An Error Analysis Of The Teachers’ Spoken Language In The Mathematics Teaching-Learning Process At Designated International Rating School (A Descriptive Study at SMP Negeri 1 Boyolali in the Academic Year of 2011/2012)

Oleh :
Kriana Kartikasari - K2205013 - Fak. KIP

This study investigates the spoken language errors of the mathematics teachers of Designated International Rating School. It aims to find the types of errors, the frequency of errors, and the sources of errors that the mathematics teachers made in their spoken language during mathematics teaching learningprocess. The research method employed in this study is descriptive research. The study was carried out at SMP Negeri 1 Boyolali in May 2012. The data sources of this research are recorded audios of the mathematics teachers’ spoken language and their transcriptions. In collecting the data, the writer uses recording technique. The writer is present as a passive participant in the research setting that is the classroom where the research subjects teach the mathematics lesson. The writer follows and records all the mathematics teachers’ spoken language from the beginning till the end of the mathematics lesson. All recorded audios are transcribed and coded into Teacher A, B, C, and D. Then, they are analyzed using Corder’s procedures of error analysis to identify which utterances containing errors, the errors types, the errors frequency, and the errors sources. The results of the data analysis show that the most errors type committed by the mathematics teachers is grammatical errors, and followed by phonological errors and lexical errors. The grammatical errors cover errors in article, noun-verb formation, noun word order, possessive pronoun, relative pronoun, third person singular verb, plural noun marker, preposition, parallelism, passive voice, subjectverb agreement, tenses, interrogative sentence, imperative sentence, and sentence components. In phonological errors, the mathematics teachers pronounce the segmental phonemes of the target language incorrectly. In lexical errors, the mathematics teachers choose some inappropriate diction in their speech. For the errors sources, the sources of grammatical errors are mainly caused by simplification. All the phonological errors done are resulted from the mathematics teachers’ first language interference. Meanwhile, the causes of lexical errors are mostly caused by false concept hypothesized. Key words: spoken language errors, linguistic taxonomy, bilingual mathematics teachers.