Grammatical Error Analysis in Students’ Reported Speech (The Case of the Eleventh Grade Students of SMA Negeri Gondangrejo Karanganyar in 2010/2011 Academic Year)

Oleh :
Eko Wahyudi - X2209039 - Fak. KIP

ABSTRACT The objectives of the research are: (1) to describe the errors varieties in constructing reported speech of eleventh grade students in SMA Negeri Gondangrejo Karanganyar. (2) to find out the highest error frequency students made in constructing reported speech. (3) to describe the factors influencing the students‟ error in constructing reported speech. The research uses a descriptive quantitative method. The population comes from the eleventh grade students of SMA Negeri Gondangrejo with the total number of 228 students. Meanwhile, the total number of the sample is 79 students. The sample is taken by using purposive sampling. The research is conducted through two stages. In the first stage, there is a try-out test given to the XI IPA 2 students in February 26, 2011. Thirty-two students attend the try-out test and answer the 55 items essay test. The outcome of the try-out test produces 15 items invalid data and 35 items valid data. Thus, the 35 valid data is used as a final or real test by the entire samples, that is, 79 students. The final or real test is conducted in April 7, 2011. The research uses 79 students to analyze the grammatical error in students‟s reported speech. Then, the researcher analyzes the data through error analysis procedure: identifying errors, calculating errors into percentage, describing and classifying them into types of errors, explaining them based on the error sources, and evaluating them into the correct rule. The research finding of the thesis shows that: (1) there are five error classifications (misformation, addition, misordering, omission, and combination error); (2) there are two sources of error (interlingual and intralingual error); (3) the total of error classification is 2,897; (4) the error‟s frequency on each classification is 1.66 percent of addition error, 1.07 percent of misordering error, 50.5 percent of misformation error, 1.97 percent of omission error, and 44.48 percent of combination error; (5) the total of the sources of error is 2,178; (6) the frequency on intralingual error is 97.15 percent and 2.85 percent of interlingual error; (6)the connector addition belongs to the highest error in addition error (60.42 percent); (7) the misformation of tense belongs to the highest frequency of the misformation error (17.7 percent);the past tense belongs to the highest frequency of misformation error (50.96 percent). (8) omission of connector belongs to the highest frequency of error (28.08 percent) in omission error classification. The researcher concludes that the most students still find difficulty in forming the exact structure of the tense, especially the past tense. It happened because in constructing the reported speech, the students have to back shift the tense of the reported clause. Meanwhile, the most dominant source or factor influencing the student‟s error comes from the structure of the target language, namely intralingual error. The mother tongue has only a little influence.