This research aims to describe: (1) the types of students’ speaking error on
the communicative effect taxonomy made by the eighth grade students of SMA N 1
Sambungmacan Sragen; and (2) the percentages of students’ speaking error on the
communicative effect taxonomy made by the eighth grade students of SMA N 1
Sambungmacan Sragen.
The method used in this research is descriptive method. The research was
carried out to the Eleventh Grade Students of SMA N 1 Sambungmacan Sragen in
four days, two days in the last February (26th, 28th) and two days in the beginning of
March (1st, 4th). From the population, there were 26 students of class XI Science 3
taken as the sample by using cluster random sampling. interview test is used as the
instrument to collect the data. Then, the data are analyzed by using error analysis
procedure which consists of collecting the data, identifying students’ errors,
classifying errors, explaining errors, and evaluating errors.
From the result of the analysis of students’ spoken corpus, it can be
concluded that there are numbers of error based on communicative effect taxonomy
which classified into local and global error. This study shows that most of the
students produced local errors and only few of them produced global errors. There are
1087 cases (92.67 %) of local error while only 86 cases (7.33 %) of global errors
from totally 1173 cases of errors. Local errors are classified into two subcategories of
errors i.e. local morphological error and local syntactical error. One thousand errors
(85.25 %) found in the case of local syntactic errors while only 87 cases (7.42 %) of
local morphological errors are discovered in this study.
The factors causing errors made by the eleventh grade students of SMA
Negeri 1 Sambungmacan Sragen are: (1) Interlingual transfer which is caused by the
interference of their mother tongue. It happens because there is a different system
between Indonesian and English. Habit also belongs to interlingual transfer. (2)
Intralingual transfer which is a negative transfer within the target language (English).
It reflects the general characteristics of rule learning such as faulty generalization,
incomplete application of rules and failure to learn conditions under which rules
apply. Interlingual only has a little influence in students’ speaking error. On the other
hand, the intralingual becomes the most dominant factor that influence the students’
speaking error.
Keywords: error analysis, speaking, communicative effect taxonomy, descriptive
study.