

33. My name (edited) but you can

call me (edited).

√ √ √

34. Different from last, my

previous speech that using

more modern style like video

game.

√ √ √

35. Now, I will demonstrate you

how to use flash card by using

game.

√ √ √

36. Each flash card have a

category like it is food

category and it is animal

category.

√ √ √

37. It will be mix with other card

categories.

√ √ √

38. A minimal, each player have

three cards.

√ √ √




39. The player ask with English. √ √ √

40. You must describe the thing

just to only one opponents so

the other opponent should

silent.

√ √ √ √

41. So, it be an guess … √ √ √

42. … so the player didn‟t know

the opponent have the card or

not.

√ √ √

43. If you have complete the four

member of the category, you

should collect it and it is done.

√ √ √

44. You see? √ √ √

45. Yeah, everybody is understand

that the game is so easy and

agree with me.

√ √ √

46. You can knows about the

name, the color, and may be

the… the English name.

√ √ √




47. There is another benefit like is

it easy to obtain, cheeper…

cheaper than you learn from

the internet source.

√ √ √

48. Simple, is it? √ √ √

49. It‟s fun, is it? √ √ √

TOTAL 27 11 7 5 36 5 2 6 12 37

148


List of Errors made by Low Level Students



1. Have you ever found your

students got bored in your

classroom?

√ √ √ √

2. The… the solution Simon says

game.

√ √ √

3. This material are quite

important for the student since

if they can master this

materials.

√ √ √

4. When we should use this game

for our students?

√ √ √

5. This game can helps your

student to release their stress

and their anxiety when they try

to learn second language.

√ √ √

6. Besides that, they will not feel

boreded when they learn

second language by this game.

√ √ √

7. The teacher are required to be

more active in speaking and

giving comment but this game

requires a little preparation.

√ √ √




8. In this game, the teacher have

to prepare the flash card.

√ √ √

9. And if the teacher can do not

have the flash card, they can

make it by themselves.

√ √ √

10. And the third reason, this

game haves three different

types learners.

√ √ √ √

11. For the audio learners, they

can learn the language through

the sentences… the sentences

which is delivered by the

teacher.

√ √ √

12. Now, I will explain you about

the way how to… how we do

the… the… Simon says game.

√ √ √

13. Now, I will explain you about

how to play this game.

√ √ √

14. Before we play this game, I

would like to introduce my

partners who helps me to be a

fifth grade students.

√ √ √




15. And after the teacher give the

commands for the… for the

students, the..this …the

teacher can let the students to

do the same commands that

the teacher do.

√ √ √

16. Yes, because it make the

student happy in learning…

√ √ √

17. I (edited) √ √ √

18. because it is work well when

we use it for teaching English

√ √ √ √

19. Realiamade using real item … √ √ √

20. … realia are not a saries of

artifact that can be describe

about cultural thing …

√ √ √

21. So it‟s more effective because

students can experience it as

what we were said and student

can also use their sense to

learn.

√ √




22. So student could be more pay

attention to what we are

teaching.

√ √ √

23. Many people found this kind

of approach is interesting and

refreshing.

√ √ √

24. Hey class, do you know what

is it?

√ √ √

25. Whether the student answer it

correctly or not, we should

answer it with “yes, it is an

apple”.

√ √ √

26. And the student have already

emm… repeated again and

again.

√ √ √

27. And then, we can go on to

deviding the class into two big

groups.

√ √ √

28. For example, the buyer want to

buy the … the grape and she

or he will ask “how much is

the grape?”…

√ √ √




29. Because our teaching method

will not only just reading the

reading the lesson is on the

book and then doing the

exercises, …

√ √ √

30. The third one that it can grasp

the student attention…

√ √ √

31. ... so that our learning process

would be work well.

√ √ √

32. … teaching English especially

in vocabulary subject does not

the teacher read vocabulary in

blackboard or whiteboard…

√ √ √

33. … and after that they imitate

what the stu… what the

teacher say, …

√ √ √

34. The teacher must make the

student be fun and enjoy when

they study vocabulary.

√ √

35. … I introduce you one the

media instead of using flash

card.

√ √ √




36. The first, flash card is simple

and it no expensive.

√ √ √

37. And the last, flash card are

really handy resource to have

and can be useful at every

class.

√ √ √

38. … TPR can be combine with

using flash card.

√ √ √

39. Is very memorable … √ √ √

40. TPR can be used put in large

or small classes.

√ √ √

41. In this case, in this… it‟s no

mater to have how many

student you have as long as

you are prepared to take care

it, the learner will follow.

√ √ √

42. And the last is it is no need a

lot of preparation and a lot of

time.

√ √

43. What you… you have explain

…

√ √ √

44. … what you want to a shared

your students.

√ √ √




45. Vocabulary is important parts

the student must be have had

when learn English language.

√ √ √

46. And using flash card in TPR

make more fun and happy and

useful …

√ √ √

47. … when this vocabularies for

students who third grade.

√ √ √

48. Students can more have clearly

understand and easy to

remember.

√ √ √ √

49. Because children as very very

unique characteristic.

√ √ √

50. And why is important to to

children to teach… to learn

English.

√ √ √

51. First, if the children learning

English from early age, …

√ √ √

52. … they will more able to

understand.

√ √ √

53. They will more able to learn

about English …

√ √ √




54. They were in the critical of

thinking.

√ √ √

55. The children will not forget

about English until grown up

√ √ √

56. … ,until they adults. √ √ √

57. … they will able to use

English …

√ √ √

58. In this occasion, I used

matching card, why I use

matching card?

√ √ √

59. Because matching card like a

games so the students will

enjoy the learning process.

√ √ √

60. … they will not get disturb by

other things.

√ √ √

61. And why is important to use

this media?

√ √ √

62. It lik… like a games, the

children will enjoy will

learning process.

√ √ √ √ √

63. The children need to matching

…

√ √ √




64. And if they were finish to

match them and all of them is

true.

√ √ √

65. This interesting? √ √ √

66. First, is it important to the

children to learn about English

from early age.

√ √ √

67. … so the children will not

bored in the class.

√ √ √

68. And … I think is it enough for

today.

√ √ √

TOTAL 35 17 12 5 31 17 6 16 14 54

207


102

APPENDIX D

THE ERROR CLASSIFICATIONS AND EXAMPLE


103

Table D1: Error Classification and Example

Num. Types of error Subcategory of

Errors

Example Num.

of

Error

%

1. Omission Omission verb

suffix

Therefore, Simon Says

Game need concentration.

62 17.6

Omission

auxiliary

You see?

Omission of

main verb

And second teacher should

a list on their mouth or their

nose.

Omission of

preposition “to”

Now, I will demonstrate

you how to use flash card

by using game.

Omission of

Subject

And why is important to to


English.

Omission of

negative

marker “not”

It‟s fun, is it?

Omission

linking verb

Because matching card like

a games so the students will

enjoy the learning process.

2. Addition Addition of

verb suffix

Thank you for this occasion

so I can standing here in

front of you

28 7.9

Addition of

auxiliary verb

And… if the teacher can do

not have the flash card,

they can make it by

themselves.

Addition Children are really like to


104

linking verb play games.

Addition of

verb

TPR can be used put in

large or small classes.

Addition to-

infinitive

In this case, in this… it‟s no

mater to have how many

student you have as long as

you are prepared to take

care it, the learner will

follow.

3. Misformation Misformation

of auxiliary

verb

After he have done writing

a word

19 5.3

Misformation

of linking verb

The teacher are required to

be more active in speaking

and giving comment but

this game requires a little

preparation.

Misformation

verb

Each flash card have a



4. Misordering Misordering of

linking verb

Well, so what pin on back

is?

10 2.8

Misordering of

auxiliary verb

When we should use this


5. Developmental

Errors

Lack of using

suffix

Simon Says Game develop

concentration for the

children.

67 18.9

Lack of verb Each flash card have a



category.


105

Lack of using

auxiliary

After he have done writing

a word

Lack of using

linking verb

That‟s why we need to give

some activities which is far

from reading and writing

activities.

Omitting

preposition to

Now, I will explain you

about how to play this

game.

Omitting “be” They will more able to

learn about English

Negative

Marker

It‟s fun, is it?

6. Interlingula

Errors

Omission

Subject

Why is game? 22 6.2

Lack of linking

verb

My name (edited) but you

can call me (edited).

Lack of

auxiliary verb

When we should use this


Lack of suffix And using flash card in

TPR make more fun and

happy and useful

Using noun

instead of

gerund

And ask one of your

students to come in front to

help demonstration the

games.

Omission verb … teaching English

especially in vocabulary

subject does not the teacher

read vocabulary in

blackboard or whiteboard

Lack of using The children need to


106

to-infinitive matching

7. Ambiguous

Errors

Lack of suffix The player ask with

English.

8 2.2

Lack of linking

verb

You must describe the

thing just to only one

opponents so the other

opponent should silent.

Lack of

auxiliary

In this occasion, I used

matching card, why I use

matching card?

8. Other Errors Lack of verb And second teacher should

a list on their mouth or their

nose.

22 6.2

Lack of linking

verb

… because it is work well

when we use it

Lack of

auxiliary verb

the children will enjoy will

learning process.

9. Global Errors Lack of using

preposition “to”

Now, I will demonstrate

you how to use flash card

by using game

26 7.3

lack of

auxiliary

Vocabulary is important

parts the student must be

have had when learn

English language.

Lack of linking

verb

It lik… like a games, the

children will enjoy will

learning process.

Lack of verb So when (edited) blow up

the dice to the (edited),

(edited) will make I


107

secretly and will tell

about… will tell about the

object.

No subject Why is game?

10. Local Errors Lack of

suffixes

The first benefit is Simon

Says Game develop

children vocabulary.

91 25.6

Lack of linking

verb

But before we talking about

game, let see that as

(unclear), Children have

great capacity to enjoy

themselves.

Lack of

auxiliary verb

So, it be an guess

TOTAL 355 100


108

APPENDIX E

THE CHECKLIST OF SOURCE OF VERB PHRASE ERROR TYPES


109

Num. Utterance Interlingual

transfer

Intralingual

transfer

Context

of

learning

1. Any ideas? √

2. Children are really like to play

games.

√

3. The first benefit is Simon Says

game develop children vocabulary.

√

4. … Simon Says game develop

concentration for the children.

√

5. Children need concentration to pay

attention what the teacher say.

√

6. Therefore, Simon Says game need

concentration.

√

7. And the third benefit is Simon says

game help children to recognize

something.

√

8. And second teacher should a list on

their mouth or their nose.

√

9. And the third, teacher… teacher

will stay in front of the class and

the students or children will follow

what the children … what the

teacher say.

√

10. Because Simon Says game can

develop children vocabulary,

develop concentration for children,

and helps children to recognize

something.

√

11. So here, I will drive you to three

destination to see what is “pin or

back”

√

12. … and why is it important and how

to use “pin on back” in the

classroom.

√

13. That‟s why we need to give some

activities which is far from reading

and writing activities.

√


110


transfer

Intralingual

transfer

Context

of

learning

14. Why is game? √

15. But before we talking about game,

let see that as (unclear), Children

have great capacity to enjoy

themselves.

√

16. And, games provides important

link between home and school.

√

17. They will get secured and feel

confident.

√

18. Well, so what pin on back is? √

19. But, they cannot speak in a form of

action because they confused how

to say in a form of action.

√ √

20. But we, adults had teach them how

to speak in a right form, in a right

grammar.

√

21. You have to grasps the attention of

your children.

√

22. But let yourself joins the game. √

23. And ask one of your students to

come in front to help

demonstration the games.

√

24. After he have done writing a

word,…

√

25. Richard and Rodcher (2003) says

in their book in titled approaches

and methods in language teaching.

√

26. So, (edited) has given the had had

tell about the Eifel tower and about

the description.

√

27. So when (edited) blow up the dice

to the (edited), (edited) will make I

secretly and will tell about… will

tell about the object.

√

28. So (edited) blow up the dice. √

29. that is the how this magic dice

work.

√


111


transfer

Intralingual

transfer

Context

of

learning

30. So it will make your children have

freedom to speak that they want to

speak.

√

31. Thank you for this occasion so I

can standing here in front of you

…

√

32. …to deliver you some short speech

but at first let me introduce myself.

√

33. My name (edited) but you can call

me (edited).

√

34. Different from last, my previous

speech that using more modern

style like video game.

√

35. Now, I will demonstrate you how

to use flash card by using game.

√

36. Each flash card have a category

like it is food category and it is

animal category.

√

37. It will be mix with other card

categories.

√

38. A minimal, each player have three

cards.

√

39. The player ask with English. √

40. You must describe the thing just to

only one opponents so the other

opponent should silent.

√

41. So, it be an guess … √

42. … so the player didn‟t know the

opponent have the card or not.

√

43. If you have complete the four

member of the category, you

should collect it and it is done.

√

44. You see? √

45. Yeah, everybody is understand that

the game is so easy and agree with

me.

√


112


transfer

Intralingual

transfer

Context

of

learning

46. You can knows about the name,

the color, and may be the… the

English name.

√

47. There is another benefit like is it

easy to obtain, cheeper… cheaper

than you learn from the internet

source.

√

48. Simple, is it? √

49. It‟s fun, is it? √

50. Have you ever found your students

got bored in your classroom?

√

51. The… the solution Simon says

game.

√

52. This material are quite important

for the student since if they can

master this materials.

√

53. When we should use this game for

our students?

√

54. This game can helps your student

to release their stress and their

anxiety when they try to learn

second language.

√

55. Besides that, they will not feel

boreded when they learn second

language by this game.

√

56. The teacher are required to be

more active in speaking and giving

comment but this game requires a

little preparation.

√

57. In this game, the teacher have to

prepare the flash card.

√

58. And if the teacher can do not have

the flash card, they can make it by

themselves.

√

59. And the third reason, this game

haves three different types learners.

√


113


transfer

Intralingual

transfer

Context

of

learning

60. For the audio learners, they can

learn the language through the

sentences… the sentences which is

delivered by the teacher.

√

61. Now, I will explain you about the

way how to… how we do the…

the… Simon says game.

√

62. Now, I will explain you about how

to play this game.

√

63. Before we play this game, I would

like to introduce my partners who

helps me to be a fifth grade

students.

√

64. And after the teacher give the

commands for the… for the

students, the..this …the teacher can

let the students to do the same

commands that the teacher do.

√

65. Yes, because it make the student

happy in learning…

√

66. I (edited) √

67. because it is work well when we

use it for teaching English

√

68. Realia made using real item … √

69. … realia are not a saries of artifact

that can be describe about cultural

thing …

√

70. So it‟s more effective because

students can experience it as what

we were said and student can also

use their sense to learn.

√

71. So student could be more pay

attention to what we are teaching.

√

72. Many people found this kind of

approach is interesting and

refreshing.

√

73. Hey class, do you know what is it? √


114


transfer

Intralingual

transfer

Context

of

learning

74. Whether the student answer it

correctly or not, we should answer

it with “yes, it is an apple”.

√

75. And the student have already

emm… repeated again and again.

√

76. And then, we can go on to

deviding the class into two big

groups.

√

77. For example, the buyer want to buy

the … the grape and she or he will

ask “how much is the grape?”…

√

78. Because our teaching method will

not only just reading the reading

the lesson is on the book and then

doing the exercises, …

√

79. The third one that it can grasp the

student attention…

√

80. ... so that our learning process

would be work well.

√

81. … teaching English especially in

vocabulary subject does not the

teacher read vocabulary in

blackboard or whiteboard…

√

82. … and after that they imitate what

the stu… what the teacher say, …

√

83. The teacher must make the student

be fun and enjoy when they study

vocabulary.

√

84. … I introduce you one the media

instead of using flash card.

√

85. The first, flash card is simple and it

no expensive.

√

86. And the last, flash card are really

handy resource to have and can be

useful at every class.

√

87. … TPR can be combine with using

flash card.

√


115


transfer

Intralingual

transfer

Context

of

learning

88. Is very memorable … √

89. TPR can be used put in large or

small classes.

√

90. In this case, in this… it‟s no mater

to have how many student you

have as long as you are prepared to

take care it, the learner will follow.

√

91. And the last is it is no need a lot of

preparation and a lot of time.

√

92. What you… you have explain … √

93. … what you want to a shared your

students.

√

94. Vocabulary is important parts the

student must be have had when

learn English language.

√

95. And using flash card in TPR make

more fun and happy and useful …

√

96. … when this vocabularies for

students who third grade.

√

97. Students can more have clearly

understand and easy to remember.

√

98. Because children as very very

unique characteristic.

√

99. And why is important to to


English.

√

100. First, if the children learning

English from early age, …

√

101. … they will more able to

understand.

√

102. They will more able to learn about

English …

√

103. They were in the critical of

thinking.

√

104. The children will not forget about

English until grown up

√

105. … ,until they adults. √

106. … they will able to use English … √


116


transfer

Intralingual

transfer

Context

of

learning

107. In this occasion, I used matching

card, why I use matching card?

√

108. Because matching card like a

games so the students will enjoy

the learning process.

√

109. … they will not get disturb by

other things.

√

110. And why is important to use this

media?

√

111. It lik… like a games, the children

will enjoy will learning process.

√

112. The children need to matching … √

113. And if they were finish to match

them and all of them is true.

√

114. This interesting? √

115. First, is it important to the children

to learn about English from early

age.

√

116. … so the children will not bored in

the class.

√

117. And … I think is it enough for

today.

√

TOTAL 26 78 13


117

APPENDIX F

THE SOURCE OF VERB PHRASE ERROR CLASSIFICATIONS AND

EXAMPLES


118

No. Source of Error Type Example Total

1. Interlingual

Transfer

Using Indonesian

structure

Children need

concentration to pay

attention what the

teacher say.

26

The player ask with

English.

Omission subject And why is important

to children to learn

English?

Omission „be‟ This interesting?

Wrong order of

auxiliary verb

When we should use

this game for our

students?

The omission of

verb

Teaching English

especially in

vocabulary subject

does not the teacher

read vocabulary in

blackboard or

whiteboard

2. Intralingual

Transfer

Subject-verb

agreement

Simon Says game

develop children

vocabulary.

78

Using “be”

followed by verb

1

Children are really like

to play games.

Order of linking

verb/ auxiliary

verb

Well, so what pin on

back is?

So here, I will drive

you to three

destination to see what

is pin on back.

Using –ing in

present tense

But before we talking

about game, ...

Had/have

followed by verb

1

But we, adults had

teach them how to

speak in a right form,

in a right grammar.

Have to followed

by verb -s

You have to grasps the

attention of your

children.

Let followed by

verb -s

But let yourself joins

the game

Using verb –ing

after auxiliary

verb

Thank you for this

occasion so I can

standing here in front


119

of you …

Using verb 1 in

passive sentence

It will be mix with

other card categories

Passive sentence

without “be”

Realia made using real

item

Using were

instead of have

So it‟s more effective

because students can

experience it as what

we were said and

student can also use

their sense to learn.

Using participle -

ing / -ed

following to

infinitive

And then, we can go

on to deviding the

class into two big

groups.

what you want to

shared your students.

3. Context of

Learning

Using wrong

vocabulary

So (edited) blow up

the dice.

13

Doesn‟t use

preposition to

Now, I will

demonstrate you how

to use flash card by

using game.

Doesn‟t use not

in question tag

It‟s simple, is it?

Lack of using

“be able to”

They will more able to

learn about English …

∑ 117
